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Zooming In on Strategies for those with Subtle yet Significant Social Differences and/or Challenges

In this two-part series we focus on individual social learners across the lifespan who are both Neurodivergent and Neurotypical who show subtle yet significant differences and/or challenges with social learning competencies. We will explore sophisticated ideas that foster the development of perspective taking, executive functioning, and social-emotional self-management. More specifically we will examine different aspects of emotional awareness of self and others, flexible thinking, social problem solving, self-advocacy and treatment* ideas to foster self-regulation, effective communication, and a sense of well-being.

 

*Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social competencies.

Michelle Garcia Winner and Pamela Crooke

Your Instructors:

 

Michelle Garcia Winner, founder of the Social Thinking® Methodology, MA, CCC-SLP

 

Pamela Crooke, PhD, CCC-SLP • Chief Curriculum Officer

Register for this popular two-part series for less than $138

Part 1: Understanding Social Learners with Subtle yet Significant Differences and/or Challenges

Zooming In on Strategies for those with Subtle yet Significant Social Differences and/or Challenges

The focus of this course is to explore the needs of those with traits such as perfectionism, self-protective resistance, social anxiety, and executive functioning struggles. These individuals commonly have a diagnosis of ADHD, autism level 1, OCD, NVLD, social anxiety, twice exceptional and other learning differences—or may have no diagnosis at all). Usually in mainstream classes, these individuals struggle with the intricacies of developing social relationships, working through assignments, and engaging in peer-based groups. This course is part one of a two-part series where attendees will learn how issues with flexible thinking, emotional understanding of self and others, problem solving, self-advocacy, and nuanced social interpretations can contribute to subtle but significant social differences and/or challenges. Teachers and parents describe these learners as struggling with organization (executive functioning), emotion management (self-regulation), and mental health (social anxiety, and depression). We describe this group as Nuance-Challenged Social Communicators (NCSC). Nuance-based social learners tend to have subtle but significant differences and/or challenges and are the most likely to be bullied by peers and adults.
Expires
Replay access through March 31, 2023
3 hours toward CE credit, if applicable
Get Recording

Part 2: More Strategies for those with Subtle yet Significant Social Differences and/or Challenges

Zooming In on Strategies for those with Subtle yet Significant Social Differences and/or Challenges

Students, clients, and patients who struggle with self-regulation, social anxiety, and depression (Neurodivergent and neurotypcial) can be characterized as Nuance-Challenged Social Communicators. Individuals in this group may represent a range of diagnoses such as ADHD, Autism (levels 1 and 2), PDD-NOS, ODD, OCD, NVLD, social anxiety, perfectionism, twice exceptional—or may have diagnosis. This course is part two in a two-part series and will take a deeper look at how to use practical visual tools and supports to deepen social interpretation and produce more nuanced social responses that incorporate perspective taking, executive functioning, managing anxiety, etc. We will also explore teaching strategies to help social learners meet their own social goals as well as tips to motivate group or session participation.
Expires
Replay access through March 31, 2023
2 hours toward CE credit, if applicable
Get Recording

Helping over one million educators, clinicians & families around the world

The foundation of our work provides interventionists (teachers, speech-language pathologists, therapists, clinicians, parents) and social learners with frameworks, tools, skills, and a shared language for understanding the social world. Our goal is to help people learn explicitly how to engage in social information processing: how to attend, interpret, problem solve, and respond in any situation—the thinking and doing skills that will promote well-being.


At some point we all struggle in social situations. Engaging in a social emotional thinking/feeling-based process can be difficult at times for everyone in the social world. Our role as interventionists is to help empower social learners with strategies for understanding that we all share social expectations, thoughts, feelings, make mistakes, and try again as we learn to navigate our way toward our social goals. The practical nature of our teaching and the concrete way we explain social concepts helps engage people in social learning not only about themselves but about others.

Social Thinking
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