Evidence for We Thinkers! Series
We Thinkers! Series
The We Thinkers! series (formerly named The Incredible Flexible You) is a Social Thinking educational series that combines a social learning framework with music and dramatic play activities for early learners (ages 4-7). It consists of two volumes, We Thinkers! Volume 1 Social Explorers and We Thinkers! Volume 2 Social Problem Solvers. Each volume consists of 5 storybooks and a curriculum. The teaching across the series is sequential and concepts build upon each other, therefore it is important that Volume 1 be used before moving on to Volume 2.
The curricula consist of detailed lesson plans, in-classroom structured activities, educational plan goals, and learn-at-home family letters. Volume 1 introduces the following Social Thinking concepts and vocabulary: Thinking Thoughts and Feeling Feelings, The Group Plan, Thinking with Your Eyes, Body in the Group, and Listening with Brain and Body. The concepts in Volume 2 build on those in Volume 1: Hidden Rules and Expected and Unexpected Behaviors, Smart Guess, Flexible and Stuck Thinking, Size of the Problem, and Sharing an Imagination. The We Thinkers! series includes storybooks that introduce kids to a different concept in an engaging way, supported by lessons and activities from the curricula.
We Thinkers! Research Outcomes Project is Currently Closed Please check back or email us a request to be notified about upcoming research projects.
Evidence-Based Concepts for We Thinkers! Volume 1 and Volume 2
Joint Attention; Theory of Mind; Social Skills; Visual Supports; Imitation; Play-Based Learning; Imagination; Language-Based Learning; Self-Regulation; Social Emotional Learning; ASD; Cooperation; Social Attention; Self-Awareness; Positive Behavioral Intervention and Supports (PBIS)
Baron-Cohen, S. (2001). Theory of mind in normal development and autism. Prisme, 34, 174-183.
Beck, I. L., McKeown, M. G., & Omanson, R. C. (1987). The effects and uses of diverse vocabulary instructional techniques. The Nature of Vocabulary Acquisition, 147-163.
Behne, T., Carpenter, M., Call, J., & Tomasello, M. (2005). Unwilling versus unable: Infants' understanding of intentional action. Developmental Psychology, 41(2), 328-37.