There is so much to learn about how the social mind gathers, analyzes, and makes sense of the social world. As educators and caregivers, we are tasked with the responsibility of understanding how our students/clients attend to and interpret the social and non-social information that surrounds them. We are then in the role of understanding their social goals and then figuring out strategies to support those goals. But how do we do that when standardized tests aren’t a true reflection of an individual’s strengths, struggles, or differences? This course will explore a handful of informal neurodiversity-affirming dynamic assessment tasksand interactive tools to better understand the individual’s social learning system.

Key topics to be covered in the conference include an exploration of:

• The Social Thinking–Social Competency Model, a practical four-step assessment and teaching pathway.
• How the social brain hones in on relevant information, and inhibits unrelated or less useful information to maintain social attention, offering insights into the underpinnings of social processing.
• How dynamic assessment tasks are interactive, neurodiversity-affirming, provide more authentic information, and help to guide teaching and supports.
• Informal ways to understand joint attention, interactive play, collaboration, abstract thinking, executive functions, perspective taking, and initiation/advocacy.

Note: The content of this course focuses on children (4 years and older) through adolescence across all neurotypes. The assessment tasks are a better fit for those with solid to strong expressive and receptive language and cognition.

Content Disclosure: This course does not teach about any other methodologies or programs aside from the Social Thinking Methodology.

1. State the four parts of the Social Thinking–Social Competency Model (ST-SCM) and explain how they are used in both assessment and teaching.
2. Describe three informal dynamic assessment tasks from the Social Thinking® Dynamic Assessment Protocol.
3. Explain the purpose (why) and procedure (how) that allow students, across ages, to explore their strengths and struggles.
4. State the purpose of the Group Collaboration, Play & Problem Solving Scale (GPS).
5. Describe two or more characteristics of two different Social Learning Systems.

This agenda may change without notice.

When you register as a Professional for a livestream, On Demand, in person conference sponsored by Social Thinking (i.e., the course has a dedicated registration page on our website) you gain access to CE credit at no additional cost. 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 for events NOT sponsored by Social Thinking, please contact the sponsoring organization.

We are proud to provide access to continuing education credit for:

• Speech-Language Pathologists
• Educators
• Counselors (only for watching livestream)
• NY State Social Workers (only for watching livestream)
• ...and others!

Click here to see if you can receive CE credit by Profession and by State