Social Thinking Metacognitive Strategies to Support Self-Determined Social Goals in Autistic Youth

Abstract

On any given day, the social mind is taxed with attending to and making sense of a myriad of social events. The social mind is at work when trying to imagine the experiences of others and their inner mental worlds, and is equally active when people seek to approach, connect with, and sometimes avoid one another. Ultimately, the social mind is responsible for thinking about (social) thinking, or social metacognition. Social metacognitive teaching strategies can be helpful for supporting social learners as they observe social landscapes, interpret what is observed to problem solve, or decide whether and how to produce social responses. This article describes how social metacognitive strategies from the Social Thinking Methodology have been used to support the self-determined social goals of two autistic students. Visual frameworks and their underlying theories are provided as evidence-aligned tools for supporting clinical journeys.

‘Let me tell you, I see echolalia as being a part of my son’s identity’: Exploring echolalia as an expression of neurodiversity from a parental perspective

“…The answering of these challenging questions is not the focus of this study but rather in surfacing these questions we aim to highlight how our work differs from that of others who have sought to re-frame certain speech types (including that of echolalia) in light of neurodiversity. While similar questions, answers and ideas might be raised in work in the context of a neurodiversity-affirmative perspective of autism (Bascom, 2011; Cohen et al, 2022; Crooke & Winner, 2021 Higashida, 2007, 2017; Milton, 2022; Rodas, 2018; Walker, 2021; Yergeau, 2019), there is little-to-no work, aside from the current study, that addresses echolalia specifically from within the parent experience. This is an important distinction as recent work by Cohn et al (2023) unearthed that echolalia is defined, conceptualised and experienced differently, within the parent experience.…”

“…If deferred happiness or temporary discomfort leads to ultimately achieving a more fulfilling life, then the extinction of echolalia is surely a small price to pay? Crooke and Winner (2021), for example, argue that it is vital that autistic children learn to adhere to the established social norms so that they can make friends, gain employment and be in relationships. These are worthwhile goals for anyone should they choose them, but the prescribed pathway to social nirvana is grounded by a requirement for social homogenisation.…”