The Digital World Meets Metacognition, Self-regulation, and Social Connection

Day 2 of Our 15th Annual Social Thinking Global Providers’ Online Conference

Guest Keynote Speaker: Sean Sweeney, MS, MEd, CCC-SLP

Course Description

Let’s face it. Technology has been a critical part of all our lives over the past couple of years. And while many adults find the digital world exhausting, students often find technology of all sorts to be motivating. This leaves interventionists and parents with the task of finding practical digital tools to support learning while building social competencies and keeping their students motivated and engaged. This session will explore intervention “stories” and demonstrate simple tools for catching and maintaining student engagement with an all-important social emotional learning focus. Resources presented will align with the core concepts in the Social Thinking Methodology (e.g., Social Thinking Vocabulary, Zones of Regulation®, etc.) as well as adjacent approaches, such as Story Grammar Marker®, cognitive behavioral therapy, and most importantly, ways to connect with students through focused conversations.



Sean Sweeney, MS, MEd, CCC-SLP, is a speech-language pathologist and technology specialist working in private practice at the Ely Center in Needham, MA, and consulting to local and national organizations on technology integration in speech and language interventions. His blog, SpeechTechie (, looks at technology “through a language lens.”


Learn More About Day 2

Sean Sweeney, MS, MEd, CCC-SLP

Sean Sweeney's Guest Keynote Presentation Day 2

Providers' Day 2

Digital Tools & Games to Motivate Students in Developing Self-Regulation & Social Learning

Day 2 of Our 15th Annual Social Thinking Global Providers’ Online Conference

Students often find technology and games of all sorts to be motivating and fun. Our goal as interventionists is to use these engaging tools to foster their metacognitive awareness of group think. Sean Sweeney, returns to the Providers’ Conference to kick off Day 2 where you’ll discover specific digital tools to motivate and support your students/clients’ social learning of key concepts to enhance their perspective taking, working together in groups, and forming stronger social connections. In the second keynote, Allison King leads her team of expert practitioners in unpacking innovative best practices for selecting and implementing games to better support students’ quest to learn strategies toward accomplishing their self-identified goals.
Replay Access from June 29 through July 25
3.5 hours toward CE credit, if applicable
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Other Keynote Speakers on Day 2

GAMES: Group Approved, Meaningful, Effective, Social

Games are a fun and popular tool to use in therapy. They can get client buy-in, increase motivation, and support generalization of concepts. However, games are not always used as effectively as they should be to justify the use during specific social emotional learning times. When more focus is placed on the foundational teaching and learning to support game play (rather than the game itself), we’re able to improve client success and learning.

When used intentionally, games are so much more than just turn taking! Games can address every part of the Social Competency Model and are a beneficial way to work on all the core Social Thinking concepts—as well as the more nuanced ones. Therapists from Social Thinking–Stevens Creek (also members of the Social Thinking Training & Speakers’ Collaborative) will emphasize how to think more deeply about the use of games to better support our clients in meeting their self-identified goals.

Any activity involves a process, and there are steps we take from start to finish while keeping time limitations in mind. Presenters will discuss how they have implemented specific games with their groups and walk through the 3 Parts of Play framework (set up, play, wrap up) to empower participants to immediately apply what has been covered with their own clients. We will address how to choose appropriate games, implement them purposefully, and include meaningful reflection and connection exercises.

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