Social Self-Regulation Concepts, Tools & Strategies for Teaching Your Students

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Understanding Self-Regulation

Help Your Students Learn to Help Themselves

Teaching Concepts for Social Self-Regulation

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. Social self-regulation gives us the tools to work, play, learn, and communicate in groups—and is vital to achieving our personal and group goals. But for many individuals (Neurodivergent and neurotypical children/students/clients) with social thinking needs, it’s not that simple. Social self-regulation requires social awareness, social interpretation, and social problem solving to decide how to respond (or not) across a range of diverse settings and situations. It’s an internally driven journey—very different from external mandates or reward-driven programs that prescribe how to behave in a specific time and place.

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The Zones of Regulation

Highly Engaging Games to Motivate Discussion & Problem Solving

Powerful Tips & Strategies for Your Child’s Developing Mind

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Free Video Lesson

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Michelle Garcia Winner, MA, CCC-SLP


Michelle Garcia Winner explains how self-regulation is a process of using one’s social competencies to socially attend, interpret people in context, problem solve how to respond, monitor how our words or actions are being perceived, and then adjust as needed to meet our own personal social goal(s).

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Develop Social Competencies

The Social Thinking Methodology provides evidence-based strategies to help people ages four through adult develop their social competencies, flexible thinking & social problem solving to meet their own social goals and improve:


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What People Are Saying About Social Thinking

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