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Save Social Town from the Runaway UnthinkaBot Bus! | Superflex Series

The Zones of Regulation Series

Superflex Series

Superflex Series

The Zones of Regulation Series

Superflex Series

The Zones of Regulation Series

2nd Edition | Superflex Series

Superflex Series

Superflex Series

The Zones of Regulation Series

Curriculum, Storybook, and Visuals | Superflex Series

The Zones of Regulation Series

Dry-erase

Superflex Series

The Zones of Regulation Series

The Complete Framework and Digital Curriculum Companion (Print Edition) | The Zones of Regulation Series

2nd Edition | Superflex Series

3rd Edition | Superflex Series

Strategies for Understanding and Navigating the Workplace 2nd Edition (for Teens & Adults)

Making Sense of the Social World

Superflex Series

2-book teaching set | Superflex Series

The Zones of Regulation Series

The Zones of Regulation Series

The Zones of Regulation Series

A Game to Explore Social Interpretation, Group Expectations, and Social Problem Solving

A Social Thinking Guidebook for Bright Teens and Young Adults

The Zones of Regulation Series

The Zones of Regulation Series

A Game to Explore Social Interpretation, Group Expectations, and Social Problem Solving

The Zones of Regulation Series

A Game to Explore Social Interpretation, Group Expectations, and Social Problem Solving

Regulation Strategies to Focus, Calm, Think, Move, Breathe, and Connect | The Zones of Regulation Series

Core Practical Treatment Frameworks Set 1

Regulation Strategies to Focus, Calm, Think, Move, Breathe, and Connect | The Zones of Regulation Series

Superflex Series

26 Teaching Frameworks

Practical Treatment Frameworks Set 2

The Zones of Regulation Series

The Zones of Regulation Series

Superflex Series

Superflex Series

The Superflex Series

The Zones of Regulation Series

Superflex Series

Superflex Series

The Zones of Regulation Series

We Thinkers Series

A Game to Explore Social Interpretation, Group Expectations, and Social Problem Solving

We Thinkers! Series

A Game to Explore Social Interpretation, Group Expectations, and Social Problem Solving

Superflex Series

A Game to Explore Social Interpretation, Group Expectations, and Social Problem Solving | Revised Elementary Edition

We Thinkers! Series

A Game to Explore Social Interpretation, Group Expectations, and Social Problem Solving

Using Movies to Teach Social Thinking and Social Understanding

A Social Thinking Manga-Style Map for Social Quest Seekers

Learning to Read in Between the Social Lines, Revised Edition

A Social Thinking Curriculum for School-Age Students

Two-book set

A child-centered guide that explains autism and highlights the gifts of being neurodivergent

Using Interests and Enthusiasms to Teach Social Problem Solving and Emotional Regulation Skills to Autistic Students

A Whole Body Listening Larry Story to Help Kids Regulate, Listen, and Engage

A Kids' Guide to Dealing with Emotions about Friends and Other Kids

A Relaxation Book for Children Who Live with Anxiety

Fun CBT Activities to Help You Bounce Back from Stress and Grow from Challenges

Social Boundaries: Straight Up! Revised

Powerful Tools for Recognizing Anxiety and Restoring Your Peace

Assisting Students in Understanding Social Interactions and Managing Their Emotional Responses

Nurturing the Seven Instincts for Lifetime Success

Tips and Tools for Protecting Your Body, Brain, Psyche, and Thumbs from the Digital Dark Side

Explaining Social Thinking to Kids | Superflex Series

2nd Edition

Skills to Help You Balance Screen Time, Manage Stress, and Take Charge of Your Life

5 Steps to Boost Independence, Ease Frustration, and Promote Confidence

A Book for Kids About Anxiety, Courage, and Already Being Awesome

A Workbook to Help You Build Perseverance, Self-Control, and a Growth Mindset

A Kids’ Guide to Making and Keeping Friends

A Book for Kids About Anxiety

Take Charge of Fears and Worries Using the Gift of Imagination

Activities to Help You Create Unshakable Self-Confidence and Reach Your Goals

We Thinkers! Series

Practical Exercises, Worksheets and Activities to Nurture Developing Minds

Using Online Videos for Social Learning

Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

A Cognitive Behavioural Therapy Workbook on Stress Management for Young People

A Cognitive Behavioural Therapy Workbook on Anxiety Management for Young People

A Cognitive Behavioural Therapy Workbook on Anger Management for Young People

12 Revolutionary Strategies to Nurture Your Child's Developing Mind

A Cognitive Therapy Guide to Overcoming Self-Doubt and Creating Unshakable Self-Esteem

5 Key Social Thinking Vocabulary Concepts in Action

September 15, 2025

October 9 - 10, 2025

September 25 - 26, 2025

Teach It Today, See It Tomorrow

A Day to Develop Team Creativity

Strategies to Demystify Conversational Complexities

That Often Remain Untaught

How Does It Affect Emotional Regulation and Awareness?

Strategies to Promote Executive Functions

How Do Students Get Things Done

Using the We Thinkers! Curriculum Series

How Digital Technology Impacts Our Focus and Concentration and What We Can Do About It

Bringing the Concepts into Classrooms & Beyond

Tips & Tools for Adapting Teaching to Students’ Needs

Help Your Students Learn to Help Themselves

What They Are and How to Teach Them

Why It’s Hard & How We Can Help

An Educational Match!

How Social Learning Can Ease the Transition Back to School

How to Ask for Help

Teaching Expected & Unexpected Behaviors the Right Way

Nurturing the Seven Instincts for Lifetime Success

Is ABA the Only Way?

At least 250 children are suspended or expelled from preschool daily because of disruptive or aggressive behavior. Many of these children are confused and frustrated because they don’t understand what’s going on around them or may not have awareness or understanding of how to play, learn, and work in groups with their peers. The Social Thinking® Methodology has materials and strategies for teaching young learners core social concepts and vocabulary for understanding the how & why of the social world and tools and strategies for developing foundational social competencies.

On any given day, the social mind is taxed with attending to and making sense of a myriad of social events. The social mind is at work when trying to imagine the experiences of others and their inner mental worlds, and is equally active when people seek to approach, connect with, and sometimes avoid one another. Ultimately, the social mind is responsible for thinking about (social) thinking, or social metacognition. Social metacognitive teaching strategies can be helpful for supporting social learners as they observe social landscapes, interpret what is observed to problem solve, or decide whether and how to produce social responses. This article describes how social metacognitive strategies from the Social Thinking Methodology have been used to support the self-determined social goals of two autistic students. Visual frameworks and their underlying theories are provided as evidence-aligned tools for supporting clinical journeys.

Components of the Social Thinking Methodology fit within the Executive Functioning concept by addressing goal setting, action plans, perspective taking and organization. Social thinking challenges routinely prevent individuals from accurately interpreting social information. These challenges can be said to represent a social executive function problem (sometimes called a social multitasking problem). The ability to socially process and respond to information requires more than factual knowledge of obvious social rules and unspoken rules (hidden rules of the situation). It also requires the ability to consider the perspective of the person with whom you are talking.

Friendship seems so easy and natural to those who make friends easily—but to those who find it challenging, it’s neither simple, logical, or predictable!

Michelle Garcia Winner, MA, CCC-SLP, the founder of Social Thinking, opened her first clinic, The Center for Social Thinking, in 1998 to provide services for people with social learning challenges. Her common-sense teaching approach (now called the Social Thinking Methodology) helped many of her clients develop social competencies in a way no other program had done before – and word spread. Her client base grew quickly and so did the demand for information, training, and products to help serve people worldwide.

In this course, we answer the questions: What are core social learning challenges? How do we determine these challenges? How can we support learning and where do we start? Diagnostic labels such as ADHD, Autism, Twice Exceptional, Social Communication Disorder, etc. fail to pinpoint how to help an individual develop social competencies for use across the classroom, community and home. Nor do diagnostic labels help interventionists (professionals and family members) understand how social learning challenges are co-mingled with theory of mind, executive functioning and mental health challenges. In this course we will explain different types of treatment needs based on an individual’s social self-awareness, social-interpretive abilities, and social problem-solving skills. Learn practical strategies to develop skills that are required not only in relationship development but throughout academic curricula and standards.

Using video from treatment sessions, we zoom in on strategies to promote social attention and perspective taking (theory of mind) with students, clients, and patients who interpret language very literally and struggle to interpret what others think and feel. These more literal-minded individuals—who may have a diagnosis of autism levels 1 and 2, ADHD, and/or sensory integration challenges—are slow to develop social competencies and exhibit a range of other learning challenges related to their weak socially-based critical thinking. Video-based case studies will offer treatment ideas and show how this type of student evolves in their understanding of the social world as they grow up. Attendees will receive checklists to help differentiate types of social learners and connect social learning to the educational standards. Group treatment ideas for different age groups will also be introduced. Attendees appreciate the practical information shared across the day!

The Zones of Regulation curriculum has been helping students ages 4+ worldwide for more than 10 years. We are thrilled and proud to provide you with new digital resources to use with The Zones of Regulation curriculum, providing you with flexible options for teaching self-regulation concepts and strategies more deeply.

Guide children’s early social learning and play experiences to strengthen social competencies and classroom learning. Using video examples, multisensory lessons, and play, we provide strategies to teach children core Social Thinking concepts to help them learn in a group, think about others, use their whole body to listen, etc. This course teaches parents and professionals to implement with fidelity our award-winning curriculum, storybooks, and music collection: We Thinkers! Volume 1 Social Explorers (formerly The Incredible Flexible You!). The vocabulary and strategies are adaptable for use with other activities and age-appropriate literature.

Auschwitz, Auschwitz... I Cannot Forget You, As Long as I Remain Alive is the first-person story of Max Garcia, his beloved family, and his survival of Holocaust tortures at concentration camps. But this isn't a story only about the past. It is about the present and the future. Having survived Auschwitz, Max encouraged us all to “enjoy life!” Max passed away peacefully surrounded by family on January 9, 2021. Hopefully, he is at peace wherever his spirit is. He was certainly a remarkable man who impacted many.

Keep Social Learning Strong All Summer Long!
 Summer is a great time to relax, but it’s also the perfect opportunity to help kids keep work on their social learning. Just a couple of pages a day from one of our engaging, easy-to-use workbooks can support academic and social learning competencies without overwhelming kids or caregivers.

At the heart of the Social Thinking Methodology is our vocabulary. It’s our way of translating complex social concepts into a simpler form that can be taught and used as a common language to talk about what it means to “be social” across people, cultures, and context. Social Thinking Vocabulary encourages individuals to actively notice what’s happening around them. The language can be used whenever and wherever needed to talk about social expectations and interpretations: working as a group during a math lesson, dinnertime at home, hanging out with friends on the playground, participating as members of a team during P.E., etc. The concepts are expressed in simple language to make these abstract ideas easier to understand and motivate individuals to integrate them into their daily experiences as they participate in the social world.

We are packing our latest thinking and sharing our most helpful strategies by consolidating core topics, tailored to offer a deeper understanding related to assessment, goals and measurement, and practical teaching tools. This course offers ample time for networking, sharing practical lessons and strategies, as well as engaging in robust Q&A sessions with the instructors and fellow attendees.

The neurodiversity paradigm is reshaping how we understand, use language, interpret and undertake research, and support autistic people and those with related neurodevelopmental differences across the lifespan. In this chapter, we explore what the neurodiversity paradigm could mean in practice and how to reconcile the position that autism is a difference not a deficit and therefore individuals do not need to be “fixed” or “cured,” with the continued importance of timely diagnosis and the very real impact on participation, engagement, and wellbeing of autistic individuals and their families, within the environments of home, education, community, employment, and care.

Navigating the complex social world to meet one's self-determined goals is also important. They aren’t mutually exclusive! We provide social emotional teaching strategies, not to “fix” or “cure” individuals with learning differences, but instead offer a methodical, concrete way of understanding how the social world works.

When a student says or does something that seems out of sync with the group, many are quick to call this a “behavior problem.” Likewise, when it’s hard to make a friend, or friendships dissolve into dislikes, we may see this as reluctance or resistance to building relationships. The reality is that both managing one’s own behavior and building relationships are complex. They require a foundation of self-awareness, social interpretation, and problem solving. This course will focus on how to rethink what is meant by “behavior problems” and teach lessons that encourage the development of social competencies to meet one’s own personal social goals. We will also unpack different aspects of peer-based relations, from friendship to dislike, and provide practical tools and perspective-taking activities to encourage student motivation to continue developing increasingly complex relational competencies as they age.

Our Clinical Training Program is an advanced three-day training to deeply explore the Social Thinking Methodology. Be part of a small group of professionals who observe our therapists working with different ages and conducting an assessment.

We Thinkers! is our foundational social emotional learning curriculum series for helping social learners ages 4–7 develop fundamental social competencies. Storybooks from We Thinkers! Volume 1 and 2 series teach kids core Social Thinking Vocabulary and concepts to support their social learning.

We are thrilled to be part of these recent news stories! Social Thinking stands committed to providing quality, practical information that is rooted in research, built upon real-world experiences, and is responsive to the needs of the people who use our materials and those who teach it. For over 25 years Social Thinking has been a guiding resource for schools, clinics, and families around the world, and our teachings continually evolve based on the latest research and clinical insights. Michelle Garcia Winner, MA, CCC-SLP and the founder of Social Thinking is a leading expert in her field and has received many awards for her groundbreaking work.

Pamela Crooke, PhD, CCC-SLP, Chief Curriculum Officer offers a short tutorial in what to consider when teaching components of the Social Thinking Methodology with fidelity. She explores the idea of QuAD (Quality, Accuracy and Dosage), as well as using fidelity checklists to ensure we’re all using the materials from the Social Thinking Methodology in the manner they were intended.

The article discusses the implementation of the Zones of Regulation program at Carlton School, where four murals were created during an artist's residency to facilitate the program in a culturally-appropriate manner. The program, aimed at helping students identify and categorize their emotions into colored zones (red, blue, green, or yellow), provides tools and strategies for self-regulation, assisting students in transitioning between zones and promoting an optimal learning environment.

The Social Thinking Methodology embraces what the literature tells us about working directly with individuals who have social learning challenges (e.g., ASD, Social Communication Disorder, ADHD, Learning Disabilities, Twice Exceptional, etc.) and promotes the use of visual supports, modeling, naturalistic teaching, and self-management. Also, the methodology anchors to the research in fields that study how individuals evolve and develop to function in society: anthropology, cultural linguistics, social psychology, and child development. I'm Doing Social Thinking® - But Where Is the Evidence? To answer the question about evidence and Social Thinking, we need to first begin with a common language and a shared understanding of terms.

We love having you as our customer, and we understand that sometimes things happen that warrant you cancelling an order or registration to one of our events. We will make every effort to work with you around changes in your plans, with some restrictions. Please visit our Cancellation policies page to learn more.

Social Thinking Peer-Reviewed Article from the Language, Speech, and Hearing Services in Schools. This pilot study examined the outcomes of an intervention (i.e., Conversation Club) that was, in part, inspired by the Unthinkables in the Superflex Curriculum as well as other core Social Thinking Vocabulary.

The Social Thinking Training & Speakers' Collaborative (STTSC) consists of 12 clinicians, including Michelle Garcia Winner and Pamela Crooke, who train around the world on the Social Thinking Methodology in addition to working closely with schools, clients, and families. All of our speakers have an active caseload and provide training to help schools embed Social Thinking’s teachings across all aspects of the educational day in public and private schools. We also work with universities as well as businesses to help adults continue to develop stronger social communication skills. Please note that the members of our STTSC are the only people licensed and approved to give training on the Social Thinking Methodology.

Throughout our 25+ years of research, practice, and teaching, we’ve focused on the needs of young and mature adults and have found that when these social learners are presented with relevant and explicit concepts, tools, and practical strategies to make sense of evolving expectations within the social world, they can continue to learn to improve their social emotional problem solving. They’re able to gradually gain social competencies that help them, step by step, achieve their own social goals as they learn to navigate the complexities of the adult social emotional world.

Social Thinking tools and strategies work across cultures and can be applied with equal success anywhere in the world. We have several resources to help you access Social Thinking concepts and products wherever you live.

Teaching social concepts can be tough—because the social world is really complex! In this interactive course, you’ll learn a practical six-step decision-making framework to create teaching plans that support social growth in all kinds of learners. We’ll use the Social Thinking® Methodology and other approaches to explore how to teach learners how the social world works—so they can better understand it and set their own social goals. You’ll also learn how to tailor strategies based on age, perspective, anxiety, executive functioning, and more. Expect hands-on activities, real-life examples, and lots of chances to apply what you learn to the people you support—at home, school, or work.

For more than 25 years, Social Thinking (Think Social Publishing) has been a go to source for educators, therapists and caregivers seeking common sense strategies, curricula, and tools. We believe that publishing materials should be driven by input from families and educators who are seeking ways to support their children or students to meet their self-determined social goals. Because of this, our books and games always have input from our clients and families, and are tested by schools and therapists before we publish them for the broader community.

Explore our collection of free downloadable infographics designed to support educators in fostering social learning, classroom reflection, and academic success. Each infographic offers practical, student-centered strategies that are easy to implement and visually engaging. To get the most out of each resource, be sure to follow the link included with each download. These links lead to in-depth articles that explain the concepts behind the infographic and offer guidance on how to use them effectively in your teaching practice. Whether you're helping students reflect on their growth, encouraging social awareness, or building classroom collaboration, these tools are here to support you.

Perspective taking helps us make sense of the social world. It helps us be consciously aware of each other as we navigate social situations and regulate our thoughts, feelings, and behaviors and adjust what we do and say to meet our own and others’ social goals. Our ability to take perspective is a developmental learning process that impacts everything we experience in the social world. Most of us begin learning to take perspective intuitively as infants, but those with social learning differences and/or challenges may need explicit guidance and tools. It’s that important.

Our work has been, and continues to be, about valuing the input and point of view of the Neurodivergent (ND) community. We do not create materials, books, and games in a vacuum without meaningful dialogue and shared input with ND clients and their families. This is an ongoing effort, and the language we use to teach continually evolves with the feedback we receive. Our ND clients are aware and proud that their stories and insights are used to teach professionals and parents. They are honored to share how they think and learn, their struggles, and their triumphs and propose ways to consider teaching others with similar learning styles.

Adolescence is a complicated time, and it doesn’t help that the social rules continue to change and become more nuanced as we age. Some students are willing learners while others appear resistant to helping themselves. What’s a parent or professional to do? This course translates peer-reviewed published research on adolescent psychology, motivation, self-awareness, cognitive behavioral treatment, social learning challenges, acquiring independence, and more into hands-on strategies, clear frameworks, and concepts you can use immediately. Taking into consideration that the adult world focuses on access rather than success, we’ll explore job coaching strategies for literal-minded students, strategies for becoming more independent, and how interventionists can help prepare our persistently self-protective/resistant students. We’ll also share successful strategies for guiding our more sophisticated students in developing their own public relations and self-management campaigns. This course is packed with information!

Social Thinking Peer-Reviewed Article from the Journal of the American Academy of Special Education Professionals. This study evaluated the effectiveness of a social communication intervention for improving the social skills and employability of four adolescents with Autism Spectrum Disorders (ASD).

Social Thinking Peer-Reviewed Article from Topics in Language Disorders. This article discusses the Social Emotional Chain Reaction (as taught in Social Behavior Mapping) – the idea that how we act affects how others feel, how we make others feel affects how they treat us, how we are treated affects how we feel about others and ultimately how we feel about ourselves. The Social Emotional Chain Reaction is at the foundation of social interaction and is at the heart of what we teach through the Social Thinking Methodology.

The Social Thinking Methodology first developed from our work with high schoolers. It’s now the premier, go-to source for understanding the social world through an evidence-based lens, which encourages the ongoing development of teaching concepts, strategies, and tools for working with and supporting tweens and teens as they learn about themselves and others, as well as how to navigate meeting their own goals in the ever-changing landscapes within the social world. Social Thinking's Free Stuff for tweens and teens is designed to be used with both typically developing children and those with social learning differences.

So many brilliant and enthusiastic individuals collaborated on the Superflex music! Five talented singers (one in fifth grade and another a former client of Michelle’s) joined award-winning songwriters, veteran composers and well-known musicians. The 13 songs arose out of the gifted minds, hearts, and voices of individuals who worked for many months with Social Thinking on the songs and lyrics.

Social Thinking Peer-Reviewed Article from the Language, Speech, and Hearing Services in Schools. The purpose of this study is aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders ( n = 17) diagnosed with autism spectrum disorder (ASD) and their parents.

This strategy filled conference day delves into crucial aspects of building social competencies in preschool and early elementary-age students (ages 4-7). Explore how flexible thinking, social language, self-regulation, and social and emotional development are vital for developing collaborative interactions in group settings, both on the playground and in the classroom. Gain insights from a research perspective on the impact of executive functioning, social attention, and social problem solving through the lens of our award-winning We Thinkers! curriculum series. Walk away with practical strategies and examples to seamlessly integrate social learning concepts into your existing teaching methods.

The goal of this free Thinksheet is to increase awareness of the brain, thoughts and things you like to think about. Represent the abstract concepts of thoughts/thinking in a more concrete way. Compare this with others in your group or family.

As a leader in social, academic, and organizational resources for more than 25 years, we’ve been honored to serve our community with multi-day, in-person conferences throughout the United States and globally. Coming together face-to-face to learn with and from each other is what feeds our knowledge, improves our practice, and sustains our passion for supporting social learners from age four throughout mature adulthood. The Social Thinking® Methodology is dynamic and adaptive to the needs of our learners, and we strive to respond to the needs and desires of our community of educators, therapists, and parents or caregivers.

Organizational skills help us manage and achieve our life goals of all types. Establishing and maintaining an organized approach to achieving our goals is part of our executive functioning. In fact, any goal-oriented activity, across all aspects of our daily functioning (e.g., learning, playing, and working), requires performing related executive functions.

Social Thinking Peer-Reviewed Article from the Word of Mouth Journal. Evidence-Based Practice (EBP) is a term that is now commonplace amongst educators, therapeutic professionals, and parents. Rightly so—we all want evidence for our actions! But what exactly does the phrase "evidence-based" mean in the context of our practices? Thoughtful consumers should consider that just as we ask questions to seek quantitative evidence, we should also ask questions to seek qualitative evidence: Is the targeted skill useful? Is it necessary? Is it ethical? Is the individual simply memorizing the skill with little or no understanding of how it connects to other skills and competencies? Does it relate to the core challenges and strengths of this individual? Does it promote a better quality of life? Does it move the individual towards independence? This short, concise and powerful article gives the reader an overview of how different types of evidence relate to the Social Thinking methodology.

Social emotional learning is cumulative, dynamic, and expected as we shift through different developmental stages across our lives. This developmental learning curve can be steep, and teens are often unprepared for what it really means to be considered an adult when they celebrate their 18th birthdays. For many young adults, it’s an exciting time to test new freedoms, choices, and experiences but also a confusing, largely unsupported time—and many new adults (and their parents!)—are woefully unaware of what awaits them in this brand-new social world where they are fully accountable for the positive and negative consequences of their choices and actions.

This detailed guidebook was developed with the input of neurodivergent teens and young adults as a way to help sail the stormy seas of dating, texting, lies, and everyday relationships. Targeted strategies encourage readers to better navigate their social worlds, develop stronger social competencies, and manage social anxiety. This book gets rave reviews from adolescent and young adult readers! Parents, educators, and therapists also appreciate how it better equips them to explain how the social world works using real-life teen situations.

Multiple award-winning We Thinkers! is our premier social emotional learning series for helping social learners ages 4–7 develop foundational social competencies and essential life skills through stories, lessons, and play activities. These engaging curricula help kids better understand themselves and others, develop self-awareness, and strengthen perspective taking and social problem solving. This learning supports students’ social emotional learning, relationship building, classroom learning, and academic performance. Practice-proven and evidence-based, these materials are designed for both neurotypically developing children and those with social learning differences and/or challenges.

Our newest and most popular digital products make it easy for teachers, children and students explore social emotional learning, build social awareness, problem solve, and self-regulation with our award-winning curriculum.

Join us for this fun and motivating day of exploring the Superflex Universe! This newly updated conference day is filled with innovative strategies, lessons, and activities that will equip you with the tools to teach the Social Detective & Brand NEW Superflex series with fidelity across all tiers of instruction. Discover creative ideas for supporting social observation, self-regulation, and working & learning in a group. Explore the connections between the Social Thinking® Methodology and academic standards and learn how to foster Social Detective thinking, superflexible thinking, managing UnthinkaBots, and powering up Thinkables. Explore how to easily embed social learning concepts, strategies, and activities into your school day and existing lessons to unleash the social, emotional, and academic learning potential of your students and clients.

Discover an array of concepts and strategies that bolster social learning and help students meet socially based educational standards. Explore the ILAUGH Model of Social Cognition to help break down and make sense of the social world. Uncover how challenges in social communication, executive functioning, and perspective taking impact written expression, reading comprehension of literature, organizational skills, and working in a group—and learn strategies to help students, clients, and patients improve in each of the above! Rounding out the day: learn essential tips for effective IEP goal writing and data keeping. The information taught in this course was developed to help individuals with social learning challenges, but teachers tell us all students in their classroom benefit from learning these concepts.

Social self-regulation is so much more than simply regulating what we do or say. Social self-regulation involves thinking about thinking (metacognition) and starts with an awareness of our own thoughts, emotions, anxieties, and the role they play in how we interpret others’ words and actions and, in turn, how ours are perceived and interpreted by others.

Use You are a Social Detective! and Superflex…A Superhero Social Thinking Curriculum to boost social awareness and self-regulation. Everyone of us is a Social Detective. We are good Social Detectives when we use our eyes, ears, and brains to figure out what others are doing, planning to do next, and what they mean by their words and actions.

The following program components were implemented: 4) Zones of Regulation, an 18-lesson early intervention program that teaches young children skills in behavioral regulation, emotional control, and managing stressful situations. Changes were assessed by an analysis of differences in perceptions of school safety at the five schools from baseline to the last survey administration, as well as by comparing perceptions of school safety in the target schools with those of three comparison schools. This report presents evaluation findings for each of the five components of the program to improve school safety.

The foundation of the Social Thinking® Methodology is to provide interventionists (teachers, therapists, clinicians, parents) and social emotional learners with frameworks, tools, strategies, and a shared language to build and support social competencies for making progress toward one’s own social goals. We provide materials to help understand and teach how to engage in social information; how to attend, interpret, problem solve, and respond across social situations to support well-being.

Social learning begins at home. As a parent and/or homeschooler, you want your children and students to be happy, healthy, and successful in all areas of their lives. That’s where Social Thinking comes in. For more than 25 years, we’ve been developing award-winning curricula like We Thinkers!, Superflex, and The Zones of Regulation, along with books, games, and visual tools to meet the social learning needs and styles of your social learners, whether Neurodivergent or neurotypical, with or without diagnoses. Created by practicing speech-language pathologists and social cognition experts, our resources are flexible, easy to use, and designed for children ages 4-18+ with average to strong language skills.

What’s going on around us influences our thoughts, feelings, and choices. Social Situation Mapping (formerly Social Behavior Mapping) teaches learners how to use social observation to figure out what do or say (or not do and say) based on the situation. Revised, updated, and retitled, this practical book includes 80+ completed Social Situation Maps to explore 40+ common situations at school, home, and in the community. The maps outline the Social Emotional Chain Reaction, which shows how we all impact one another when sharing space, and provide multiple options for choices and their consequences through the learner’s perspective.

This popular, easy-to-use regulation framework and award-winning curriculum builds safe, supportive environments that foster learning and well-being for all. Regulation is something everyone continually works on whether we are aware of it or not. We all encounter trying circumstances that can test our limits. If we can recognize when we are becoming less regulated, we are able to do something about it to manage our feelings and get ourselves to a healthy place. This comes more naturally for some, but for others it is a skill that needs more attention and practice. This is the goal of The Zones of Regulation.

Promote executive functioning with fun and innovative strategies to help kids understand and improve their group, classroom, and play dynamics. We’ll thoroughly explore how to figure out social expectations, make smart guesses, and other Social Thinking concepts. We’ll also delve into our new assessment and treatment-planning tool, which is paired with a checklist and play activities. The goal of this course is to offer cutting-edge information and teach attendees how to use We Thinkers! Volume 2 Social Problem Solvers with fidelity. Builds on the precursory course “Teaching Social Thinking to Early Learners Through Stories and Play-Based Activities.”

Interoception Awareness: The Missing Link to Sensory and Emotional Regulation in Everyday Life If you’ve ever felt overwhelmed trying to support a child’s big emotions, sensory sensitivities, or unexpected reactions—you’re not alone. Traditional strategies often focus on what we can see—the behavior. But what if the real key isn’t about controlling behavior? What if it’s about understanding what’s happening inside the body? That’s where interoception awareness comes in—an often-overlooked sense that helps individuals recognize internal signals like hunger, thirst, anxiety, or a racing heart. These internal cues are the foundation for emotional and sensory regulation. Join Elizabeth Sautter and Dr. Kelly Mahler for a transformative workshop where you’ll learn how interoception is the missing link in supporting emotional growth, sensory regulation, and self-awareness.

Our free webinars are taught by Social Thinking experts, covering core concepts in social, emotional, and academic learning (SEAL). Each dynamic 90-minute training webinar explores practical ideas, strategies & tools for supporting social learners across a variety of SEAL topics, including stress management, social anxiety, executive functioning, social observation, self-regulation, and more. Webinar instructors include Social Thinking® founder, Michelle Garcia Winner, MA, CCC-SLP, and other members of the Social Thinking Training & Speakers’ Collaborative. Dr. Pamela Crooke, PhD, CCC-SLP, and co-developer of the Social Thinking® Methodology, moderates the informative Q&A sessions following each presentation. In addition to participating in powerful free learning, webinar attendees earn a Certificate of Completion. (CE credit is not provided for free webinars.)

“Where do I start with Social Thinking?” It’s a frequent question we hear from people wanting to learn more about our teaching philosophy and our materials. The following Q&A addresses some of the common questions we receive by various age groups.

Social Thinking is here to help in any way we can and answer whatever questions you may have such as "Do you accept Purchase Orders?", "How do I request a quote?", and "Where can I find your W9?" If your questions aren’t answered below, please contact us (408) 557-8595. Our office hours are Monday – Friday, 8am – 4:30pm PST; we’re closed on major holidays.

If you’re looking for a highly engaging social emotional learning curriculum that teaches social observation, social awareness, perspective taking, flexible thinking, and self-regulation, you’ve come to the right place! Our award-winning Social Detective & Superflex Series is where to start to help children ages 5-10+ learn how to make sense of our complex social world and then figure out how to use their strengths and manage their social challenges to navigate within it to meet their social goals.

As we head into a new school year, parents have a lot to consider. One thing that research shows we should put at the top of our lists: Helping our children make and maintain friends. “Making a friend is a complex task that on the surface looks easy,” says Ryan Hendrix, a Northern California speech and language pathologist who specializes in social cognition and communication. “Friendship is a social executive function task, and there’s a lot of effort that goes into even figuring out who you might want to have a connection with.”

Social Thinking Peer-Reviewed Article from the Society for Research in Child Development, February 3, 2011. This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students.

Ryan Hendrix shares a free video lesson: Smart Guess Brain Swap. Ryan is a Social Cognitive Therapist at Social Thinking Stevens Creek in San Jose and a private therapist in San Francisco. She trained and works directly with Michelle Garcia Winner and Dr. Pamela Crooke.

The Zones of Regulation Research Outcomes Project is Currently Closed. Please check back or email us a request to be notified about upcoming research projects. Using a cognitive behavior approach, the curriculum’s learning activities are designed to help students recognize when they are in different states called “zones,” with each of four zones represented by a different color. In the activities, students also learn how to use strategies or tools to stay in a zone or move from one to another. Individuals explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between zones.

The social world is vast and complex, kids are complicated, and there’s so much information! Here’s where you’ll find the best of the Social Thinking® Methodology distilled into a two-set collection of our 26 core teaching frameworks for helping social learners unpack and figure out how to navigate the social world in a concrete, visual way.

Explore the needs of nuance social communicators who may have diagnoses such as autism levels 1 and 2, ADHD, and social anxiety as well as traits such as perfectionism, being oppositional, etc. Usually in mainstream classes, these individuals struggle with the intricacies of developing social relationships, working through assignments, and engaging in peer-based groups. Learn how even a slight impairment in flexible thinking, emotional understanding of self and others, problem solving, self-advocacy, and nuanced social interpretations can contribute to subtle but significant social challenges. Explore related treatment strategies while also learning tips to motivate students, clients, and patients to participate in treatment activities encouraging the development of executive functioning, perspective taking, and emotion management!

When you register as a Professional for a livestream, On Demand or face-to-face conference sponsored by Social Thinking (i.e., the conference has a dedicated page on our website) you gain access to CE credit at no additional cost. Find your profession below to learn about your CE options. Each course clearly states how much time of instruction can be applied towards CE credit. Each attendee will be given a certificate of attendance and a course agenda as proof of participation. For information about CE credit offered by livestream or recorded events NOT sponsored by Social Thinking, please contact the sponsoring organization.

Social Thinking Methodology teaches professionals and parents strategies to improve social competencies in those they support.

New to The Zones of Regulation? Find out first-hand why this best-selling social emotional learning curriculum has been adopted across thousands of mainstream classrooms worldwide. Students ages 5-18+ learn how to organize their feelings into four different Zones and use metacognitive strategies to regulate within specific Zones to meet their personal, organizational, and social goals.

Data science advances in behavioral signal processing and machine learning hold the promise to automatically quantify clinically meaningful behaviors that can be applied to a large amount of data. The objective of this study was to identify an automated behavioral marker of treatment response in social communication in children with autism spectrum disorder (ASD). First, using an automated computational method, we successfully derived the amount of time it took for a child with ASD and an adult social partner (N pairs = 210) to respond to each other while they were engaged in conversation bits (“latency”) using recordings of brief, natural social interactions. Then, we measured changes in latency at pre- and post-interventions. Children with ASD who were receiving interventions showed significantly larger reduction in latency compared to those who were not receiving interventions. There was also a significant group difference in the changes in latency for adult social partners. Results suggest that the automated measure of latency derived from natural social interactions is a scalable and objective method to quantify treatment response in children with ASD.

There has been a rise in autistic pupils in the mainstream classroom. Teachers have often reported frustration caused by a lack of training on managing autistic pupils' presentations. The aim of this study was to investigate the effect of an online training programme comprising the main paradigms and resources of the Zones of Regulation™ curriculum on teachers' sense of self-efficacy when managing autistic pupils' self-regulation needs in the mainstream primary school classroom.

Virtually all components of the Social Thinking Methodology fit within the Social Skill concept by addressing social self-awareness, self-regulation, executive functioning, expected versus unexpected behaviors, social rules and perspective taking. The vast majority of Social Thinking strategies were developed to target social skill development. However, our lessons do not simply tell the individual which skill to use and where, but instead focus on the thinking, feelings, context, and interpretation involved with social skill understanding and production.

You’ll find savings on new The Zones of Regulation products and some of your favorites. Discover five new Zones product bundles that will help you guide the implementation of The Zones of Regulation across developmental ages and save while you’re doing it. Whether you’re new to The Zones of Regulation or a seasoned practitioner, you’ll find flexible strategies for teaching and learning about The Zones of Regulation for a range of ages and learning modes

Our peer reviewed article, published in Behavior Analysis in Practice, addresses several misconceptions and inaccuracies in an article by Leaf and colleagues. These misconceptions have provided an excellent opportunity to clarify the well-established distinction between evidence-based practices (EBP) and empirically supported therapies (EST).

Our Clinical Training Program is an advanced three-day training to deeply explore the Social Thinking Methodology. Be part of a small group of professionals who observe our therapists working with different ages and conducting an assessment. Learn directly from experts Michelle Garcia Winner, Pamela Crooke, or Nancy Clements!

Summer is all about fun, so it’s the perfect time to reinforce social competencies through engaging, meaningful play. Our award-winning games make it easy to support your child’s social learning in a fun way! Whether you're helping kids strengthen flexible thinking, build self-awareness, or explore self-regulation strategies, just a short game session a few times a week can help strengthen your and your child's social competencies foundation.

The Social Thinking Methodology originated in schools over 25 years ago in response to a lack of practical ways to explain different aspects of the social-emotional world to both neurotypical and neurodivergent students. Michelle Garcia winner, the founder of the Social Thinking Methodology, continues to update core strategies and tools in response to ongoing and valuable input from individuals with a range of social-emotional learning differences, disabilities and/or difficulties, as well as form mainstream teachers and learning specialists. Dr. Pamela Crooke joined forces with Michelle almost 17 years ago to further evolve components of the methodology. Tools from the Social Thinking Methodology have found their way into inclusion-based or mainstream classrooms since ALL students can benefit from a common vocabulary and understanding of the social and emotional world together.

Renowned for her commitment to bridging the mental health knowledge gap, she educates over a million viewers through her YouTube channel, @DrTraceyMarks. Her mission is centered on enhancing understanding of psychiatric disorders, promoting mental well-being, and fostering self-improvement. Dr. Marks emphasizes that gaining insight is key to both personal growth and reducing societal stigma.

New to The Zones of Regulation? Find out first-hand why this best-selling social emotional learning curriculum has been adopted across thousands of mainstream classrooms worldwide. Students ages 4-18+ learn how to learn how to organize their feelings into four different Zones and use metacognitive strategies to regulate within specific Zones to meet their personal, organizational, and social goals.

We are frequently asked to provide the names of professionals who use the Social Thinking Methodology in their programs or services in local communities or across states and countries. To make this information easily available, we created an online Directory of Clinical Trainees to provide a resource listing the names of clinicians and educators who have attended our Clinical Training Program. This list is comprised primarily of professionals (and some parents) who sought additional observation-based training related to applying the Social Thinking Methodology.

Social Thinking Methodology teaches professionals and parents strategies to improve social competencies in those they support.

Pulitzer Prize winning journalist and best-selling author Ron Suskind, wrote a book about his son Owen’s life that inspired a documentary. Michelle Garcia Winner, the founder of Social Thinking, had no idea that her sessions with Owen would become footage in the documentary of his coming of age.

Social Thinking unpacks and teaches how the social world works and why, so that all children can have access to understanding and learning how to navigate the social world and move toward achieving their own social goals.

Social Thinking is committed replying to and resolving all customer inquiries. Have questions about products, conferences, the Social Thinking Methodology, etc.? Please contact us, we’re here to help!

The Social Thinking® Methodology and its practical concepts and strategies are being used in schools around the world. Social Thinking was originally developed for individuals with social emotional learning differences. More recently, however, the value of the frameworks, concepts, and strategies is being recognized on a wider scale and adopted as part of social-emotional learning programs for all students. In this course, we will explore how individuals, schools, and systems can implement Social Thinking in a systematic, effective, and sustainable way.

Most people are born with an intuitive sense of the social world that allows them to naturally be aware of social expectations and feeds them the information they need to follow the social code. But not everyone is born with intuitive social understanding. Social learning differences and/or challenges can be especially noticeable in the workplace, where it’s assumed employees understand not only how to do their job but how to effectively work in a group, understand the hidden rules of office etiquette and office politics, and build and maintain solid professional relationships with others.

Think Social Publishing is transitioning to using completely new language–Listening with Brain and Body–along with clearer, inclusive teaching, to re-introduce to facilitators how to teach children about listening with their brains and bodies in the way they listen best. We are updating this language throughout our products as they come up for reprint.

What does it mean to be social? In addition, how is that different from behaving socially appropriately? The purpose of this clinical focus article is to tackle these two questions along with taking a deeper look into how communication challenges in childhood apraxia of speech impact social competencies for young children.

Summer brings sunshine, popsicles, and the relief of time off. But for many students and their parents, it can also bring a whole new set of challenges. Changes in routines, more unstructured time, travel, or just the emotional shift from “school mode” to “summer mode” can leave kids feeling off-balance. The good news? Summer is a fantastic time to build social and self-awareness skills in a low-pressure environment. We’ve got great resources to guide you!

Conversation is hard to do! For something that is so basic to human interaction and social connection, engaging in conversation requires a complex array of social competencies and, at times, is surprisingly difficult to pull off successfully. How do we teach social learners of all ages the why and how of developing meaningful connection with others through face-to-face conversations at home, school, in the workplace, and within their communities?

At Social Thinking, we’ve been working collaboratively with teens with ADHD, Autism, language learning disorder, and twice exceptional, as well as those considered neurotypical for 25 years. We’ve been learning from them, with them, and teaching them—figuring out how we can best help them figure out the increasingly complex and dynamic social world as they move toward developing an independent mindset and beyond. Tweens and teens are complicated! We aren’t telling you anything new by saying that teens don’t do things because adults tell them to! They want to figure it out for themselves. They may appear grumpy or unmotivated, but when presented with social emotional frameworks and strategies to help them explicitly learn new ways to handle their old and new social dilemmas, their social competencies can grow by leaps and bounds. What they need is a trusted interventionist to help them along in this journey. And we want to share all we’ve learned and continue to learn with you!

Many of us walk, skip, or move through space effortlessly, but do we really know how to explain the mechanism of how we do it? The same is true for social interactions. While we engage with others routinely, it's challenging to understand how our social mind is the catalyst for what we say and do (or refrain from saying and doing) across environments and people. In this course, we'll dive into a handful of informal neurodiversity-affirming dynamic assessment tasks using video examples, and explore observational scales to discover core characteristics that make up our social selves and are the foundation for social competencies.

For over 25 years Social Thinking has been a guiding resource for schools, clinics, and families around the world, and we’re here for you, too! Our Free Stuff Portal is filled to the brim with teaching ideas and resources to foster the development of students' social competencies. Discover free support strategies to use with your students, clients and children. We stand committed to providing quality, practical information that is rooted in research, built upon real-world experiences, and is responsive to the needs of the people who use our methodology. We are constantly learning and gaining inspiration from our clients and others we meet, so our work is ever-evolving yet remains grounded in its adherence to rigorous standards of quality.

This early social thought ignites the development of perspective taking which encourages abstract language to communicate increasingly complex feelings and thoughts (Flavell, 2004). By four years of age, neurotypical children emerge in their use of mental state verbs (e.g., think, know, guess, decide, etc.) to express information about what they think others are thinking (De Villiers, 2000). By six years old they can understand the basic concept that people can lie, cheat and steal (Baron-Cohen, 2000). As children begin to realize they can manipulate other people, their language emerges into increasingly sophisticated linguistic trickery. It is not uncommon to see a third grade child trick someone into looking in a certain direction and then state, “made you look.”

Social Thinking is honored to be part of this informative story from Edutopia about teaching critical social emotional learning skills using our lessons and frameworks from The Zones of Regulation, The Incredible 5-Point Scale, and Size of My Problem. We've been developing social emotional learning strategies for 25+ years. Our teachings help engage people in social learning not only about themselves but about others. Social Thinking does this by developing evidence-based strategies that help people age 4 through adult improve their social competencies, including: self-regulation, executive functioning, perspective taking, and social problem solving.

This course is specifically designed to address the needs of adults with social learning challenges who have solid to high language and learning skills to figure out the more nuanced hidden expectations of the work setting. Providing logical tools to make sense of the abstract social world, we focus on strategies to encourage flexible thinking, spontaneous perspective taking, and the role of emotions in meetings as well as when networking with peers—and more. Explore case studies to teach specific concepts and watch video of adults discussing the treatment process. Anxiety, depression, and inflexible thinking and their relationship to social learning will also be explored along with related treatment strategies. This is a compelling and important course!

Elizabeth Sautter is a speech-language pathologist with over 25 years of experience supporting neurodivergent kids, families, and educators. As an author, speaker, and mom of two amazing neurodivergent young adults, she’s passionate about helping others manage emotions, navigate social situations, build executive functioning skills, and reduce anxiety with compassion, affirming and research-based strategies. Her mission is to provide simple, everyday neuro-affirming tools to make social-emotional wellbeing stick—at home, at school, and everywhere in between.

The ILAUGH Model of Social Cognition is a core (and critical) framework created and developed by Michelle Garcia Winner to help professionals and parents understand and think about the struggles faced by those with social learning challenges. The Framework is based on an extensive literature base of both seminal and current research and represents the foundation of all Social Thinking concepts. ILAUGH is an acronym for the research-based concepts that contribute to challenges in those with social learning issues across academic, community, vocational, and social contexts. The sections of the ILAUGH are not only grounded in the literature, but also represent a rich clinical base. Although the ILAUGH Model is divided into six key areas, there is commonly an overlap between and within each of the sections.

At Social Thinking®, our mission is to help people develop their social competencies to better connect with others and live happier, more meaningful lives. We create unique treatment frameworks and strategies to help individuals as young as four and across the lifespan develop their social thinking and social skills to meet their personal social goals.

People around the world are talking about Social Thinking. See what they have to say...

There are currently handful of peer-reviewed studies related to various components of the Social Thinking Methodology. However, these are not studies of the entire methodology! Please note that some research organizations require purchase or for complete access to their study.

Both teachers and learners need practical ways to think about the social world. In this introductory course, you will learn 15+ practical teaching strategies using Social Thinking Vocabulary and visual frameworks. The activities from this course focus on making abstract social information more concrete through lessons to teach social learners how to socially attend, interpret, problem solve, and respond to social information. Activities will also focus on strategies for teaching emotional understanding, theory of mind/perspective taking, and executive functioning to help learners meet their own social goals. Note: This course is introductory and designed for those who are new to Social Thinking or just want to expand how they teach lessons from the Social Thinking Methodology.

Our livestream training events provide you with 1.5 hours of our latest thinking, practical strategies, and insightful information on important topics related to social, emotional, and academic learning. Our social cognition experts and practitioners share insights, tips, and tools gleaned from current research and decades of evidence-based practice while supporting and learning from neurodivergent and neurotypical social learners ages 4– 80+. During our livestream courses, select comments and questions submitted by attendees on the moderated chat stream are addressed during the Q&A session with the course instructor and moderator. CE credit is available for eligible professions.

Further supplement strategies for managing emotions and sensory needs as part of their social emotional learning with these free, timely strategies and tools when specifically using The Zones of Regulation curriculum to help individuals ages 5-18+. These free resources provide select examples of deeper instruction when using some of the 11 Zones of Regulation products.

Learn to help students better manage homework from classroom to home and back again. Explore the terrain between a student’s conceptual need (“I need to do my homework”) and the frustration that often results from an inability to plan or execute (“I can’t do my homework”). Concrete strategies to develop organized thinking and related skills will be explained. We will provide specific ideas to: encourage motivation; manage road blocks, emotions, and distractions; increase effective use of time; track multiple assignments; and more. Information can be used by attendees and students across school, community, and home. This course gets stellar reviews!

Social Thinking® is a flexible systems-based methodology created to help individuals with social emotional learning challenges improve their social competencies. We created it and continue to evolve it in response to your needs. Help us protect the fidelity of this body of work and be informed about how you can/can’t use our materials.

Throughout our 25+ years of research, practice, and teaching, we’ve found that when children as young as four years old learn the mechanics of why and how we use our social minds to foster social and emotional awareness and self-monitoring—it helps them develop deeper insights and foundational social competencies that follow them throughout their lives. Help children build foundational social competencies and essential life skills through stories, lessons, and play activities. Social Thinking's Free Stuff for early learners is designed to be used with both typically developing children and those with social learning differences.

How much do we really understand about emotions? In this course on emotions, explore the power of emotions, how the brain processes negative and positive emotions differently, and why this is important when helping individuals better self-regulate their emotions and behavior. Discover why negative emotions tend to take center stage and often become barriers to personal and academic achievement—and strategies to break the cycle. Explore how self-conscious emotions can shut us down or fuel our success, the impact of emotion on memory, how past emotional experiences can impact decision making, and more. Practice using hands-on tools and activities to help your students, clients, and patients understand their own complex emotions and ultimately develop self-regulation.

Social expectations grow as children go through elementary school—they are expected to become stronger social observers, problem solvers, and know how to regulate their own emotions and behaviors. Engaging in a social emotional thinking/feeling based process can be difficult at times for everyone. Our role as interventionists (teachers, speech language pathologists, therapists, clinicians, parents) is to help motivate social emotional learners to "do the work" and explore how we all share social expectations, thoughts, feelings, make mistakes and try again as we learn to navigate our way toward our social goals. Social Thinking's Free Stuff for school age students is designed to be used with both typically developing children and those with social learning differences.

Social emotional learning is a lifelong journey—for everyone. At some point, we all struggle in social situations, and engaging in a social emotional thinking and feeling-based process can be difficult at times for everyone in the social world—at home, at school, at work, and within the community. That’s why the Social Thinking® Methodology offers a diverse array of research-informed resources, training workshops, curricula, practical strategies, and visual tools for all developmental ages, 4 – 80, and all social learners, Neurodivergent and neurotypical.

Our master class is designed for those familiar with the core teachings of the Social Thinking Methodology who want to explore hands-on activities for promoting social competencies. Explore the Cascade of Social Attention and learn how to enhance the social learning of students, clients, and patients by focusing their social attention. Use our observation-based tool to develop a deeper knowledge of treatment needs, consider social interpretation and response, and improve functioning for those with social learning challenges. Video will be used to support teaching strategies, including longitudinal observation of individuals over a 10- to 20-year span. Plus, get tips on IEP goal writing and connecting information to educational standards. This course gets fantastic reviews and routinely sells out around the country!

Are you looking for an easier way to get started or expand your social learning program? Look no further! For more than 25 years, Social Thinking has been a trusted resource for therapists, educators, parents/family members, and other interventionists for learning, teaching, and supporting neurodivergent and neurotypical social learners of all ages. Our 30+ hand-picked product bundles are the perfect way to save time, money, and effort when purchasing social learning resources for your district, school, classroom, clinic, or home. Plus, you'll save 10% off the individual product price! We invite you to explore our wide range of product bundles that include books, curricula, storybooks, posters, teaching scaffolds, and games by award-winning series or developmental age—to learn, support, and guide social learners in some of the most significant learning of their lives!

Debbie Meringolo shares a free video lesson: Thinking About Others. Debbie is a special educator, clinician and developmental specialist, and is the Director of Early Childhood Programming at Quad Preparatory School, a school for twice exceptional children, Grades K-12.

Social Thinking and Me is a powerhouse of social knowledge to help children in upper elementary and middle school transition into the more socially-complex and socially-demanding older grades and become stronger social problem solvers. This new digital guidebook provides an engaging platform to teach children, students or clients about social awareness and self-regulation. It is designed to help children in upper elementary and middle school transition into the more socially-complex and socially-demanding older grades and become stronger social problem solvers.

B. App. Sc., SLP

MS, CCC-SLP

PhD, CCC-SLP

MA, CCC-SLP

MA, MS, CCC-SLP

MA Ed., OTR/L

PhD, CCC-SLP • Co-developer of the Social Thinking® Methodology • Chief Operations Officer

MA, CCC-SLP

MD

MD, FAAP

MS, CCC-SLP

Founder & CEO, Social Thinking • MA, CCC-SLP

MA, CCC-SLP