Evidence for We Thinkers! Series

We Thinkers! Series

The We Thinkers! series (formerly named The Incredible Flexible You) is a Social Thinking educational series that combines a social learning framework with music and dramatic play activities for early learners (ages 4-7). It consists of two volumes, We Thinkers! Volume 1 Social Explorers and We Thinkers! Volume 2 Social Problem Solvers. Each volume consists of 5 storybooks and a curriculum. The teaching across the series is sequential and concepts build upon each other, therefore it is important that Volume 1 be used before moving on to Volume 2.

The curricula consists of detailed lesson plans, in-classroom structured activities, educational plan goals, and learn-at-home family letters. Volume 1 introduces the following Social Thinking concepts and vocabulary: Thinking Thoughts and Feeling Feelings, The Group Plan, Thinking With Your Eyes, Body in the Group, and Whole Body Listening. The concepts in Volume 2 build off those in Volume 1: Hidden Rules and Expected and Unexpected Behaviors, Smart Guess, Flexible and Stuck Thinking, Size of the Problem, and Sharing an Imagination. The We Thinkers! series includes Storybooks that introduce kids to a different concept in an engaging way, to be followed by lessons and activities form the curriculum.

We Thinkers! Research Outcomes Project is Currently Closed

Please check back or email us a request to be notified about upcoming research projects.

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Research/Resources

Evidence-Based Concepts for We Thinkers! Volume 1 and Volume 2

Joint Attention; Theory of Mind; Social Skills; Visual Supports; Imitation; Play-Based Learning; Imagination; Language-Based Learning; Self-Regulation; Social Emotional Learning; ASD; Cooperation; Social Attention; Self-Awareness; Positive Behavioral Intervention and Supports (PBIS)

Baron-Cohen, S. (2001). Theory of mind in normal development and autism. Prisme, 34, 174-183.

Beck, I. L., McKeown, M. G., & Omanson, R. C. (1987). The effects and uses of diverse vocabulary instructional techniques. The Nature of Vocabulary Acquisition, 147-163.

Behne, T., Carpenter, M., Call, J., & Tomasello, M. (2005). Unwilling versus unable: Infants' understanding of intentional action. Developmental Psychology, 41(2), 328-37.

Bloom, L. (1998). Language development and emotional expression. Pediatrics, 102(5), e1272.

Bodrova, E. Leong, D.J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Englewood Cliffs, NJ: Merrill/Prentice Hall.

Carpenter, M., Call, J., & Tomasello, M. (2005). Twelve-and 18-month-olds copy actions in terms of goals. Developmental Science, 8(1), F13-20.

Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63 (4, Serial No. 255).

Choi, D. H., & Kim, J. (2003). Practicing social skills training for young children with low peer acceptance: A cognitive-social learning model. Early Childhood Education Journal, 31(1), 41-46.

Crooke, P. J., Hendrix, R. E., & Rachman, J. Y. (2008). Brief report: Measuring the effectiveness of teaching social thinking to children with Asperger syndrome (AS) and high functioning autism (HFA). Journal of Autism and Developmental Disorders, 38(3), 581-91.

Farroni, T., Csibra, G., Simion, F., & Johnson, M. H. (2002). Eye contact detection in humans from birth. Proceedings of the National Academy of Sciences of the United States of America, 99(14), 9602-5.

Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. Foundation for Child Development Policy Brief Series 3. New York, NY: Foundation for Child Development.

Greene, R.W. (1998; 2001; 2005). The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children. New York: Harper Collins.

Harris, P. L., Kavanaugh, R. D., Dowson, L. (1997). The depiction of imaginary transformations: Early comprehension of a symbolic function. Cognitive Development, Volume 12(1).

Kupyers, L. (2011). The Zones of Regulation. San Jose, CA: Think Social Publishing Inc.

Leslie, A. M. (1994). Pretending and believing: Issues in the theory of ToM. Cognition, 50(1-3), 211-38.

Liebal, K, Colombi, C., Rogers, S. J., Warneken, F., & Tomasello, M. (2008). Helping and cooperation in children with autism. Journal of Autism and Developmental Disorders, 38(2), 224-38.

Meltzoff, A. N. (2005). Imitation and other minds: The "Like Me" hypothesis. In S. Hurley and N. Chater (Eds.), Perspectives on Imitation: From Neuroscience to Social Science (Vol. 2, pp. 55-77). Cambridge, MA: MIT Press.

Meltzoff, A. N., & Brooks, R. (2007). Eyes wide shut: The importance of eyes in infant gaze following and understanding other minds. In R. Flom, K. Lee, & D. Muir (Eds.), Gaze following: Its development and significance (pp. 217-241). Mahwah, NJ: Erlbaum.

Meltzoff, A. N., & Brooks, R. (2009). Social cognition and language: The role of gaze following in early word learning. In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions (pp. 169-194). New York: Psychology Press/Taylor Francis.

Meltzoff, A. N., & Decety, J. (2003). What imitation tells us about social cognition: A rapprochement between developmental psychology and cognitive neuroscience. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 358(1431), 491-500.

Miller, E. and Almon, J. (2009). Crisis in the Kindergarten: Why Children Need to Play in School. College Park, MD: Alliance for Childhood.

Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A, C., and Rydell, P. J. (2006). THE SCERTS® Model: Volume I Assessment; Volume II Program planning and intervention. Baltimore, MD: Brookes Publishing.

Rapacholi, B.M., and Gopnick, A. (1997). Early reasoning about desires: evidence from 14-18 month olds. Developmental Psychology, 33, 12-21.

Segal, M. (2004). The roots and fruits of pretending. In E. Zigler, D. Singer, & S. Bishop-Josef (Eds.), Children’ Play: The roots of reading (pp. 33-48). London, UK: Zero to Three Press.

Shonkoff, J. P., & Phillips, D. A. (Eds.) (2000). From Neurons to Neighborhoods: The Science Of Early Childhood Development. Washington, DC: National Academy Press.

Slaughter, V., Dennis, M. J., & Pritchard, M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20(4), 545-564.

Tomasello, M. (1995). Joint attention as social cognition. In C. Moore, P.J. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 103-130). Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.

Tomasello, M. (2009). Why We Cooperate. Cambridge, MA: MIT Press.

Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences, 28(5), 675-735.

Truesdale, S. P. (1990). Whole-body listening: Developing active auditory skills. Language Speech and Hearing Services in School, 21: 183-184.

Vermeulen, P. (2012). Autism as Context Blindness. Overland Park, KS: AAPC Publishing.

Warneken, F., & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month-olds. Developmental Psychology, 44(6), 1785-8.

Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13 (1): 103–128.

Winner, M.G. (2005). Think Social! A Social Thinking Curriculum for School-Age Students. San Jose, CA: Think Social Publishing.

Winner, M.G. (2007). Thinking About YOU Thinking About ME. San Jose, CA: Think Social Publishing.

Vygotsky, L. S. (1966). Play and its role in the mental development of the child. Soviet Psychology, 5: 6-18.

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