A Methodology to Infuse Evidence-Based Practices

The Social Thinking Methodology embraces what the literature tells us about working directly with individuals who have social learning challenges (e.g., Social Communication Disorder, ADHD, Learning Disabilities, Twice Exceptional, Autism Spectrum Levels 1 and 2, etc.) and promotes the use of visual supports, modeling, naturalistic teaching, and self-management. Also, the methodology anchors to the research in fields that study how individuals evolve and develop to function in society. Many of the components of Social Thinking fit well into the multi-tiered research-based implementation framework of Positive Behavioral Intervention and Supports (PBIS). And while PBIS is not an approach, it is a framework that encourages schools to consider the uptake of a variety of practices where the "mutually beneficial relationship between academic and social behavior student success is highlighted (Chard, Harn, Sugai, & Horner, 2008; Sugai, Horner, & Gresham, 2002). In the same vein, CASEL's five Social and Emotional Learning (SEL) Core Competencies are reflected within and throughout the Social Thinking Methodology.

The Social Thinking Methodology - Layers of Evidence

Social Thinking Methodology: A deeper look at the evidence base underlying the practice The Layers of Evidence illustrates a structured way to show how the Social Thinking Methodology is grounded in theoretical research-based concepts and constructs, and how each lesson and activity can be traced back to its roots in the research literature. It is also a way to make sense of the many different pathways of information we have created over time.

NOTE: The Layers of Evidence helps to show the research-based foundation of the Social Thinking Methodology and is not meant to show a 1:1 correlation between each column from left to right. The reality is that the social learning process is dynamic and synergistic, and many of the frameworks (both conceptual and treatment) overlap with a variety of research-based concepts, constructs, and therapies. In other words, use this table as a resource to help you understand the origins and connections to the literature within the lessons and activities you teach. To be clear, the pathways demonstrated in this table are NOT as unidirectional and linear as they appear—it's just not that simple. There is tremendous overlap, which makes sense! We have over-simplified the information to simply demonstrate theoretical research-based pathways. Nor is the table comprehensive by any means! Our hope is that these examples will guide your thinking, discussions with others, and ultimately your understanding of the deeper roots of the Social Thinking Methodology.

Research to Frameworks to Practice

The Social Thinking Methodology embraces what the literature tells us about working directly with individuals who have social learning challenges (e.g., ASD, Social Communication Disorder, ADHD, Learning Disabilities, Twice Exceptional, etc.) and promotes the use of visual supports, modeling, naturalistic teaching, and self-management. Also, the methodology anchors to the research in fields that study how individuals evolve and develop to function in society: anthropology, cultural linguistics, social psychology, and child development.

I'm Doing Social Thinking® - But Where Is the Evidence? To answer the question about evidence and Social Thinking, we need to first begin with a common language and a shared understanding of terms.

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Peer-Reviewed Studies

Browse the latest peer-reviewed studies below or click through to see all publications including thesis, dissertations, studies and other published articles.

Crooke, P. J., & Winner, M. G. (2022, July). Social Thinking Metacognitive Strategies to Support Self-Determined Social Goals in Autistic Youth. In Seminars in Speech and Language (Vol. 43, No. 04, pp. 277-298). Thieme Medical Publishers, Inc.

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Tarshis, N, Winner, M.G & Crooke, P. (2020). What Does It Mean to Be Social? Defining the Social Landscape for Children With Childhood Apraxia of Speech. Perspectives of the ASHA Special Interest Groups, 1-10.

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Language, Speech, and Hearing Services in Schools cover

Nowell, S. W., Watson, L. R., Boyd, B., & Klinger, L. G. (2019). Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children With Autism Spectrum Disorder: A Randomized Controlled Trial. Language, Speech, and Hearing Services in Schools, 50(30), 416-433.

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Autism: International Journal of Research and Practice

Baker-Ericzén, M.J., Fitch, M., Kinnear, M., Jenkins, M. M., Smith, L., Montano, G., Twamley, E., Crooke, P, Garcia Winner, M., Feder, J., & Leon, J. (2017). Development of the Supported Employment, Comprehensive Cognitive Enhancement and Social Skills (SUCCESS) program for adults on the autism spectrum: results of initial study. Autism: International Journal of Research and Practice, 22(1), 6-19.

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Crooke, P. & Garcia Winner, M. (2017). Social Thinking® in the Landscape of Evidence-Based Practices. Sage Journals: Word of Mouth, 28(5), 5-8.

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Crooke, P.J., & Winner, M. G. (2016). Social Thinking Methodology: Evidence-Based or Empirically Supported? A Response to Leaf et al. Behavior Analysis in Practice, 9(4), 403-408.

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Crooke, P.J., Olswang, L., & Winner, M.G. (2016). Thinking Socially: Teaching Social Knowledge to Foster Social Behavioral Change. Topics in Language Disorders, 36(3), 284-298.

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Crooke, P.J., & Olswang, L. (2015). Practice-Based Research: Another Pathway for Closing the Research-Practice Gap . Journal of Speech, Language, and Hearing Research, 58(6), S1871-S1882.

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Other Peer-Reviewed Studies

Clavenna-Deane, Beth & Pearson, Mary & Hansen, Blake. (2020). The Impact of Social Communication on Employment Success for Adolescents with Autism Spectrum Disorders. Journal of the American Academy of Special Education Professionals, 68, 85.

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Müller, E., Cannon, L.R., Kornblum, C., Clark, J., & Powers, M. (2016). Description and Preliminary Evaluation of a Curriculum for Teaching Conversational Skills to Children With High-Functioning Autism and Other Social Cognition Challenges. Language, Speech, and Hearing Services in Schools, 47(3), 191-208.

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Lee, K. Y. S., Crooke, P.J., Lui, A.L.Y, Kan, P.P.K, Luke, K.L, Mak, Y.M, Cheung, P.M.P, Cheng, L., & Wong, I. (2015). The outcome of a social cognitive training for mainstream adolescents with social communication deficits in a Chinese community. International Journal of Disability, Development and Education, 63(2), 201-223.

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Winner, M.G. & Crooke, P.J. (2014). Executive Functioning and Social Pragmatic Communication Skills: Exploring the Threads in Our Social Fabric. Perspectives on Language Learning and Education, 16(2), 62-69.

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Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 53(2), 237-257.

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Crooke, P.J. & Winner, M.G. (2012). Social Thinking®: A Developmental Treatment Approach for Students with Social Learning/Social Pragmatic Challenges. Originally published: Perspectives on Language Learning and Education, 16(2), 62-69.

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Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.

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Winner, M.G. & Crooke, P.J. (2009). Social Thinking: A training paradigm for professionals and treatment approach for individuals with social learning/social pragmatic challenges. Perspectives on Language Learning and Education, 16(2); 62-69.

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Winner, M.G. & Crooke P.J. (2009). Assessing the Social Mind in Action: The Importance of Informal Dynamic Assessments. Autism News:Education and Therapy, 5, pp 12-16.

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Crooke, P.J., Hendrix R., and Rachman J. (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) pp 581-91.

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Koning, C, Magill-Evans, J., Volden, J., Dick, B. (2008). Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(10), 1282-1290.

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Winner, M.G. (2002). Assessment of social skills for students with asperger syndrome and high-functioning autism. Assessment for Effective Intervention, 21(1-2), 73-80.

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Social Thinking Conceptual Frameworks are built upon research-based theoretical concepts, constructs, and therapies in a manner that blends or scaffolds the information to help parents and professionals organize their thinking about social learning (social cognition). In turn, this fosters their own ability to conceptualize their students’ or children’s experiences and challenges. The Conceptual Frameworks are not to be used directly with the students/clients.

Treatment Frameworks evolve from the Conceptual Frameworks and transform evidence-based concepts into a concrete and structured framework that can be introduced to and used with students.

Treatment Frameworks help students (and adults) observe that everything they are learning about the social world applies to a larger, more holistic social framework. These frameworks are used to help the parent/professional understand key concepts AND act as a teaching tool with the client/student.

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Social Situation Mapping

Social Situation Mapping (SSM) offers cognitive behavior strategies to teach individuals about the specific relationship between behaviors, others' perspectives, others' actions (consequences), and the student's own emotions about those around them. SSM is a visual tool that displays these abstract concepts through a flow chart. Intended for 3rd-12th grade students, this strategy is most effective for students with solid language skills.

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Superflex Curriculum

The Superflex Curriculum offers lesson plans to help professionals and parents create a personalized Superflex Superhero Training Academy. The curriculum teaches that all of us have superflexible capacities in our brains and that we can use these powers to transform into our own unique Superflex!

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We Thinkers! Series

The We Thinkers! series consists of two volumes with detailed lesson plans, in-classroom structured activities, educational plan goals, and learn-at-home family letters. Both volumes introduce key Social Thinking concepts and vocabulary for ages 4-7.

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The Zones of Regulation

The Zones of Regulation curriculum is geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Using a cognitive behavior approach, the curriculum's learning activities are designed to help students recognize when they are in different states called "zones."

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Social Thinking Evidence