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Superflex curriculum villains how to#
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Superflex curriculum villains windows#
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Superflex curriculum villains professional#
Unfortunately, our webinars are not pre-approved for continuing education units.įind a webinar that speaks to you? Make it a team learning experience by sharing it with your professional team, coworkers, client families, and friends so that everyone is on the same page. Learn information you won't get at a conference!Īfter you have watched the webinar, you may download the Certificate of Attendance for your records. Michelle will present for the first 30 minutes, and in the last 30 minutes she will answer the questions you submit live. In Social Thinking’s first ever webinar, Michelle Garcia Winner will discuss the products Social Thinking has created for students ages 8-11 as well as share teaching tips and strategies related to the use of the following materials: You are a Social Detective!, the Superflex™ Curriculum, Social Thinking and Me, and the game Should I or Shouldn’t I?. People frequently ask how our products can be used together for a specific age group to teach and motivate kids to improve their social competencies in a fun and engaging manner. San Jose Clinic Services (all links open San Jose website).Social Academic Connection & Goal Writing.Self Regulation, Social Responsibility &.You Are a Social Detective!: Curriculum Guide + Storybook (2-book teaching set).You Are a Social Detective! Teaching Curriculum & Support Guide.

Social Thinking Thinksheets for Tweens and Teens.Thus, in addition to focusing on improving specific social behaviors in social skills intervention programs, it seems that social-cognitive variables can be an important target for treatment as well (e.g., Guerra & Slaby, 1990 Hudley & Graham, 1993). Many theorists (e.g., Crick & Dodge, 1994 Dodge, 1986 Ladd & Crick, 1989 Lemerise & Arsenio, 2000) suggest that distortions or deficiencies in social information processing may lead to maladaptive behavior. One child may perceive this as harmless play and may laugh, whereas another child may interpret this as mean and threatening and may choose to act aggressively toward the peer. For example, two children may be teased by a peer. A variety of theories propose that individual differences in social information processing skills may help explain why people confronted with the same social situation may choose to act in very different ways. Researchers studying social competence have been interested not only in specific social skills but also in the types of social-cognitive processes that might underlie individuals’ behavioral choices.
