Once upon a time, there were autistic, ADHD, and anxious students who wanted a reputation for being smart, but weren't sure how to get it.

Some students said and did things that they thought made them seem smart, but really made them seem annoying.

Other students were too anxious to say or do much of anything, so it was difficult for them to have a reputation for being anything other than shy.

And then there were students who didn't really think about their reputation at all, but were unintentionally sabotaging it anyways.

I created this lesson for all of these students.

In this lesson, students learn how to identify the things that actually cause people to create a reputation for being smart, and how we can do them in moderation. And we practice self-awareness by discussing where we feel like we fall on the Reputation in Moderation scale.

Once upon a time, there were autistic, ADHD, and anxious students who didn't know how to start a conversation.

Some students wanted to talk to other people, but didn't know what to say. This usually meant they didn't say anything.

Other students tried things they had been taught, like saying, "How's it going?" or, "Hey, what's up?" which didn't get them very far.

And then there were students who tried to start interactions by being silly or weird or over the top, because they didn't know how else to get someone's attention.

I created this lesson for all of these students.

In this lesson, students learn how to start a conversation with someone they know, how to start a conversation with someone they don't know (because, yes, I teach my students to talk to strangers), and when and how to introduce ourselves to someone, if at all.

Once upon a time, there were students who struggled to understand what people mean by what they say, and what people intend with their actions and their words.

Some students often misinterpreted people's words and actions as negative or personal, even when they weren't.

Other students caused frustration amongst their family and teachers when they didn't do what someone expected them to do, because they failed to decode the expectation.

And then there were students who struggled to recognize if people's treatment of them was insincere or problematic.

I created this lesson for all of these students.

In this lesson, students learn different clues to help them figure out what something means, how to interpret the things people say when they speak indirectly, and to recognize the difference between friendly and mean teasing.

Once upon a time, there were autistic, ADHD, and anxious students who struggled to receive social feedback from others.

Some students believed receiving social feedback meant someone was picking on them or even bullying them. These students sometimes had big reactions to receiving feedback.

Other students learned to apologize when they received social feedback, which led to them apologizing even when they didn't really mean it, and even when they didn't understand what exactly they were apologizing for.

And then there were students who tried to hide or minimize parts of themselves in order to avoid getting social feedback in the first place.

I created this lesson for all of these students.

In this lesson, students learn three different ways we can respond to feedback, why apologizing is sometimes the best choice, and we talk about scenarios when apologizing isn't necessary or even appropriate. We also discuss how to respond when someone apologizes to us, especially if it's for something that was not okay. And we end the lesson with having a conversation about over-apologizing, which a lot of students, unfortunately, can relate to.

Once upon a time, there were autistic, ADHD, and anxious students who struggled to understand friendship. They struggled with concepts like: What is a friend? What isn't a friend? And what is expected when we're friends with someone?

Sometimes, these students thought everyone was their friend, including people they had just met.

Sometimes they didn't know how to determine who was a good friend and who wasn't, so they ended up spending time with people that we wish they wouldn't.

And some students struggled to recognize what the expectations are in a friendship, which gets in the way of them being a good friend.

This week's lesson was created for these students.

In this lesson, we talk about how friends are people that we choose to spend time with outside of the context where we know them. Students practice and role play making plans with someone, since most students don't know how to do that. We also talk about how a friend is someone who makes us feel good. We discuss different scenarios and whether they are a sign of a good friend or a not-so-good friend.

Once upon a time, there were autistic, ADHD, and anxious students who struggled when it came to joining a conversation.

Some students interrupted others or asked things like, “What are you guys talking about?” to try to join conversations.

Others tried to be silly or made the conversation all about them when trying to join.

And then there were students who never even tried to join conversations.

I created the lesson we are talking about this week for all these students.

In this lesson, I teach students when and how to join a conversation, as well as WHY we join conversations.

We also talk about how sometimes, despite the fact that we did nothing wrong, things don’t work out the way we want them to.

In addition to getting the information, students in my groups have the opportunity to practice joining conversations and engaging in discussions with their peers about what it looks and feels like when they successfully implement the things we discuss.

My book, "Social Skills is Canceled", is here! The chapter book tells the story of three students: Circle, Triangle, and Square. Each faces unique social challenges based on their social type. Understanding the different social types can help us all better support the students in our lives!

• Introduction to Social Skills is Canceled 01:01

  • Welcome to "Social Skills is Canceled"!

  • The book aims to provide information and education regarding different types of students, helping parents, educators, and therapists.

• Overview of the Book and Website 2:56

  • The book and website (socialskillsiscanceled.org or .com) provide resources, including a quiz to identify a child's social type (circle, triangle, or square).

  • The podcast will explore each social type in detail, starting with an introduction to the concept and the book.

• Characteristics of Circle Students 3:57

  • Steph introduces the first social type, "Circle," and its characteristics, such as being friendly and well-liked by others.

  • Being friendly is not the same thing as having friends.

  • Circle students are often overlooked because they are seen as friendly and well-liked by adults, but they struggle to make friends with peers.

  • They tend to think everyone is their friend.

  • Circle students are typically parallel conversationalists, meaning they listen to conversations but do not actively participate.

  • They often enjoy talking to adults more than peers and may prefer the company of younger children.

• Challenges and Overlooked Needs of Circle Students 8:07

  • Circle students are often overlooked for social support because they do not exhibit socially inappropriate behavior.

  • As adults, they may rely on family for social interaction because they never developed peer relationships.

• Introduction to Triangle Students 10:56

  • Triangle students are known for being annoying, rude, intense, or too much, and are often in trouble for things they did not do.

  • They are socially rejected by their peers, who may outwardly or covertly reject them.

  • Triangle students try hard to make friends but may overcompensate, leading to a reputation for being annoying.

  • They often have hyperactive personalities and great leadership potential but struggle to use these skills effectively.

• Challenges and Mental Health Issues of Triangle Students 13:52

  • Triangle students are at risk for mental health challenges, including depression and anxiety, due to their struggles with making friends.

  • They are typically aware of their reputation and often do not know why people find them annoying.

  • Triangle students have big hearts and care about others but often feel isolated and lonely.

  • They may have negative relationships with adults and are often dismissed from services and programs due to their behavior.

• Introduction to Square Students 17:44

  • Square students exhibit social anxiety and are the hardest to identify because social anxiety does not always look typical.

  • Square students tend to withdraw and isolate, making it difficult for them to make social connections.

  • Square students are often unknown and fly under the radar.

• Characteristics and Challenges of Square Students 21:17

  • Square students are typically intelligent and do well academically but struggle with social connections.

  • They tend to be reserved and may have selective mutism, where they do not speak in certain situations.

  • They often have close relationships with their families but struggle to make friends outside of that.

• The Importance of Mixed Social Groups 25:08

  • The book and the podcast emphasize the importance of mixed social groups for students to learn from each other.

  • Mixed groups allow students to provide feedback, see how others navigate social situations, and serve as practice partners.

• Conclusion and Next Episode Preview 30:20

  • The podcast aims to help students and adults understand different social types and how they can support each other.

  • Each upcoming episode will feature a lesson from Steph's year-round curriculum, with the next episode focusing on joining a conversation.

Summer is coming to an end!

I'm feeling mixed emotions about that, how about you?

This week's podcast/YouTube episode is the final one about summer camp. We had an amazing 5 weeks and I'm glad I was able to spend that time with our summer campers. I'm also glad I was able to share it with everyone via the podcast!

Here's a clip from the episode:

People have developed all kinds of rules for UNO that are not the actual rules of UNO. And the challenge with that is that our kids don't understand that. So they know how to play UNO the way they've learned how to play UNO, which is usually based on whoever they typically play it with, whether it's family, whether it's friends. But very rarely do two people have the same UNO rules.

The biggest conflict I see is, per UNO rules, if you don't have a card to play you draw one card and if you can't play it you lose your turn. But a lot of people play where you draw until you get a card that you can play. So that's the number one conflict I see is people trying to do that each way and then getting upset with each other when really it's just two people with a different understanding of how to play. 

And so UNO can just get really complicated because different people have different ideas of how to play without recognizing that the way they're playing is not the actual UNO rules. 

Once I explain that, everybody's fine and then they just have to agree on what rules they're going to play by. But again, it just all comes back to helping kids understand that we all process and think about things differently. And we only know based on our experience. So if you have someone else who's got a different experience, that's what they know. 

One of my biggest objectives with my students is helping them understand how other people think and feel. The topic of farting is actually a great way to make this point. 

Talking about farting also helps my students understand the concept of 'context'. The concept that there are different rules and expectations in different contexts can be a challenge for neurodivergent kids.

In this week's podcast/YouTube episode, I'm sharing stories from our 5th week of summer camp. A lot of situations in our 5th week revolved around thinking about what someone else may be thinking.

Here's a clip from the episode:

Because we're mostly boys, one of the things that happens... this happens all the time at Starfish, especially with new kids who haven't been part of this conversation, is we have to have a conversation about farting in front of other people. During summer camp alone, I think we had it three times this summer. One thing to be mindful of, those of you guys that are parents, is that for kiddos who are autistic or have ADHD, they often have a difficult time understanding that there are different expectations in different environments. And so one of the things that I'll see sometimes is I'll see a kiddo doing or saying something that I can tell they do or say at home, but is not appropriate to do or say at Starfish Social Club, or to me as an adult. 

However our kids act and talk at home is probably going to be how they act and talk out in the world. And so just to be aware of this.

So just being aware of the way your kiddos talk, the things that you guys joke about, the things that you tolerate or that you allow or that you have no problem with, but if they were to go to a friend's house, or if they were to say or do that at school, it would be an issue. 

I sometimes get asked how I decide what to focus on with my students at Starfish. How do I decide what to support them with and what to leave alone?

I focus on two things: things that affect each student's ability to function successfully in a group, and things that affect each student's ability to make and maintain friends.

First, this is a group program. Because of that, I am able to quickly and clearly see the things that cause kids to struggle in a group context. Maybe it's always needing to have things go their way. Maybe it's monopolizing conversations.

Second, I notice the things that are interfering with their ability to make and maintain friends. This is different for every kiddo. For some kids, it's that they don't know how to maintain conversations. For others, it may be their difficulty solving problems.

In this week's episode, I'm sharing stories from the rest of our 4th week of summer camp related to helping students improve their group behaviors and raising awareness of some things that are getting in the way of building friendships. 

I'm sharing stories and strategies about everything from responding to things with, "I don't know", to choosing who to spend our time with.

Here's a clip from the episode:

Because at this point it's just an automatic reaction for him, but it doesn't always have to be. We can definitely break those automatic, shutdown, refusal, 'I don't know' kind of things. 'I don't know'... I've met so many kids who that becomes their default: I don't know. And it's when they're feeling a little bit overwhelmed by something. If we just step back and give them some time and space, almost always they will think of something to say.

I've seen that with so many different kids in so many different situations. Even… I remember I had a kiddo who used to say that even when I would ask him just a social question like, 'What's your favorite video game?' 'I don't know.' And then I would just wait a little bit. And then he would answer the question. Sometimes kids do this because they don't want to say the 'quote, unquote' wrong thing. Even though there's never a wrong thing at Starfish Social Club.