Speaker: Nancy Clements
Session starts at 9am and ends by 3:30pm. Sign-in opens at 8:30am.
Thomas College, Summit Room of the Spann Student Commons
180 West River Road, Waterville, ME 04901, United States
Register online at our secure registration site.
We will answer the question: What are a person’s core social learning challenges and how can we help? Improve your understanding of an individual’s social mind using the Social Thinking Social Communication Profile. With the help of video clips we uncover different levels of perspective taking, executive functioning and central coherence. Discover strategies to help each type of learner improve his or her social interpretation, social skills, reading comprehension and written expression. Learn about the Four Steps of Communication and how to use social media to teach its concepts. All information can strengthen treatment plans and can be used in the home, school and community.
What You Will Learn:
Define what “perspective taking” means and how it impacts academic learning as well as social communication.
Define at least four different levels of the Social Thinking-Social Communication Profile.
Explain why some treatment programs work for a particular level of ST-SCP functioning and are not as effective with another functioning level.
Explain why social observation is critical for interpreting language.
List the four steps involved in developing social communication skills.
Describe a treatment activity that aligns with each of the four steps above.
Nancy Clements is a speech language pathologist and Executive Director of Social Thinking Boston®, the East Coast sister clinic to Social Thinking Stevens Creek and Social Thinking Santana Row. She brings her highly creative approach to her clinical practice, where she maintains a very active and varied caseload ranging from early social learners through adults. She is especially interested in bringing Social Thinking concepts to all learners and continuing to analyze the impact of social thinking methodologies across all tiers using a Response to Intervention (RTI) model. Nancy enjoys formulating programs from the ground up through creative strategies, systems of implementation, and models of efficacy that are data driven. Having been raised by parents who were both educators, she brings an empathic and collaborative approach to coaching teachers, administrators and specialists.
Before founding and opening Social Thinking Boston in 2012, Nancy was the Program Manager for Communication Services at the Stern Center for Language and Learning. She developed an in-depth Social Thinking program, including developmentally based groups, off-site coaching and consultations, and a three-credit graduate course in partnership with Saint Michaels College. In 2011 she mentored within the Colchester School District to analyze the impact of social thinking methodologies across all tiers using a Response to Intervention (RTI) model. Similar models have been duplicated in the Winooksi and Swanton Vermont school districts.
Throughout her 30+ year career she has served as a direct service provider, consultant, and has presented extensively across New England, Nationally and in Canada. Her strong ties to the Vermont educational community have reemerged in the greater Boston area, where her early professional experiences included clinically based interventions through the New England Rehab Hospital and the University Hospital in Boston. These experiences provided the opportunity to work within interdisciplinary teams both in the assessment process and development of programs, including the use of technology. She began incorporating her knowledge of assistive/adaptive technology (AAC) into her work and introduced this concept to the Dartmouth Hitchcock Medical Center while continuing to extensively explore and build her skills with folks requiring assistive technology for communication. This expertise led her to the University of Vermont’s Department of Communication and Disorders Program to implement an extensive three year national grant designed to teach graduate students about this technology while developing models of assistive/adaptive technology implementation in rural communities. Following her passion, she became a consultant for the Prentke-Romich company, traveling and providing extensive training about AAC. She became a leader in this field throughout Vermont and New England, often consulting to teams building blended programs, pulling together models from social communication, sensory integration, and technology.
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