Social Thinking®

Additional Handout Packet

Social Thinking

Social Detective, Superflex® and Friends

Take on Social Emotional Learning (SEL)

Material based on work developed by:

Michelle Garcia Winner, Pamela Crooke and Stephanie Madrigal

Social Thinking – Think Social Publishing, Inc.

404 Saratoga Ave, Suite 200

Santa Clara, CA 95050

(408

)557-8595 [email protected]

Learn more about Social Thinking at www.socialthinking.com

Social Thinking’s Social Competency Model

Foster development of

social competencies that

lead to social self-

regulation-

Teach individuals

1. Social Attention

2. Interpretation of self

& others

3. Problem solve to

decide…

4. Social Response(s)

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

TEAM'FLAG'Mission:'

Work'together'as'a'team'to'AGREE'on'your'Team'Name,'draw'a'

picture'of'your'Team'Mascot'and'your'Team'Flag'

**If'you'need'some'help,'then'you'should'ask'your'Platoon'Leader,'Pam'

Team'Name:'__________________________________________________'

Draw'you'team'mascot'in'the'top'box'and'your'flag'in'the'lower'box'

Sample'Observation'and'Self-evaluation'

Congratulations. You completed today's missions! Your Current Levels:

_____________: _____________:

Comprehension How did I do?

Today mission was___________________________________________________

(have student fill in)

Production

1. I worked as part of my team to solve the mission. I only needed 1 reminder (or none)

Yes Sort of Not really

2. I know what I'm working on (trying to remember and do).

Yes __________ Sort of Not really

3. I think the team (ALL OF US) should be considered for a promotion to the next rank.

YES Not this time

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Superflex is ME!

You may have heard of superheroes that have the power to fly, freeze, or become

invisible. But have you heard about Superflex™? Superflex is one of the greatest

superheroes of all time! Superflex’s super powers help us think about others!

Here’s the cool thing… We all have the power to be a Superflex! We all have a

hero inside!

To become a Superflex, you first learn to think about others and what is

happening around you. As you get older, your Superflex helps you find and use

the right strategies to be a flexible thinker and problem solver and helps you be

part of the group plan.

Your Superflex helps you stay calm and focused during difficult

moments! Your

Superflex gives you many powers.

Being a Superflex is not always easy… All of these super powers take practice

and work. Together with your team (your family, teachers, and friends) you can

learn more about and use your super flexible thinking powers!

Superflexible ME!

Here are 3 things I can do well with my Superflexible thinking:

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

Wanted !

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Questionator (The MARK)

Downloader Alligator

Create your own UNTHINKABLE!

What’s the name of your Unthinkable?

_______________________________________________

What powers does it use to try to control your brain functioning?

Show us what this Unthinkable might look like!

Your Superflexible self sweeps into action. What strategies can you use to defeat the

powers of your Unthinkable?

We’re ALWAYS teaching our brains!

MEET YOUR SELF COACH

Think about a team… a sports team or any team that has a coach.

So this coach is there to help the team figure out how to play and what to do.

 A coach gives ideas to the players.

 A coach tells when someone is doing a good job.

 A coach is always on your side.

Well guess what? You have a coach in your brain too… Your self coach!

This coach uses silent words in your brain to help you know what to do – we also

call that SELF TALK.

Our self coach helps us to think about words that will help us solve problems before

they become problems. Our coach can also help us feel better about problems and

situations and things that we really can’t control. It’s one of our most important

social thinking tools.

BUT – here’s the deal. We have to train our coach to know what to say to our brains.

Someday your self coach will know the words you need to tell your brain, but like

everything else it takes practice!

My SELF COACH (inside coach) uses SILENT words in my brain to help me…

SOLVE PROBLEMS

GET STARTED

KEEP WORKING UNTIL I’M FINISHED

TRY NEW THINGS

STAY CONNECTED

SHIFT MY THINKING TO

KEEP SHARING IDEAS WITH OTHERS

AND MANY, MANY MORE!!!

This is one of my most important social thinking tools! Every time I

listen to my self coach I am teaching my brain that I can try!

This is

just a little

problem

I can start now

and then I’ll

have time for

what I want to

It’s ok if I’m not great

at this at first.

Everyone has to learn

and practice.

Just a

few

and

I'll

be done!

I have to SHOW

I am thinking

about them,

especially with

my eyes.

I want to talk about

my ideas, but I need

to think about what

others want to talk

about.

BEWARE OF YOUR SELF DEFEATER!

But wait… there is another voice you might hear that is NOT

helping you to do what is expected… a voice that tells you

you’re not good at something or you can’t do it, so don’t even

bother trying… and that is the voice of… The SELF

DEFEATER!!!

When you listen to your self defeater, it’s like stepping into

quicksand. It can suck you in and make you stuck on negative,

self-defeating, thoughts. These negative thoughts can keep you

from solving problems, trying new things, making smart guesses,

and shifting your thinking or being flexible. When you listen

to the self defeater you are teaching your brain that you CAN’T

do it. YIKES!

What can you do when you hear this voice???

Glassman'Trap'

Using'Triggers'to'Trap'the'Unthinkable…'Glassman!'

What'Social'Thinking'Concept:""Identifying"triggers"that"create"big"reaction s"

to"small"problems"(Glassman"moments)""

Possible'objective'for'the'lesson:""

Name"will"identify"3"triggers"that"lead"to"big"reactions"for"him"or"her

How?''You"will"need:'

• Cardboard"box

• Paper

• Tape

• Pencils/Markers/Crayons

• Any"additional"materials"to"represent"the"triggers"your"group"identifies

or"that"you"might"want"to"use"in"designing"a"trap"for"Glassman

Before'setting'a'trap'for'Glassman,'students'need'to'have'a'working'

understanding'of'the'following'Social'Thinking'concepts:'

• Superflex"and"The"Unthinkables"–"This"Thinksheet"will"focus"on"Glassman

Triggers

A trigger is something that starts a reaction. A trigger can be something that

happens, something that somebody says, or even a thought you have, and suddenly

BOOM, you’re having a big reaction. There is an Unthinkable that LOVES just

this kind of situation… Glassman.

Figuring out what our triggers are helps us to avoid them or be ready

with a strategy when that trigger situation happens. Below is a list of

some possible triggers. Some of them might not be triggers for you.

But some may be just the kind of thing that Glassman is waiting for

and uses to cause a big reaction.

Circle all of the situations that are triggers for you.

• Making a mistake

• Losing at a game

• Not knowing the plan

• Running out of time to finish a project

• Missing a question on a test

• Getting in trouble

• Getting reminders

• People noticing when I do something embarrassing

• People noticing when I make a mistake

• Teasing

• I don’t have an idea to add

• Nobody likes my idea

• The group goes with a different idea

• I don’t know what to say

• Someone gets too close to me

• Having to stop before I am done playing

• Not understanding what others are laughing about

• Being late

• Homework

•

Part 2 – Making a Trap for Glassman

Now that you have thought about some of your triggers, choose the 3 that are the biggest for

you. These are likely situations that always get a reaction out of you or that usually cause your

biggest reactions. Now comes the fun part, figuring out how you can use these triggers to trap

Glassman! Think about a trap… It has to have a way to get Glassman’s attention… to draw

him in… to make him want to walk right into it. We know that Glassman appears in situations

where there are problems… So your trap will need to look like it is full of problems just perfect

for Glassman to cause a reaction to.

If one of your triggers is missing a question on a test, for example, then you might put a piece of

paper with a -1 on it in the trap. Or if losing a game is a trigger, you might put a game piece or

a playing card in the trap. Anything that would cause a reaction will be a magnet for Glassman,

so have with this!

Trigger 1:

Trap Idea:

Trigger 2:

Trap Idea:

Trigger 3:

Trap Idea:

After you’ve thought of ideas, make or find the actual items you’ll need. Arrange the triggers

items in a cardboard box, add details like yarn for Glassman to get tangled up in or a note

telling him how great he is, and you’ve got yourself a trap! Set your trap full of triggers out for

Glassman to find. If you don’t actually find him in the trap the next time you look, don’t

worry, he’s pretty sneaky. Maybe he’s just waiting for you to have a big reaction to that!

Here are some examples for inspiration!

Popcorn'Olympics!'

The'Inventor'of'Fun'versus'the'Destroyer'of'Fun'

What'Social'Thinking'Concept:""Identifying"expected"and"unexpected "

behaviors"that"add"to"or"take"away"from"the"fun"of"a"competition

Possible'objectives'for'the'lesson:""

Objective:""Name"will"identify"3"expected"behaviors"that"add"to"the"fun"of"a"

competition.""Examples"include:"

• Body"in"the"group"

• Brain"in"the"group"

• Following"the"group"plan"

• Thinking"with"your"eyes"

• Making"positive"comments"

about"peers"and/or"self"

• Making"encouraging"

statements"

• Following"the"rules"of"the"game"

• Showing"a"small"reaction"when"

you"win"

• Showing"small"reactions"to"

small"problems"

• Staying"connected"while"you"

wait"

• Trying"something"new"

• Asking"for"help

Objective:""Name%will"identify"3"unexpected"behaviors"that"take"away"from"the"

fun"of"a"competition.""Examples"include:"

• Body"out"of"the"group"

• Brain"out"of"the"group"

• Following"your"own"plan"

• Not"thinking"with"your"eyes"

• Making"negative"comments"

about"peers"and/or"self"

• Making"discouraging"

statements"

• Bragging

• Over"celebrating

• Changing"the"rules

• Having"big"reactions"to"small

problems"

• Not"waiting

• Not"asking"for"help

How?''You"will"need:'

• Popcorn

• Tape

• Bowl

• Spoon

• Additional"materials"based"

the"events"you"chose"for"your

group

Before'the'Popcorn'Olympics'begin,'students'need'to'have'a'working'

understanding'of'the'following'Social'Thinking'concepts:'

• Body"in"the"group

• Brain"in"the"group

• Following"the"group"plan

• Thinking"with"your"eyes

• Making"positive"comments

about"peers"and/or"self

• Making"encouraging

statements

• Sho w ing"small"reactions"to

small"problems

• Superflex"and"The"Thinkabl

and"Unthinkables"–"for"this

lesson,"specifically:

o The"Destroyer"of"Fun

(The"D.O.F.)

o The"Inventor"of"Fun"(The

I.O.F.)

Welcome'to'the'Popcorn'Olympics!'

Tell"your"students,"“In%our%group%today%we%will%be%competing%in%a%series%of%

events.%%These%events%will%test%our%speed,%accuracy,%and%agility%with%the%

crunchy%snack%we%call…%popcorn.%%We’ll%be%playing%some%games%with%popcorn,%

but%the%real%competition%is%between%the%Destroyer%of%Fun%and%the%Inventor%of%

Fun.%%%

Anytime%there%is%a%competition,%we%can%make%a%smart%guess%that%the%

Unthinkable,%the%D.O.F.%will%be%sneaking%around,%trying%to%get%into%our%brains%

and%into%our%group.%%When%this %Unthinkable%appears,%he%takes %the%fun%out%of%

playing%together.%%We%will%need%to%be%on%the%lookout%for%him!%%How%will%we%

know%the%D.O.F.%has%found%his%way%into%our%group?”%%

Encourage"discussion"about"behaviors"that"are"unexpected"during"

games/competitions.""As"you"or"your"students"provide"examples,"point"out"

the"unexpected'behaviors"that"are"on"the"score card"(see"attached)"and"

add"any"new"ideas"to"the"blank"spaces"on"the"scorecard."

Continue,"“When%we%notice%unexpected%behaviors,%we%will%add%a%point%to%the%

scorecard%for%the%D.O.F.""

There’s%a%Thinkable%that%also%loves%games%and%competition,%the%I.O.F.%%%When%

the%I.O.F.%is%in%our%brains%and%in%the%group,%the%game %or%competition%is%more%

fun%for%everyone.%%%How%will%we%know%the%I.O.F.%is%at%the%Popcorn%Olympics?”%

Encourage"discussion"about"behaviors"that"are"expected"during"

games/competitions.""As"you"or"your"students"provide"examples,"point"out"

the"expected'behaviors"that"are"on"the"scorecar d"(see"attached)"and "add"

any"new"ideas"to"the"blank"spaces"on"the"scorecard.

“When%we%notice%expected%behaviors,%we%will%add%a%point%to%the%scorecard%for%

the%I.O.F.%%%Our%goal%in%the%Popcorn%Olympics%is%to%help%the%I.O.F.%win%by%

scoring%the%most%points.”%%%

Choose"an"event"and"show"your"students"how"to"play.""Here"is"a"list"of"

events"to"choose"from:"

• Distance"toss"–"Place"a"piece"of"tape"(or"other"visual"marker)"on"the"

floor.""Students"stand"behind"the"mark"and"toss"their"popco r n"as"far"

as"they"can."

• Accuracy"–"Place"a"bowl"on"the"floor.""Have"students"stand"the"same"

distance"away"and"attempt"to"throw"their"piece"of"popcorn"into"the"

bowl.""""

• Accuracy"and"Speed"challenge"–"Place"a"bowl"on"the"floor.""Have"

students"stand"the"same"distance"away"and"attempt"to"throw"their"

piece"of"popcorn"into"the"bowl."""Set"a"timer"for"30"seconds"and"see"

how"many"pieces"they"can"get"into"the"bowl"in"the"time."""

• Agility"–"have"students"place"3"pieces"of"popcorn"on"a"spoon"then"

maneuver"(walking!)"around"obstacles."

Get"creative!""Make"up"your"own"event!""

After students have completed an event, use the scorecard to reflect on how it

went. At first, you (the teacher) will most likely need to identify examples of

expected and unexpected behaviors (the times the I.O.F or D.O.F entered the

group.) Use the reflection questions at the bottom of the scorecard to structure

your discussion and set you up for the next event!

Score Card

The Inventor of Fun (I.O.F.)

The Destroyer of Fun (D.O.F.)

Expected'

Behaviors'

Points

Unexpected'

Behaviors'

Points

Body"in"the"group

Body"out"of"the"group

Brain"in"the"group

Brain"out"of"the"group

Following"the"group"

plan

Following"your"own"

plan

Thinking"with"your"

eyes

Not"thinking"with"your"

eyes

Making"positive"

comments"about"peers"

and/or"self

Making"negative"

comments"about"peers"

and/or"self

Making"encouraging"

statements

Making"discouraging"

statements

Following"the"rules"of"

the"game

Bragging

Showing"a"small"

reaction"when"you"win

Over"celebrating

Showing"small"

reactions"to"small"

problems

Changing"the"rules

Staying"connected"

while"you"wait

Having"big"reactions"to"

small"problems

Trying"something"new"

Not"waiting

Asking"for"help"

Not"asking"for"help

Reflect:

Who won this round of the popcorn Olympics? Was it the I.O.F. or the D.O.F.?

How did the I.O.F. score pints (what were the expected behaviors observed)?

Follow up question: What did you do to help the I.O.F. score points?

Were there any D.O.F. moments? How did the D.O.F. score points (the unexpected

behaviors observed)?

Follow up question: How can we keep the DOF out of the next event in the Popcorn

Olympics?

General interest:

Diamond, Adele (2010) . The Evidence Base for Improving School Outcomes by Addressing the Whole Child and

by Addressing Skills and Attitudes, Not Just Content. Early Education and Development.

Barkley, R. A. (2012). Executive Functioning and Self-Regulation: Extended Phenotype, Synthesis, and

Clinical Implications. New York: Guilford Publications.

Berger, Andrea. (2011). Self- Regulation: Brain, Cognition, and Development- Human Brain

Development Series. New York: American Psychological Association

Crooke, P.J., Hendrix, R.E., Rachman, J.Y., (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.

Galinsky, E. 2010. Mind in the Making: The Seven Essential Life Skills Every Child Needs. NAEYC

special ed. New York: HarperCollins.

Gillespie, Linda Groves; Seibel, Nancy L. Seibel. (2006) Self Regulation: A Cornerstone of Early Childhood

Development. Beyond the Journal. Young Children on the Web.

Gioia, A, Isquith, P, Guy, S, and Kenworthy, L. (2000) - Profiles of Everyday Executive Function In Acquired and

Development Disorders. Child Neuropsychology, Volume 8 Issue 2.

Klin, Ami, PhD. , Jones, Warren, BA; Schultz, Robert, PhD.; Volkmar, Fred, MD; Cohen, Donald, MD (2002) .

Visual Fixation Patterns During Viewing of Naturalistic Social Situations as Predictors of Social Competence in

Individuals with Autism. Arch Gen Psychiatry. 2002;59(9) ;809-816. Doi:10. 1001/archpsych.59.0.809

Tomasello, Michael et al. (2005) Understanding and sharing intentions: The origins of cultural cognition.

Behavioral and Brain Sciences, 28, 000-000

Siegel, Daniel, M.D. and Payne Bryson, Tina, Ph.D. (2011). The Whole Brain Child. Mind Your Brain, Inc. and

Tina Payne Bryson, Inc. New York, NY: Delacorte Press, Random House, Inc.

Winner, M. G. (2007) . Social behavior mapping: Connecting behavior, emotions and consequences across the

day. San Jose, CA: Think Social Publishing, Inc.

Winner, M. G. (2007) . Thinking about you thinking about me: Teaching perspective taking and social thinking

to persons with social cognitive learning challenges (2nd ed.) . San Jose, CA: Think Social Publishing, Inc.

Zimmerman, B.J.(1994) Dimensions of Academic Self-Regulation: A Conceptual Framework for

Education. In Self-Regulation of Learning and Performance: Issues and Educational Applications, eds.

D.H. Schunk & B.J. Zimmerman, 3-24. Hillsdale, NJ: Erlbaum.

Materials Developed by Social Thinking: Preschool and K-2

Tarshis, N.; Hendrix, R.; Palmer, K.; Winner, M.G. (2013) . We Thinkers, Volume 1, Social Explorers, San Jose,

CA: Think Social Publishing Inc.

Palmer, K.; Tarshis, N.; Hendrix, R.; Winner, M.G. (2016) . We Thinkers, Volume 2, Social Problem Solvers, San

Jose, CA: Think Social Publishing Inc.

Kahofer, Amy and Pranksy, Jack. (2011) . What is a Thought? (A Thought is a Lot!). San Jose, CA: Think Social

Publishing, Inc.

Kuypers, Leah. (2011) . The Zones of Regulation. San Jose, CA: Think Social Publishing, Inc.

Sautter, E., & Wilson, K. (2011). Whole body listening Larry at school. San Jose, CA: Think Social Publishing,

Inc.

Wilson, K., & Sautter, E. (2011) . Whole body listening Larry at home. San Jose, CA: Think Social Publishing,

Inc.

Whole body listening

[Poster]. (2011) . San Jose, CA: Think Social Publishing, Inc.

3-5

Grade:

Winner, M. G., & Crooke, P. (2010) . You are a social detective: Explaining social thinking to kids. San Jose, CA:

Think Social Publishing, Inc.

Madrigal, S., & Winner, M. G. (2008) . Superflex… a superhero social thinking curriculum (including the comic

book on Rock Brain). San Jose, CA: Think Social Publishing, Inc.

Madrigal, S., & Winner, M. G. (2012) . Superflex takes on Brain Eater and the team of Unthinkables. San Jose,

CA: Think Social Publishing, Inc.

Madrigal, S., & Winner, M. G. (2009) . Superflex takes on Glassman and the team of Unthinkables. San Jose,

CA: Think Social Publishing, Inc.

Madrigal, S., Winner, M. G., & Crooke, P. (Eds.) . (2012) . Social town citizens discover 82 new Unthinkables for

Superflex to outsmart: Introducing Superflex’s very cool five-step power plan and the Thinkables. San Jose, CA:

Think Social Publishing, Inc.

Winner, M. G., & Madrigal, S. (2013) . Superflex takes on One-Sided Sid, Un-Wonderer and the team of

Unthinkables. San Jose, CA: Think Social Publishing, Inc.

Superflex takes on the Unthinkables [Poster]. (2010) . San Jose, CA: Think Social Publishing, Inc.

Middle and High School:

Crooke, P., & Winner, M. G. (2011) . Social fortune or social fate: A social thinking graphic novel map for social

quest seekers. San Jose, CA: Think Social Publishing, Inc.

Winner, M. G. & Crooke, P. (2009) . Socially curious and curiously social. San Jose, CA: Think Social

Publishing, Inc.