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Help Social Learners Build Strategies That Support Connection

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?


Whether we have conversations to share information, communicate physical and emotional needs, or simply to develop a personal connection through small talk, we cannot just follow a reliable script for how they will unfold. We can, however, learn to increase our social awareness, organize our thinking before conversations begin, and practice strategies to keep the connection going.


The Social Thinking® Methodology delves into the complicated conversation process to make each element visible, understandable, and doable. Its evidence-based conceptual and teaching frameworks teach interventionists, children, students, and clients how the social world operates through concrete, practical vocabulary and step-by-step instruction. And it provides developmentally based strategies and engaging activities to support social learners ages four to adult in moving toward improvement in their own social goals.


Explore our broad range of resources for teaching conversation and connection to help guide social learners in some of the most significant learning of their lives.

A brand new course from Social Thinking—a trusted social learning resource for more than 25 years

Brand New Course

Small Talk & Conversations

Strategies to Demystify Conversational Complexities

Small talk and conversations are dynamic, and we cannot create reliable scripts for how they will unfold. We can, however, increase our students' awareness of why we engage in social exchanges such as small talk. In this online course, we will unpack the complexities of small talk and conversation. We’ll break these down into their component parts to build strategies that support engagement in initial and ongoing social connection for children, teens, and adults.
Expires
Brand new course! Replay access through September 30
3.5 hours toward CE credit, if applicable
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Best-Selling Products to Support Conversation & Connection

Free Stuff for Home & School

Free Videos and Webinars

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Free Video Lesson with Ryan Hendrix | MS, CCC-SLP
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Free Video: Compelling Social Anxiety: Impressions and Perspective
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Sharing an Imagination
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The Social Competency Model

Free Downloadable Thinksheets

Related On Demand courses taught by thought leaders in social emotional & academic learning

Early Learners (Ages 4-7)

Part 1: Foundations for Early Learners—Teaching Thoughts, Feelings, and The Group Plan

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

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.

Expires
Replay access through September 30
3.5 hours toward CE credit, if applicable
Get Recording
Early Learners (Ages 4-7)

Part 2: Building on Foundations—Teaching Thinking with Eyes, Body in the Group, and Whole Body Listening

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

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.
Expires
Replay access through September 30
3.5 hours toward CE credit, if applicable
Get Recording
Early Learners (Ages 4-7)

Part 3: Assessing Peer-Based Collaboration and Play to Provide Specific Treatment Pathways

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

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.

Expires
Replay access through September 30
3.5 hours toward CE credit, if applicable
Get Recording
Early Learners (Ages 4-7)

Part 4: Advancing Social Learning with Five Concepts to Promote Executive Functions

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

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

Expires
Replay access through September 30
3.5 hours toward CE credit, if applicable
Get Recording
Concrete Literal Learners

Part 1: Understanding and Supporting the Social Emotional Learning needs of Challenged Social Communicators

Series Name: Zooming In on Strategies for Concrete Literal Learners

If you are working or living with an individual(s) who tends to be very literal in how they interpret and respond to social information, this course will explore their social learning needs. Using video from treatment sessions, we’ll outline the characteristics of five different types of social learners and zoom into exploring those considered Challenged Social Communicators (CSC). We’ll provide concrete examples of how these social learners interpret information in a very, very literal manner, which contributes to extreme challenges with problem-solving abilities. Practical strategies to encourage the development of fundamental social concepts will be demonstrated. Treatment recommendations will focus on helping these social learners become a little more flexible when interpreting what’s happening in their social world.
Expires
Replay access through September 30
3 hours toward CE credit, if applicable
Get Recording
Concrete Literal Learners

Part 2: Strategies for Expanding Social Emotional Learning in Emerging Social Communicators

Series Name: Zooming In on Strategies for Concrete Literal Learners

Literal-minded individuals—who may have a diagnosis on the autism spectrum, ADHD, twice exceptional and/or sensory integration challenges— are often reported to struggle with social competencies and exhibit a range of other learning differences and/or challenges related to socially based critical thinking. Video-based case studies will offer treatment ideas and show how these social learners evolve in their understanding of the social world as they grow up. Group treatment ideas for different age groups will also be introduced.
Expires
Replay access through September 30
3 hours toward CE credit, if applicable
Get Recording

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

Explore the needs of social learners who are both Neurodivergent (ADHD, Autism (levels 1 and 2), PDD-NOS, ODD, OCD, NVLD) and Neurotypical. Social learners addressed in this course will include those with traits such as perfectionism, self-protective resistance, social anxiety, and executive functioning struggles. 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. Nuance-based social learners are often bullied by peers and adults—we introduce the concept of the “forgiveness factor” to detail this phenomenon.
Expires
Replay access through September 30
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 treatment strategies to help social learners meet their own social goals as well as tips to motivate group or session participation.
Expires
Replay access through September 30
2 hours toward CE credit, if applicable
Get Recording
Executive Functioning

Part 1: How Do We Get Things Done?

Series Name: Fostering the Development of Executive Functions

Organizational skills for homework and classwork start with organized thinking. In this first of a two-part series, we explore three critical and fascinating aspects involving how every individual engages in organized thinking and then explore the process of identifying goals, creating action plans, and developing metacognitively based strategies to help our children, students or clients get things done.
Expires
Replay access through September 30
3.5 hours toward CE credit, if applicable
Get Recording
Executive Functioning

Part 2: Finding One’s Motivation to Tackle Many Moving Parts of Any Assignment

Series Name: Fostering the Development of Executive Functions

This second part of a two-part series is an exploration of metacognitive strategies to help students find their motivation, learn about time prediction, prioritize their workload, and track multiple assignments simultaneously. We explore the importance of perspective taking and how interventionists can help students learn to turn in their own assignments. Information can be used by attendees and students across school, community, and home. This course gets stellar reviews!
Expires
Replay access through September 30
3.5 hours toward CE credit, if applicable
Get Recording

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

Teaching social competencies—more than social skills

Over time, our teachings can help people cultivate relationships and improve performance at school and at work. For 25 years our experts have been a guiding resource for schools, clinics, and families around the world, and we’re here for you, too. Whether you're teaching individuals with ADHD, autism spectrum (levels 1 or 2), social communication disorders, or an entire mainstream class-our strategies can help you help them.

This has been a game changer for helping general education teachers better understand our ‘awkward’ kids who just don't get it. We have been using the Social Thinking Methodology with our students, they are making friends, are more successful academically, and generally happier in all they do. Thank you! - Jennifer, Special Education Teacher

About Our Methodology
Social Thinking
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