Social Thinking® Boston

Social Thinking® Boston, founded by Nancy Clements, is one of two fully endorsed and licensed clinics through Michelle Garcia Winner and Social Thinking.

Social Thinking® is a cognitive behavioral treatment approach focused on fostering social learning due to weak social cognition or compelling social anxiety. To fully benefit from our services, students/clients must have average to above-average language and cognition.

Our program provides dynamic and integrated instruction using the core principles of Social Thinking®. Social Thinking Clinics use the treatment framework and curriculum developed by Michelle Garcia Winner to teach the thinking that underlies social skills. We explore the Social Thinking and a student’s related social skills; we will also help to connect the dots on how the social mind impacts social academic tasks as well. We seek to teach students how to socially problem solve rather than to memorize because the social experience requires us to adapt our social behavior based on the situation and social situations constantly change!

We are very sensitive to grouping each client in a group with students who have similar social learning strengths and weaknesses so that all information explored and taught is relevant and meaningful to that student. We seek to keep our group size small; our groups rarely exceed 4 students, total. This is because we want each student to be an active participant during the session.

Learn more about our programs.

How we can help

Clinical Treatment Assessment Summer Programs
Our clinical services are focused on implementing the core Social Thinking teachings and related social skills for students with average to above average language and cognition from as young as 4 years old into and across adulthood. We treat a large range of diagnostic labels and persons with social learning challenges. The Informal Social Thinking Dynamic Assessment Protocol is a means of identifying and quantifying in real-time a student’s social competencies as well as connecting the dots between a student’s social learning abilities and possibly related academic strengths and weaknesses. Explore cutting edge approaches to enhance the development of social competence for individuals age 4 through adulthood with diagnosis such as Asperger Syndrome, High Functioning Autism, Nonverbal Learning Disability, ADHD and undiagnosed social communication challenges.
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What range of diagnostic labels do we serve?

Social Thinking® is a cognitive behavioral treatment approach focused on fostering social learning due to weak social cognition or compelling social anxiety. A large range of diagnostic labels represent persons with social learning challenges and/or social anxiety. There can be tremendous over-lap in these labels. In our treatment model, we do not treat diagnostic labels instead we treat the individual. Although not all of our clients have a diagnosis, some of the many labels that have benefitted from our services include: ADHD, Autism Spectrum Disorders- Levels 1 and 2, High Functioning Autism, Asperger’s Syndrome, learning disabilities, sensory dysregulation, executive dysfunction, twice-exceptional, gifted and talented, social anxiety, socially phobic, expressive-receptive language issues, specific language impairment, traumatic brain injury, Tourette’s Syndrome, PDD-NOS, Dysgraphia, etc

What is the focus of the clinical treatment?

We encourage the development of social learning and self-regulation through the teachings of Social Thinking® frameworks and related strategies as well as utilize other professionals’ work that adheres to a social cognitive behavioral treatment approach. We enjoy using materials developed by Sarah Ward and Kristen Jacobsen to help teach executive functioning; Story Grammar Marker® by Maryellen Rooney Moreau to encourage social interpretations and social problem solving; sensory regulation strategies, etc. We develop treatment based on the best evidence available and experienced professional staff, and we value feedback from our clients as well as their family members. We focus on teaching strategies to enhance social learning which can be summarized by saying we address executive functioning, perspective taking, emotional awareness, self-awareness and self-monitoring and central coherence.