Smart Guess

#7 in Our Series of 10 Core Concepts

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What You Get

  • 1.5 hours of instruction
  • Downloadable resources to extend the lessons and apply the strategies
  • Certificate of Completion
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Smart Guess

We assume students can figure out what they should be doing and, often, how they should do it. Social problem solving requires making educated guesses, or smart guesses, about what to do. In this webinar, join Social Thinking founder Michelle Garcia Winner for strategies to help navigate social situations by making smart guesses.

After watching this webinar, infuse your teaching with the concept over the next month to help your students understand it deeply and meaningfully (avoid memorization). Then, tune in to the next webinar to learn how to build on this concept with best practices for teaching flexible and stuck thinking!

The 10 Concepts Webinar Series

This webinar is part of a series that shares best practices for teaching 10 core concepts from the Social Thinking Methodology. Strengthen your students’ social-emotional learning by infusing your teaching with these concepts over the course of the school year. Each concept should be taught slowly for one month or longer—it takes time for students to deeply understand the ideas and begin using them in their lives. We recommend learning about (and teaching) the concepts in order as they build on one another. View all the webinars in the 10 Concepts series within our larger webinar library.

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Part 1: Social Thinking Informal Dynamic Assessment Tasks

Instructor: Michelle Garcia Winner

Face-to-face social communication and adapting our behavior to share space effectively with others are part of what we consider social competencies. In this module we will explore some of the limitations of standardized tests to measure social competencies and how the results impact the services a student receives. As a backdrop to this information, we will review how typically developing individuals engage in social information processing and related social responses through Social Thinking's Cascade of Social Attention.


Part 2: Social Thinking Informal Dynamic Assessment Tasks

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In this second of a two-module series, three of Social Thinking’s Informal Dynamic Assessment tasks will be taught and supported with a video case study. The majority of the video of assessment tasks are of a boy first shown at 9 years old and then 16 years later, as a recent college graduate at 25 years old. This longitudinal perspective encourages viewers to consider how we can teach students to improve in their social competencies across their lifetime, with the goal of helping them improve compared to themselves.


Abstracting-Inferencing & Understanding Perspective

Instructor: Michelle Garcia Winner

Interpreting language, nonverbal cues, and our own and others’ perspectives is central to producing social thinking and a host of social responses, including but not limited to social skills. In this third of our four-module series on the ILAUGH model, the learner will explore specific aspects related to these overlapping processes; we will introduce the concept of understanding perspective in this module and then complete the teaching of it at the start of our fourth module.

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