Let's Plan & Play Together
Class for Ages 5-6
Thursdays starting September 23. 3:30-4:30
Class for Ages 7-8
Tuesdays starting September 21. 4:00-5:00
Hanging with Friends
Class for Ages 9-11
Tuesdays starting September 21. 5:15-6:15
Thursdays starting September 23. 6:00-7:00
Hanging with Friends-Moving Along
Thursdays starting September 23. 4:45-5:45
Ages 13-15 years
TBA. Please inquire. Should there be high interest a class will be offered.
Offered for ages 12-18. Girls are placed in groups of 3-4 girls within similar ages.
Tuesdays starting September 21. 6:15-7:15. Additional classes available depending on interest.
We offer classes for ages 5-18 and group individuals by similar needs and ages. Class size for ages 5-12 typically consists of 3-4 in a group and teen groups can range from 3-6 individuals.
Parents and caregivers are important! Social thinking and interaction takes lots of practice – some of us in our adulthood still work on socializing. You as the parents and caregivers are very important to us and crucial for your child’s social development. Teaching moments and strategies are provided after each class so you can learn to be a social mentor for your child. In addition, should you need your child’s lessons shared with others involved with him/her let us know. With your consent, we will provide vocabulary and concepts to those involved so social learning opportunities occur throughout the day.
Communication Skills for Employment
A class for young adults with solid cognitive and language skills who have social learning challenges. Young adults will participate in small group activities that are rich in learning opportunities that cover different aspects of social interactions in the workplace and in personal relationships.
This class is offered in partnership with Full Spectrum Therapy. Email FullSpectrumTherapyMT@gmail.com for more information.
Hanging with Friends
This class is offered for children with solid cognitive and language skills in 8-10 or 11-12 year old age groups who are just learning Social Thinking® concepts. Children engage in fun activities to learn how to be aware of their own and other’s thoughts. They practice reading non-verbal cues to infer information and learn how to respond. Interactive activities also plant the seed for being part of a group, flexible thinking and learning tools that manage moments where they are challenged by changes in play.
Tweens & Young Teens
Tweens and young teens ages 13-15 with solid cognitive and language skills learn Social Thinking® concepts to understand how peers think and feel in a variety of social situations. Rules of socialization change during middle school years with opportunities to learning how to read the social situation then use prior knowledge to figure out how to respond are provided to socially engaged and maintain communication. In this class, group activities and role playing are provided to practice and improve social awareness and interaction.
Lets Plan & Play Together
Children 5-7 years of age with solid cognitive and language skills are introduced to Social Thinking® vocabulary concepts for the early learner. In this class children increase awareness that they have thoughts and in turn understand that other’s have thoughts, they learn about the ‘group plan’ to think about and anticipate what is expected, and begin to think with their eyes to see the situation, keep their body in the group, and practice whole body listening. Fun and learning are the key with experiences provided through storybooks, structured activities, then play to reinforce concepts.
Hanging with Friends - Moving Along
Children 11-12 years of age with solid cognitive and language skills and aware of Social Thinking® concepts continue the fun. Classes focus on emotional regulation to learn tools for recognizing and managing feelings to remain flexible in social and academic situations. Interactive activities are incorporated that address observing the social situation to think about the situation, interpret meaning, and navigating how to be part of the group.
Teens ages 16-18 with solid cognitive and language skills learn to understand the social world as it relates to friends, work, and school. Concepts provided in the younger teen classes are continued yet address the teens expanding world of work and relationships. Reading non-verbal cues, understanding the perspective of others and how to respond, being part of the group yet advocating for self, and expectations with friends, teachers, and coworkers are some of the concepts. All presented in fun and socially enriched activities.
Register for an Upcoming Class
Contact us if you're interested in signing up for an upcoming class. We like to assess every child's background on an individual basis to help determine if our classes will be best suited for your child's needs and goals.
Visit our Frequently Asked Questions page if you still have questions, or want more information.
CHRIS CANIGLIA, Founder
Thanks for visiting this site to learning about my self and the instructors who will help your child learn how to navigate their social world. My formal education started the University of Nebraska-Lincoln Speech-Language Pathology program then continued on to complete a masters at the University of Oregon-Eugene.
I have over 20 years of experience helping those with communication difficulties from preschool through high school ages. I began incorporating Social Thinking® and other similar methodologies into daily treatment and found the strategies successful. I, then decided to further my skills to complete the mentor program through Michelle Garcia-Winner’s Social Thinking Clinic in San Jose, CA in 2012. In the same year Cues Club and Teen Chat was founded. I enjoy incorporating fun, socially enriched activities into classes and watching the children and teens make connections with peers. Outside of class family, getting out for a hike and traveling are my passions.
Raised in Helena, Montana, Jonny earned his bachelor of science in Health and Human Performance from the University of Montana. Jonny completed his masters degree in Speech-Language Pathology from the University of Montana in 2016. After moving back to Helena, Jonny has been working in the Helena Public Schools where he splits his time between Helena Middle School and Helena High School. Jonny has developed an interest in helping people with communication difficulties become the person they want to be, and prepare them for life after school. Jonny uses strategies from the Social Thinking® program and other similar methods to provide meaningful therapy and consultation for persons with communication differences, difficulties, and disabilities. Jonny lives with his girlfriend and dog in Helena. He spends his free time with family and friends enjoying an active lifestyle in western Montana.
Katie graduated from Carroll College with a major in Elementary Education and a minor in Special Education.
Katie has 10 years of experience helping students within special education and supporting students with social scenarios. She first used Social Thinking methodologies in the state of Washington; with a small group of students. She saw the success the program had with the students and the peer relationships that were built. She is in love with the Social Thinking® program and enjoys teaching the skills and strategies through various social interactions with students. She enjoys seeing each student’s individual success as they work through and identify social scenarios in a small comfortable environment.
Before working with children to support their growth, development, and success in communicating with others, Meghan spent nearly a decade living in New York where she studied language and culture, first at Barnard College and then at New York University. She returned to her home state of Montana to raise her family and study to become a speech-language pathologist at the University of Montana. In 2017, she began working in the Helena School District focusing on the needs of elementary-aged students. Her practice shifted into the clinical setting in 2019 with a greater emphasis on early intervention. She enjoys learning and growing alongside the children she works with, finding their unique strengths, and building their confidence and skills needed for successfully engaging and interacting with the people in their lives.