Children and young people with diagnoses such as high functioning autism, Asperger's syndrome, PDD-NOS or nonverbal learning disabilities often have difficulty with "social cognition: communicating effectively and solving personal problems. For such students, these are skills that cannot just be absorbed from experience but need to be taught. In her accessible book Michelle Garcia Winner offers teaching techniques to help students identify and overcome their weaknesses, leading to the acquisition of skills such as initiating conversations or activities; listening and attending; understanding abstract language; taking others' perspectives; seeing the big picture and using humor. Winner demonstrates how to break down these skills into manageable concepts and suggests methods of teaching them so that the student can truly understand not just what to do but also why. Clearly written and easily readable, the book contains many photocopiable worksheets for teachers' use, and will be indispensable to educators and therapists working with young people with social-cognitive deficits.

Inside Out

Michelle Garcia Winner

Think Social Publishing

This book consists of 250 worksheets specifically designed to offer more lessons in teaching social thinking that dovetail both off the lessons discussed in all of Michelle G. Winner's other books: Inside Out: What Makes the Person With Social Cognitive Deficits Tick? Thinking About You Thinking About Me, and the Think Social! A Social Thinking Curriculum for School Age Students. These lessons are in addition to most of the information in these other three books. The worksheets help to create a lesson plan, defining how to break down concepts for students to explore and they can used directly with students. The worksheets can be copied and sent to parents and other professionals to give an idea of what the student is learning and how to carry the concept over in their own environments. There are some worksheets for children Kindergarten through 2nd grade, the majority of the worksheets are for students in 3rd grade and higher, many of the worksheets are for middle and high school students; the ideas can be used with adults as well. Each worksheet page is coded for the recommended age group it targets.

Worksheets for Teaching Social Thinking and Related Skills

This book builds on the basic philosophy offered in THINKING ABOUT YOU THINKING ABOUT ME. Created at the request of educators, therapists and parents to learn more about how to teach students with weak social cognition and related social skills (Asperger's Syndrome, PDD-NOS, High Functioning Autism, ADHD, NLD, Hyperlexia) and those with murky social abilities. Many of the lessons Michelle weaves into her workshops are written in detail in this book, and there are many more the audiences have never heard! This comprehensive curriculum, breaks detailed lessons into eight chapters demonstrating how lessons evolve from working as a member of a group and observing others, through behavioral self-monitoring, interpreting and producing non-verbal/verbal responses and cues, while also providing hands on strategies for learning about many other areas of social complexity. Each practical lesson builds on the next, across the months and years. IEP goals, tied to Educational Standards, follow each chapter to help parents and professionals connect social goals relate to core academic success. The Curriculum also encourages student self-monitoring with the use of video feedback. The focus of each chapter is to teach a set of "social thinking vocabulary" to be carried out of the therapy room and used across the student's entire day; both at the school and home. A handout defining these social thinking concepts is provided for parents and professionals working with these students to encourage the carry over of these key concepts. This curriculum is helpful to any parent or professional trying to understand the depth and complexity of teaching social thinking and related social skills to children who are weak in developing these areas. The publication certainly teaches all of us that we cannot take social development for granted.

Think Social! (Book and CD) by Michelle Garcia Winner(1975-06-02)

Superflex Takes on One-Sided Sid, Un-Wonderer and the Team of Unthinkables is the fourth comic book in the Superflex series, designed to help children learn more about their own social behavior and strategies to regulate it. Individuals should already be familiar with the Superflex Curriculum before reading this book.In this newest comic, children become familiar with several ways to squash the powers of two, related Unthinkable characters: One-Sided Sid, who gets people to talk only about themselves, and his sidekick sister Un-Wonderer, who likes to keep people from thinking about others. This clever duo tries to get students to do or say things that show they're only thinking about themselves and not others.Students learn helpful strategies to regulate their own behaviors when Sid and his sister invade their thinking:Social wonders versus world wondersPeople filesThe Boredom AlertNoticing interested/not interested clues in othersInterest-O-Meter strategyAdd-a-Thought strategyAsk-a-Question strategyQuestion Word Bank: who, what, where, when, why, and how?The accompanying CD includes 11 related lessons that help children practice the strategies introduced in the book.

Superflex Takes on One-sided Sid, Un-wonderer and the Team of Unthinkables

This 3.5 hour DVD presents Michelle Garcia Winner's Workshop by the same name. The booklet that accompanies the DVD is of handouts discussed on the DVD that can be used with students. The focus of the DVD is reviewing 10 critical steps towards helping students with the nitty-gritty of organizational skills towards completing homework assignments, concepts such as static versus dynamic organization are explored to understand that not all organizational tasks require the same type of thinking. This DVD has been recommended for teaching all types of students, not just those with social cognitive challenges.

Strategies for Organization (Set)

One of the most successful tools used at Michelle G. Winner's Center for Social Thinking is the Social Behavior Map (SBM). Michelle developed the SBM as a cognitive behavior strategy to teach individuals about the specific relationship between behaviors, other's perspective, other's actions (consequences), and the student's own emotions about those around him or her. The SBM is a visual tool that displays these abstract concepts through a flow chart.Now, Michelle and her team of talented therapists have created a collection of over 50 Social Behavior Maps covering a range of topics for home, community and the classroom. Social Behavior Mapping - Connecting Behavior, Emotions and Consequences Across the Day is geared for use by parents and professionals to help those with social thinking challenges understand what behaviors are expected and unexpected in a way that makes sense to their way of thinking.

Social Behavior Mapping

Edited by Michelle Garcia Winner

Sticker Strategies

This is the storybook portion of the package, "Superflex...A Superhero Social Thinking Curriculum"...now available separately for those who wish to have extra copies. It's not the full Curriculum.This full-colored storybook, tells the story of how Superflex came to be. Children will become familiar with Superflex's "SocialTown," and learn about the cast of Unthinkables who are trying to overtake and rid the town of Superflex forever! Superflex and his sidekick dog, Bark, go on their first mission to save the citizens of SocialTown.The purpose of the Superhero Social Thinking (SST) curriculum itself is to provide the social-thinking educator, teacher, or parent with a fun, motivating, and non-threatening way for students to explore social thinking while increasing their knowledge of social expectations, their awareness of their own behavior and how to modify their behaviors with Superflexible strategies.

Superflex Takes on Rock Brain and the Team of Unthinkables

Stephanie Madrigal. Illustrated by Kelly Knopp

Comics & Graphic Novels

The concept of teaching social skills misrepresents the dynamic and complex process at the heart of social skill production. Before we can act socially, we need to be able to think socially. However, the fields related to education and counseling of school-aged students have failed to study the complexity of teaching social learning. Instead, they have applied behavioral teachings in an attempt to tidy up inappropriate behavior without exploring whether, and to what extent, the behavior itself is caused by weak social thinking. Students who are challenged with social thinking and social skills--those diagnosed with autism, Asperger's Syndrome, PDD-NOS, Nonverbal Learning Disorders and others--struggle daily within an education system that is, at present, ill-suited to meet their needs. Our current education of children (both disabled and not) is based on the assumption that all students enter school with basic social thinking abilities in place. And therein do we fail our students before they even arrive at our classrooms. Complicating matters is federal public educational policy (No Child Left Behind), which calls for schools to use evidence-based practices in teaching all students. The reality of today's world is that strategies abound for teaching social thinking and related social skills, and many are resulting in significant gains for our students. "Michelle challenges professionals and caregivers to think more deeply, and practice more consciously, in helping individuals with ASD to acquire and apply social-knowledge in their lives. In building on her seminal work in social thinking, Michelle argues effectively for an important and more thoughtful alternative to behaviorally-based social skill `training' approaches, which are so limited in honoring the complexity of individuals with ASD," Dr. Barry M. Prizant, adjunct professor, Center for the Study of Human Development, Brown University

Politically Incorrect Look at Evidence-Based Practices and Teaching Social Skills A Literature Review and Discussion

Max Rodrigues Garcia was born in Amsterdam in 1924. His ancestors came to Amsterdam in 1613 from the New World, where they had fled after being expelled from Spain and Portugal during the Inquisition. Max's family settled in Amsterdam, with a brief interval in Belgium. The Garcia family returned to Amsterdam from Belgium in the summer of 1939. Max's father believed a major war was about to explode. He hoped that the Germans would bypass Holland as they had during WWI. But he was wrong: Hitler invaded Holland on May 10, 1940. Auschwitz, Auschwitz... I Cannot Forget You, As Long as I Remain Alive is the first-person story of Max Garcia, his beloved family, and his survival of Holocaust tortures at concentration camps. But this isn't a story only about the past. It is about the present and the future. From tales of cunning within the camps to those of how Max rebuilds his life after liberation, the book recounts how the Holocaust could not extinguish Max's dreams. And in San Francisco, Max realized those dreams: having a family and becoming a successful architect. Max today inspires generations with his story and character. As Max's grandson writes in the new final chapters of the book, each written by Max's children and grandchildren: "To me the knowledge I have gained from reading and hearing this story helps me understand better the kind of person I want to be and to apply my Grandpa's lessons to my everyday life." Readers of the book and experts on the Holocaust have called it "an important witness... Max's story is one of brutal honesty and ultimately one of inspiration as a person restarts his life in a new land..." and "...a most important and touching testimony for the young generation to remember and to learn from."

Auschwitz, Auschwitz I Cannot Forget You... As Long As I Remain Alive

Priscilla Alden Thwaits Garcia

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