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Practical strategies you can use right now!

Taught by thought leaders in social competencies, self-regulation, executive functioning, and more.

$35-$49 per course available to watch through November 30, 2021

Utilizing more than 25 years of clinical practice and the latest research, these one-of-a-kind online training courses explore a large range of aspects required for developing social competencies, including self-regulation, executive functioning, social problem-solving abilities, and much more. These  courses have been watched and raved about by more than 25,000 people from around the world. Don’t miss your chance to learn about the social world and the practical strategies and ideas for social emotional learning and teaching within the Social Thinking Methodology across all developmental ages. This is your opportunity for deeper learning and to earn CE Credit (if you’re eligible).

 

IMPORTANT: If you have already purchased an Online Training course, please login to your Social Thinking Account to watch your course.

Our Most Widely Attended Courses Ever!

Brand New Course

What’s It Mean to “Behave”?

Tips, Tools & Strategies for Teaching Students Self-Regulation

When a student’s behavior (actions or reactions) is out of sync with what the group is doing, they’re often labeled as a “behavior problem.” We’ll rethink “behavior problems” by teaching lessons that promote development of social competencies, including the power of hidden expectations and the role of Superflex, Social Fortune or Social Fate, and other curricula in the learning process, as well as other self-regulation strategies for use in the classroom, playground, and home.
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Brand new course streaming live for the first time! Replay access from Sep 21 – Nov 30.
3.5 hours toward CE credit, if applicable
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Defining 7 Aspects of Tenacity & Exploring Strategies for Social Problem Solving

Dr. Robert Brooks, clinical psychologist and author, will define seven core elements of resilience and tenacity, as well as discuss strategies to support their development. Using visual supports and frameworks from the Social Thinking Methodology, Michelle Garcia Winner and Dr. Pamela Crooke will focus on ways to help individuals better engage in social problem solving with their chosen mentors to encourage ongoing resilience and tenacity.
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3.5 hours toward CE credit, if applicable
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Resilience in an Uncertain Time: Supporting Students and Families Now and Later

Dr. Nancy Rappaport, psychiatrist and author, will provide practical concepts and strategies to build long-term resilience, connect with and support neurodivergent youth, and address children’s worries and anxieties, including those who have experienced trauma. Michelle Garcia Winner and Dr. Pamela Crooke will also explain ways to encourage social learners to rally hope as they work toward their goals and use “cognitive pushes” to encourage a positive mindset and motivation to accomplish what they want for themselves.
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3.5 hours toward CE credit, if applicable
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Raising an Organized Child: Strategies to Promote Executive Functions

In two keynotes, Dr. Damon Korb, MD FAAP and developmental behavioral pediatrician, and Michelle Garcia Winner, SLP, MA-CCC and founder of the Social Thinking® Methodology, will connect the dots between executive functions—including self-regulation and perspective taking—and creative, practical strategies to foster organized thinking. Damon’s keynote will explain five important steps professionals can learn to guide parents in how to raise an organized child. He will also present strategies and lessons he has learned during his 20 years as a developmental and behavioral pediatrician to help foster children’s active engagement of organized thinking, the kind of learning and functions they’ll use throughout their lives. Michelle’s keynote will focus on how to help students/clients develop friendships. How do people make friends? How do we keep them? What creative strategies can we teach to help tweens and teens learn to invest in these important but complicated relationships?
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3 hours toward CE credit, if applicable
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Self-Regulation and Hope & Social Thinking 101

Dr. Pamela Crooke and Michelle Garcia Winner, co-developers of the Social Thinking® Methodology teach key Social Thinking Vocabulary, explore the ILAUGH Model of Social Cognition (including basic strategies associated with each area), and highlight the importance of going “back to basics” for some social learners. You’ll gain strategies for developing metacognitive awareness of self-regulation and discover how these can promote a sense of hope in students/clients and caregivers.
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2.5 hours toward CE credit, if applicable
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Creative Strategies for Teaching Social Thinking in Schools, Clinics, Homes and Through Tele-Education

From its inception, aspects of the Social Thinking® Methodology were designed to travel between time, space, and people—with explicit language-based frameworks and vocabulary as the vehicle that transports us. Many of the Social Thinking materials use the school environment as the backdrop for teaching these concepts and strategies for deeper social emotional learning. During this keynote, a series of presenters from our Social Thinking Training & Speakers’ Collaborative, including Michelle Garcia Winner and Dr. Pamela Crooke, will present different ideas about how to use and teach these core concepts and strategies in the clinical setting, through tele-education, and how to coach parents to use them in their homes.
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3 hours toward CE credit, if applicable
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New On Demand Course for Parents & Caregivers

Social Thinking: Building the Social Mind in Early Childhood

Parents and caregivers are always asking about how to teach and support self-regulation. In this course designed specifically for parents and caregivers, we’ll talk about the ways the social mind and supporting social thinking directly supports self-regulation for early learners. We will cover practical strategies including: how we can use stories, activities, and play to build self-regulation; how to teach children to better understand their own and others’ thoughts and feelings, and the plan of the group and their role within it. Please note: this course is not eligible for Continuing Education.
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New On Demand Course for Parents & Caregivers
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Explore Social Concepts For Early Learners Through Stories, Activities, and Play!

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.

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3.5 hours toward CE credit, if applicable
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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.
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3.5 hours toward CE credit, if applicable
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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.

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3.5 hours toward CE credit, if applicable
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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

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3.5 hours toward CE credit, if applicable
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Social Detective, Superflex®, and Friends Take on Social Emotional Learning

Social Detective & Superflex

Part 1: Me in the Social World—It All Starts with Social Self-Awareness

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

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.

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3.5 hours toward CE credit, if applicable
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Social Detective & Superflex

Part 2: Using Social Competencies to Navigate in the Social World

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

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.

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3.5 hours toward CE credit, if applicable
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Social Thinking Vocabulary and Strategies

Social Thinking Vocabulary

Part 1: The Social World: Practical Vocabulary and Concepts for Teaching How It Works

Series Name: Social Thinking Vocabulary and Strategies

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.

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3.5 hours toward CE credit, if applicable
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Social Thinking Vocabulary

Part 2: Strategies and Concepts for How to Navigate to Regulate in the Social World

Series Name: Social Thinking Vocabulary and Strategies

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.

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3.5 hours toward CE credit, if applicable
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Exploring the Unique Needs of Teens Who are Developing Social Self-Awareness

Tweens & Teens

Part 1: How Can We Help Teens When They Want Us to Go Away?

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

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.
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3.5 hours toward CE credit, if applicable
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Tweens & Teens

Part 2: Choosing Social Strategies to Take Charge of One’s Thoughts, Feelings, and Actions

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

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.
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3.5 hours toward CE credit, if applicable
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Flirting & Dating

Flirting, Dating & Maintaining Relationships: How Do You Teach This?

In this course, we will address a range of topics including but not limited to culture, religion, pornography and the law, and emerging sexuality for neurodivergent social learners—especially those on the autism spectrum. We will show practical lessons developed with input from neurodivergent clients and students with different social learning styles as they established their own social relationship goals.
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3.5 hours toward CE credit, if applicable
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Navigating Across School, Home, and Screen Landscapes using the ILAUGH Model

Social-Academic Connection

Part 1: The Social-Academic Brain: The Role of Initiation and Listening with One’s Eyes and Brain

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

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.

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3.5 hours toward CE credit, if applicable
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Social-Academic Connection

Part 2: Thinking Socially Through the Lens of Abstract Thinking, Understanding Perspectives, Gestalt Thinking, and Humor

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

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.

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3.5 hours toward CE credit, if applicable
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The Power of Emotions: Strategies to Fuel Self-Regulation, Learning, and Communication

All About Emotions

Part 1: Helping Students Gain Perspective on Their Emotions

Series Name: The Power of Emotions: Strategies to Fuel Self-Regulation, Learning, and Communication

In this first part of a four-part series we explore how our emotions are central to our social competencies, executive functions, and self-regulation. Emotions are our brain’s powerhouse; they can help fuel motivation or derail us. We investigate how negative emotions are processed differently than positive emotions and how emotions are the cornerstone of each person's memories, both good and not so great. Learn strategies to help students unpack their daily emotional experiences.

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3.5 hours toward CE credit, if applicable
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All About Emotions

Part 2: Learning about Shame, Pride, and Pathways toward Social Emotional Self-Regulation

Series Name: The Power of Emotions: Strategies to Fuel Self-Regulation, Learning, and Communication

In this second part of a four-part series, we explore the special role of self-conscious emotions, such as pride and shame. We explore how to help social learners take command of their brain by learning metacognitive strategies to foster development of social competencies and motivation to build and sustain relationships. A case study illustrates how we worked with a teen to develop the desire and strategies to make friends while he actively boasted “I am the most hated kid in school and I love it!”

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3.5 hours toward CE credit, if applicable
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All About Emotions

Part 3: Emotions Guide Meaning Making and Language to Relate

Series Name: The Power of Emotions: Strategies to Fuel Self-Regulation, Learning, and Communication

This third part of our four-part series on the power of emotions explores how emotions are embedded within academic standards. Social emotional navigation is a crucial ingredient for teamwork, both in school and in the 21st-century workforce. Practical strategies about perspective taking accompany the social investigation into how each child, student or client reads each other’s intentions, what each individual wants from the other as they relate, and how collectively, individuals sync their emotions as part of our narrative language . This is a fascinating day! As you learn to help the individuals you live or work with, you will also learn a lot about yourself.
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3.5 hours toward CE credit, if applicable
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All About Emotions

Part 4: Learning to Manage One’s Anxieties while Developing Social Competencies

Series Name: The Power of Emotions: Strategies to Fuel Self-Regulation, Learning, and Communication

In this fourth of our four-part series we spotlight our children's, students’ or clients’ Social Operating Systems: exploring the power of one’s inner voice, developing awareness and management of one’s own social anxiety, and differentiating between social success and “failure,” while also learning, step by step, how to relate to peers. We demystify the power of small talk and show how to encourage an individual’s motivation by validating their progress to help them manage their vulnerabilities. The course is packed with practical strategies!
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3.5 hours toward CE credit, if applicable
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Fostering the Development of Executive Functions

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.
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3.5 hours toward CE credit, if applicable
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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!
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3.5 hours toward CE credit, if applicable
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Individualizing Social Emotional Learning and Treatment Decision Making

Treatment Frameworks

Part 1: Defining Six Aspects of the Treatment Journey

Series Name: Individualizing Social Emotional Learning and Treatment Decision Making

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.

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3.5 hours toward CE credit, if applicable
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Treatment Frameworks

Part 2: Teaching Different Developmental Ages—Who Needs What When?

Series Name: Individualizing Social Emotional Learning and Treatment Decision Making

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.
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3.5 hours toward CE credit, if applicable
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Assessing Social Competencies Using Social Thinking® Informal Dynamic Tasks

Dynamic Assessment

Part 1: Assessing Social Competencies with Practical Assessment Tools and Tasks

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

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.
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3.5 hours toward CE credit, if applicable
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Dynamic Assessment

Part 2: Exploring Socially Based Executive Functions & Tips for Assessing Different Developmental Ages

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

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.
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3.5 hours toward CE credit, if applicable
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Strategies for Adults with Subtle but Significant Social Emotional Learning Challenges

Strategies for Adults

Strategies for Adults with Subtle but Significant Social Emotional Learning Challenges

Key Topics: social emotional learning, executive functions, anxiety management

Most of our mature adult clients have never received any type of socially oriented treatment in the past – yet they’re overwhelmed with frustration or anxiety due to a history of compelling social learning challenges that have impacted relationship development, both at work and in their personal lives. Some receive late diagnoses of Autism, and others may have mental health diagnoses, but few are aware of basic and advanced frameworks and strategies for them to better understand how the social world works to help them navigate more competently within it. This course is packed with practical and useful information!
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3.5 hours toward CE credit, if applicable
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Zooming In on Strategies for those with Subtle yet Significant Social Differences and/or Challenges

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.
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3 hours toward CE credit, if applicable
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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.
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2 hours toward CE credit, if applicable
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