This group is for anyone who wishes to learn more about the social world. While many who participate have a diagnosis of Attention Deficit Disorder (ADD), Attention-deficit/hyperactivity disorder (ADHD), Autism Spectrum Disorder (ASD), Social Communication Disorder (SCD), and other neurodiversities, it is not required to be a part of the group. All children can benefit from learning more directly about social communication.

No, unfortunately not. The curriculum is intentionally designed to build on the skills learned in previous sessions. We encourage you to take a look at the dates in advance and commit to sticking with it for the duration.

Executive functioning plays an important role in social communication. Social communication can not be successful without the foundational skills of executive functioning which are attention, working memory, and inhibition. Social communication also requires other aspects of executive functioning such as planning, flexibility, initiation, organization, a sense of time, and self-monitoring. Every group session will build on the foundational executive functioning skills of attention, working memory, and inhibition to help each child feel successful in the communicative attempts. If you’re interested in specialized support for executive function skills, you may be interested in learning more about our Executive Functioning Coaching.

If your child has difficulty with any of the following they may be a good fit for the group:

• using appropriate greetings;

• changing language and communication style based on setting or partner;

• telling and understanding stories;

• engaging in conversation (e.g., initiating or entering a conversation, topic maintenance, turn-taking, responsivity, providing the right amount of information);

• repairing communication breakdowns (e.g., rephrasing when misunderstood);

• using appropriate verbal (e.g., prosodic features or tone) and nonverbal (e.g., gestures) signals to regulate interactions;

• interpreting the verbal and nonverbal signals of others during an interaction;

• understanding ambiguous or figurative language;

• making inferences (understanding information that is not explicitly stated); and

• forming and maintaining close relationships.

Yes! In fact, every week you will receive an email outlining what was covered in the group as well as carryover activities for you to practice with your child at home.

This is individual to each family and what feels right to you. I like to explain to the groups that social communication isn’t directly taught at school like reading and math are. Lots of children benefit from learning about their social brains and practicing social communication in a supportive and structured environment, just like learning math or reading.