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.
Lets Plan & Play Together
Children 6-8 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 9-11 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 15-18 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.
Hanging with Friends
This class is offered for children with solid cognitive and language skills in 6-8 or 9-11 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 12-14 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.
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 graduated from the University of Nebraska-Lincoln Speech-Language Pathology program then continued on to complete her masters at the University of Oregon-Eugene.
Chris has over 20 years of experience helping those with communication difficulties from preschool through high school ages. She began incorporating Social Thinking® and other similar methodologies into daily treatment 14 years ago and moved forward to complete the mentor program through Michelle Garcia-Winner’s Social Thinking Clinic in San Jose, CA in 2012. She enjoys teaching interaction skills across ages in small group settings where children can explore and practice concepts that improve socializing with peers in a safe and comfortable setting.
Originally from Helena, Montana, Adan Cooney graduated from the University of Redland in Redlands, CA with an undergraduate degree in Communicative Disorders. She received her masters of science degree in speech-language pathology from Loyola University in Baltimore, MD. Following graduation, Adan lived in Boston, MA for 4 years where she gained experience working with children and adults in school, medical, and clinic based settings. Adan is trained and certified in the Hanen Programs; It Takes Two to Talk and More Than Words. She also has training in Hippotherapy. Adan resides in Helena with her husband.
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.
During the school year, Michele Herrington serves students in Pondera County with the Big Sky Special Needs Coop. She has a masters degree in management and supervision from Gallaudet University and a masters degree in communicative sciences and disorders from the University of Montana. Michele has experience working with children with a variety of speech language disabilities, including articulation, phonology and language disorders; apraxia; children with cochlear implants; and children on the autism spectrum. In her therapy, she emphasizes real world, practical skills that students need in their home and school environments. Her home is in Helena.