The energy of students flows from the hallway into the classroom as a new school day begins. The teacher welcomes the class, as students put their bodies in the group and find their seats. They think with their eyes to observe the classroom environment, looking for materials to make a smart guess about the group plan for the day. Students listen with their brains and bodies, as they share an imagination and figure out the group plan. The class discusses the expected behavior for the situation to help everyone feel comfortable learning together as a group. Flexible thinking and problem solving will, no doubt, be required throughout another day of school.

To say that the social world is a complex place is a tremendous understatement. The situations and relationships we encounter and try to make sense of are limitless. One way to make sense of something is to think and talk about it. But often, we don’t have a way to talk about the dynamic and synergistic process involved in processing and responding to the social world. That’s where the Social Thinking Vocabulary comes in.

Core to the Social Thinking Methodology is the Social Thinking Vocabulary (STV). The concepts, listed in bold above, illustrate several examples. Each vocabulary term teaches a particular social idea to help individuals first understand how the social world works and then learn to use that concept to develop social competencies in that area. The STV helps to make the abstract world of social more concrete. It gives us language to talk about our inner worlds and discuss the social world around us. For example, imagine a family on weekday morning trying to get out the door for work and school. A parent might guide their child through the process, using the Social Thinking Vocabulary. Our group plan is to leave for school. Think with your eyes and find your shoes and backpack. This language helps the child to focus on key information and expectations in the busy and bustling environment so the family can move towards their shared goal of leaving home.

The goal, with utilizing the STV, is not to memorize a list of words. The goal is to understand the concept conveyed by the words. It is meant to activate thinking, and the thinking is what eventually leads to changes in behavior. It is slow and deep learning!

Creating a Shared Language

The Social Thinking vocabulary can be used across people and places. Therefore, it can become a shared language that helps to create consistency between people and places.

Consider the following:

• Home: Caregivers can use the language with their children. The language can also be shared with extended family members, babysitters, coaches, or other adults with a consistent presence in their child’s life. Here are a few examples:

  • It’s Saturday! Let’s make a group plan together for the morning.

  • I’m putting my shoes on and standing by the door. Make a smart guess: what’s next in our group plan?

  • We are going to swim lessons soon. Let’s talk about expected behavior when you are in the pool with the teacher and other kids. When you keep your body in the group, listen with your brain and body, and follow the group plan it keeps you and others safe and having fun.
    
    

• School:
  The STV provides an opportunity for both students and staff to share a common language. We use consistent vocabulary in most academic areas. There is vocabulary specific to the language of mathematics, science, language arts, music and more. Shared language in these areas allows people to talk about order of operations to solve equations, to explore what makes up a chemical compound, make inferences about a character’s intentions or understand there are 4 beats in a whole note. But what about the social world? Often adults talk about behavior and expectations with differing and abstract language such as “show respect.” This requires children to problem solve the adult’s expectations (what DOES it mean to show respect?) and figure out what to do. Not easy! The STV helps to simply the process by using concrete and consistent language.
  
  Learning becomes more efficient and deeper when adults are consistent with their language and expectations. Staff can use the STV in multiple environments (cafeteria, hallways, classrooms, gym, playground, health office) in differing roles (teacher, school nurse, principal, reserve teachers, paraprofessionals). In fact, many specialists (art, media, physical education, music) have shared how the STV is a key strategy in their teaching. When they use the same language as a classroom teacher, for example, it makes the transition into specials time much easier. Additionally, the STV bridges learning from special education, academic support, and enrichment environments into the general classroom.
  
  The STV is a pathway to set clear and positive expectations in any situation.

How to use the Social Thinking Vocabulary

Teach in the context when observing and discussing the social world. Avoid using it to direct behavior. Our goal is to grow the ability to understand and describe how the social world works.

Because the vocabulary is designed to be used across situations, it can (and should!) be used withing a variety of lessons and activities.