#ROCK BRAIN AND SUPERFLEX HOW TO#
This was certainly never our intention, but we also understand that metacognitive learning strategies are vastly different from behaviorally based strategies that might focus on how to get a child to “behave.” The differences between teaching children to “behave” versus teaching children to develop their own pathways toward self-regulation are summarized in the chart below:Įxploring Behavioral Teaching versus Social Emotional Learning Unfortunately, some interventionists (parents and professionals) used the Thinkables and Superflex characters to reward what they saw as “good” behavior and used the UnthinkaBots to shame or blame behaviors. Children then learn to how to use metacognitive strategies to manage the powers of the UnthinkaBots through strategies we call Thinkables® (also imaginary creatures in our brains), thanks to encouragement from the mental health community.Īs therapists and publishers of this work, we were thrilled by how many parents, teachers, and therapists not only use these materials, but also have expanded lessons to encourage metacognitive learning and social emotional self-regulation in 6- to 11-year-olds.
This kind of thinking develops further self-awareness of which UnthinkaBot (i.e., thinking or behavior that can get in the way of learning or relating to others) may be lurking nearby. As part of the Superflex Curriculum, children are also encouraged to explore the powers of their own brain, including its ability to think metacognitively and flexibly to self-regulate and problem solve in the broader world and social world. Most, but not all, children adore the prankster ways of the UnthinkaBots, and find motivation to transform themselves into their own Superflex to live as a solid citizen in Social Town and the broader social world-whether it’s in their own families, schools, or communities. You can find examples of kid-, student-, client-created UnthinkaBots from around the world in Social Town Citizens Discover 82 New Unthinkables for Superflex to Outsmart. Both neurodivergent and neurotypical students have been active inventers (i.e., naming, describing, and figuring out powers) of even more imaginary characters or UnthinkaBots like Dark Defeatist, Picky Peter, Blurt Out Blue, and Rule Police. Kids get to learn about and build their own Superflexible powers related to the 14 original UnthinkaBots (e.g., WasFunnyOnce, Me-Gull (formally One-Sided Sid), Worry Wall, Topic Twister Meister, Energy Hare-y, etc.).
#ROCK BRAIN AND SUPERFLEX FREE#
Please see the free handout and video on our website. Each child’s Superflex is a mirror image of the child who is developing superflexible powers. This means it is critical to teach every student that Superflex is Me! Emphasis is that their Superflex looks exactly like them – whatever their gender, race, body size, hair color, with glasses, wheelchair, or other characteristics unique to them. For the past 12 years, children all over the world have been learning metacognitive strategies as they imagine themselves as superheroes or superkids that look just like them. The storybook is about Aiden’s discovery of how he can turn himself into Superflex Aiden. The Superflex® Curriculum is the tool for interventionists, but the concept of transforming oneself into their own superhero is introduced in a comic book about Rock Brain and other members of the Team of UnthinkaBots. Social thinking is flexible thinking how we navigate through many different social landscapes and adapt our behaviors to meet our own goals is what the Social Thinking® Methodology is all about. San Jose Clinic Services (all links open San Jose website).Social Academic Connection & Goal Writing.Self Regulation, Social Responsibility &.You Are a Social Detective!: Curriculum Guide + Storybook (2-book teaching set).You Are a Social Detective! Teaching Curriculum & Support Guide.Social Thinking Thinksheets for Tweens and Teens.
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