Abstract
On any given day, the social mind is taxed with attending to and making sense of a
myriad of social events. The social mind is at work when trying to imagine the experiences
of others and their inner mental worlds, and is equally active when people seek to
approach, connect with, and sometimes avoid one another. Ultimately, the social mind
is responsible for thinking about (social) thinking, or social metacognition. Social
metacognitive teaching strategies can be helpful for supporting social learners as
they observe social landscapes, interpret what is observed to problem solve, or decide
whether and how to produce social responses. This article describes how social metacognitive
strategies from the Social Thinking Methodology have been used to support the self-determined
social goals of two autistic students. Visual frameworks and their underlying theories
are provided as evidence-aligned tools for supporting clinical journeys.
Keywords
social metacognition - social competency - social thinking - social cognition - self-determination
