Why Teach Social Thinking?

About this book

Todays children (both neurotypical and those with social learning challenges) are entering school with declining abilities to learn in a group attend to a lesson be considerate toward others or self-regulate their own behavior. Teachers are increasingly finding themselves ill-equipped with the know-how tools and strategies to teach students about social awareness emotional intelligence and self-regulation of behavior. If youve ever wanted or needed to make a case for social instruction to be added to a students treatment plan social goals written into a students IEP or social thinking lessons infused into a classroom or campus curriculum plan Why Teach Social Thinking? drives home the importance of social learning to a students academic success and later success in life. Author Michelle Garcia Winner connects the dots from social emotional learning to the Common Core Standards to increased likelihood of success in adulthood. Through exploring 12 core questions Winner attempts to raise awareness of the many complex and interrelated issues that are at the heart of teaching social skills. 1.What are social skills? 2.What are the origins of social development? Is there an age when our social development stops? 3.In what areas of social thinking do students with social cognitive challenges struggle? The ILAUGH Model remodeled 4.What impact do weaknesses in social conceptual information have on learning the Common Core State Standards? 5.When do we use social thinking and related social skills? How do we approach teaching these skills? 6.How can cognitive behavior therapy address teaching social thinking and related social skills? 7.Do all those with ASD-SCD benefit from the same teachings? The Social Thinking-Social Communication Profile (ST-SCP) 8.Who is responsible for teaching social thinking and related social skills?