This course is designed to teach professionals and parents the social learning frameworks, concepts, and strategies needed to guide others toward improved social processing and social competencies. Conference attendees will gain new insights into the power of their own social-emotional intelligence as they explore their social motivations and how they process and respond to social information. We will dissect hidden social rules, contemplate how social expectations change with age, and discuss how social problem solving is at the heart of social competencies and affects how students interpret and respond to social-academic information and assignments. Social Thinking has developed a large range of treatment* strategies—and attendees will walk away with a number of them, including approaches for helping students avoid “the blurt,” cope with boring moments, and develop conversational language and improved academic function.
This model demonstrates not only why people with social learning challenges have weaker social abilities but also how social interpretation is linked to academic tasks such as written expression, conversational language, reading comprehension, and organizational skills. As we wrap up the day, we will explore how to teach at the roots of social competence. Parents and teachers will find the information in this course applicable to all students as it pertains to social-emotional learning.
Nancy Tarshis, a speech-language pathologist and special educator with extensive experience working with children and their parents, is the Director of Early Childhood Programming at The Quad Preparatory School, which is dedicated to twice exceptional children, Grades K-12. For 27 years, she was a member of the professional team at the Children’s Evaluation and Rehabilitation Center (CERC) at Albert Einstein College of Medicine, serving as Supervisor of Speech and Language Services for 21 of them. In that capacity, she trained more than 400 SLPs currently practicing throughout the nation. As Emeritus at CERC, she participates in ongoing research and lectures to pediatric fellows, medical residents, and psychology interns. In addition, she serves as adjunct clinical instructor at New York University, Teachers College - Columbia University, and Hunter and Lehman Colleges of City University of New York, and consults on social emotional learning to a variety of public and private schools. Nancy is deeply experienced in a wide variety of treatment methodologies, including Social Thinking. She is the co-author of their early learner curriculum, We Thinkers Volume 1 and 2 (formerly “The Incredible Flexible You”) and the Social Thinking Group Collaboration Play and Problem Solving Scale. Nancy’s private clinical work includes Altogether Social, a social cognitive practice she co-founded with Debbie Meringolo, that serves clients age 14 months through 22 years. Altogether Social provides individual and group sessions, trainings for parents and professionals, and school consultations. Nancy is a member of the professional advisory boards of New York Zero to Three and Apraxia Kids (formerly the Childhood Apraxia of Speech Association of North America).