Series Name: Introducing Social Thinking® Concepts to 4–7-Year-Olds Through Ten Storybooks and Two Curricula

Please note that this course begins promptly at 9:00 am Pacific Time. Guide children’s early social learning and play experiences to strengthen social competencies and classroom learning. Part 1: Foundations for Early Learners—Teaching Thoughts, Feelings, and The Group Plan examines the foundations of our work with early learners, delves into the core concepts thoughts and feelings and the group plan, and provides strategies, lessons, and examples for teaching them to children ages 4–7 years old using We Thinkers! Volume 1 with fidelity.

Series Name: Introducing Social Thinking® Concepts to 4–7-Year-Olds Through Ten Storybooks and Two Curricula

Please note that this course begins promptly at 9:00 am Pacific Time. Part 2 of this four-course series expands on the research-based foundations of our work with early learners introduced in Part 1 related to the core Social Thinking® concepts taught through our curriculum. In this course, we focus on the concepts thinking with your eyes, body in the group, and whole body listening. Learn strategies, lessons, and examples for teaching these concepts with fidelity using our We Thinkers! Volume 1: Social Explorers Curriculum with 4–7-year-olds in the mainstream classroom and specialized treatment settings.

Series Name: Introducing Social Thinking® Concepts to 4–7-Year-Olds Through Ten Storybooks and Two Curricula

Please note that this course begins promptly at 9:00 am Pacific Time. In this third part of a four-part series, we explore the use of the Group Collaboration, Play and Problem-Solving (GPS) Scale for 4- to 7-year-olds to better assess a child’s ability to relate with peers, what to focus on in treatment, and related lessons. Learn cutting-edge information about how to use the We Thinkers! Volume 2: Social Problem Solvers Curriculum with fidelity. This course builds on the precursory courses in the four-part series: Introducing Social Thinking® Concepts to 4–7-Year-Olds Through Ten Storybooks and Two Curricula: A Four-Part Series.

Series Name: Introducing Social Thinking® Concepts to 4–7-Year-Olds Through Ten Storybooks and Two Curricula

Please note that this course begins promptly at 9:00 am Pacific Time. In this last part of a four-part series, we explore how to teach more advanced social and executive function concepts, expected/unexpected behavior, flexible thinking, smart guess, size of problems and sharing an imagination. We’ll demonstrate how to use our curriculum, We Thinkers! Volume 2: Social Problem Solvers with fidelity. This course builds on the precursory courses Parts 1-3 of the series: Introducing Social Thinking® Concepts to 4–7-Year-Olds Through Ten Storybooks and Two Curricula: A Four-Part Series

Series Name: Individualizing Social Emotional Learning and Treatment Decision Making

Please note that this course begins promptly at 9:00 am Pacific Time. A six-step treatment decision making template is explored for use by parents and professionals (interventionists) to help them individualize and update social emotional treatment services across time. In this course we’ll also explore three different ways the interventionist can use the Social Thinking® Methodology to better understand their students’ social learning needs and help them develop metacognitive strategies to increase their social competencies as they seek to navigate within the complex social world.

Series Name: Individualizing Social Emotional Learning and Treatment Decision Making

Please note that this course begins promptly at 9:00 am Pacific Time. This second part of a two-part series focuses on teaching tools available for social learners across differing developmental ages. Attendees will discuss treatment pathways for younger students and how these needs transform and change with developmental age and evolving social emotional self-regulatory expectations. Two different treatment journeys are reviewed using the six-step decision making template explored in Part 1. Clinicians discuss how and why treatment choices were made, what was taught to the social learner, and how the sessions evolved based on student responses.

Series Name: Exploring the Unique Needs of Teens Who Are Developing Social Self-Awareness

Please note that this course begins promptly at 9:00 am Pacific Time. In this first part of a two-part series we discuss teens’ expectations for how we work with them even when their social emotional self-regulation skills are lagging significantly behind their neurotypical peers. We explore how to help students deemed oppositional or resistant to active participation in classrooms and treatment sessions. We also review how education and employment laws in the USA change when children turn 18 years old.

Series Name: Exploring the Unique Needs of Teens Who Are Developing Social Self-Awareness

Please note that this course begins promptly at 9:00 am Pacific Time. In this second part of a two-part series, we examine the role of executive functions, social emotional learning, and use of metacognitive strategies when helping students learn how to meet their own goals. Concepts related to social conformity, boredom management, and fostering autonomy and motivation by developing one’s own self-management and public relations campaigns are explored.

Series Name: Navigating Across School, Home, and Screen Landscapes using the ILAUGH Model

Please note that this course begins promptly at 9:00 am Pacific Time. Fostering social emotional learning and competencies is embedded in educational standards. Part 1 explores two components of the ILAUGH Model of Social Cognition to deconstruct how the social world works. Discover how challenges in social communication, the ability to initiate, and self-regulate impact written expression, reading comprehension of literature, and working in groups. Learn practical strategies via in-person or online.

Series Name: Navigating Across School, Home, and Screen Landscapes using the ILAUGH Model

Please note that this course begins promptly at 9:00 am Pacific Time. In this second part of a two-part series, we explore four critical parts of the ILAUGH Model of Social Cognition as a way to deconstruct and make sense of the relationship between the social and academic world. The social brain forms the foundation for how children, students, and clients interact, learn to write, comprehend others’ perspectives, use narrative language, participate in groups, and learn in classrooms or online. This course examines how abstract thinking, perspective-taking, executive functioning, and self-regulation impact one’s ability to engage in written expression, reading comprehension and working in groups. Learn practical strategies to teach social competencies.

Key Topics: social emotional learning, executive functions, anxiety

Please note that this course begins promptly at 9:00 am Pacific Time. Adults with histories of having compelling challenges sustaining social relationships can have subtle but significant learning needs, whether diagnosed with autism spectrum disorder or not. This fast-paced course will provide case examples using aspects of the Social Thinking® Methodology and a range of different strategies to help clients investigate how the social world works to better navigate to self-regulate within it.

Series Name: Social Detective, Superflex®, and Friends Take On Social Emotional Learning: Teaching the Concepts with Fidelity

Please note that this course begins promptly at 9:00 am Pacific Time. In this first part of a two-part series, learn how to teach with fidelity the award-winning You are a Social Detective! and Superflex…A Superhero Social Thinking Curriculum to boost social awareness and self-regulation. We explain the critical scope and sequencing required to teach these materials and help your students, clients, and patients improve their social competencies for a lifetime. Learn how to modify this curriculum for use with older social learners.

Series Name: Social Detective, Superflex®, and Friends Take On Social Emotional Learning: Teaching the Concepts with Fidelity

Please note that this course begins promptly at 9:00 am Pacific Time. In this second part of a two-part series, you will learn how to teach with fidelity the award-winning You are a Social Detective! and Superflex…A Superhero Social Thinking Curriculum to boost social awareness and self-regulation. We continue to explore many different social thinking strategies for navigating in the social world. Learn how to teach Superflex in the mainstream classroom, in-person, or online. Discover the dos and don’ts when using Social Thinking® teaching materials.

Series Name: Social Thinking Vocabulary and Strategies

Please note that this course begins promptly at 9:00 am Pacific Time. We all need practical social emotional learning tools for teaching social information. Part 1 of this two-part series introduces two core treatment frameworks, multiple tools, and practical strategies as part of the Social Thinking® Methodology’s concrete vocabulary. Discover social emotional learning strategies for teaching how the social world works to guide treatment planning.

Series Name: Social Thinking Vocabulary and Strategies

Please note that this course begins promptly at 9:00 am Pacific Time. Using concrete social emotional vocabulary and frameworks, we teach strategies for social learners to navigate (to regulate) in the social world. In this second half of this series, learn additional Social Thinking Vocabulary to make abstract social concepts more concrete. We describe treatment* examples for guiding children, students or clients to build social competencies in conversations, executive functions, self-awareness, self-regulation, perspective taking, and flexible thinking.

Series Name: Assessing Social Competencies Using Social Thinking® Informal Dynamic Tasks

Please note that this course begins promptly at 9:00 am Pacific Time. In this first part of a two-part series we delve into the social mind and how it functions with neurotypically developing people within the complex social world to better understand goals of assessment. Examine trends in how different types of social emotional learners process and respond to socially based information. Explore processes for engaging students in Social Thinking® Informal Dynamic Assessment (ST–IDA) tasks to guide understanding of individuals’ social emotional learning strengths and weaknesses.

Series Name: Assessing Social Competencies Using Social Thinking® Informal Dynamic Tasks

Please note that this course begins promptly at 9:00 am Pacific Time. This second part of a two-part series examines how executive functions are necessary for the development of social competencies. Using video case examples, two more fascinating and increasingly complex Social Thinking® Informal Dynamic Assessment tasks are reviewed to provide compelling additional information. Tips and other assessment tools are provided for assessing individuals of different developmental ages.

Please note that this course begins promptly at 9:00 am Pacific Time. Our role, as interventionists (parents or professionals) working with social learners, is to seek evidence-based interventions and then use common sense, practical, and efficient ways to measure learning outcomes. Ultimately, interventionists must be able to talk about the theory underlying each curriculum, comic, game, worksheet, or app they choose and then justify with tools to measure progress (or not). But are we all using the same definitions when we talk about evidence, measures, and outcomes? In this course, attendees will learn about the evidence within the Social Thinking® Methodology and will learn how to design tools (e.g., rubrics) to accurately measure social learning outcomes. We also provide tips for writing IEP goals that overlap and embed into the academic standards rather than stand alone.