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Social Thinking Skills
The social groups are made for school aged children and are semi-structured, co-ed, individualized, activity-based, and focus on building relationships in a safe environment in order to practice newly learned social thinking skills.
Times: Group sessions are mostly 50- minutes to an hour, unless otherwise determined. They are every Friday and Saturday and follow a school calendar year, with typical holidays (See calendar). The schedule is determined at the start of each school year.
Initial Evaluation: All of the groups require an initial clinical evaluation, which will help determine an appropriate recommendation. This evaluation may include phone and/or email contact with the parents, contact with supporting providers, and two face-to-face meetings -- one for the child and one for the parents.
Model: Children do better when caretakers and providers are working together to give care and support. SDPC uses a model known as Reflective Network Therapy that requests meetings with parents at least once every season, or every other month, depending on need. Providers in the reflective network that SDPC collaborates with can include, but are not limited to: Educators, occupational therapists, physical therapists, speech therapists, medical physicians, and other mental health professionals. School observations may also be needed as part of the evaluation and progress monitoring.
Progress reports will be provided as you also fill out ongoing rating scales to help us add to your child's goals and progress. The qualitative and quantitative measures are very helpful for both parents and the SDPC team.
Description of Children served: A variety of children in groups and practice. Typically, children in the group are "odd" or "quirky", bright, and very verbal or very quiet. There are also children who come across quite agreeable, pleasant, and polite. Some of the children may have a tendency to be overly assertive with their friendships while some are passive and lack self-confidence. Each child is evaluated to determine group fit and indivudual esteem. The SDPC team has a special interest in working with children with learning disabilities, Asperger disorder, autism spectrum disorder, sensory intergration deficiency, pervasive developmental disorder, other neurological disorders, emotional difficulties, and language causing delays in acculturation.
Our Social Skills group is based several theories in child developmental. Developmental Theory is the understanding of children’s cognitive, social emotional development. We base our groups on observing many of these key concept areas while we also observe and interview parents on their development and relationship with their child. These key concepts provide us more information on how each child, parent, school, and the home environment interact. This helps us to create specific goals for you and your child’s progresses throughout his or her social and play experience.
Developmental Concepts/ terms are used in social thinking and play group to describe and understand children. Please click on the link above to view some key concepts and observations used to understand your child’s progress. These concepts and terms provide a richer understanding on the skills your child may currently be using to navigate his/her social world.