THE SOCIAL CLUB is a two week, full-day, social skills intervention program that teaches students ages entering the 2nd grade to entering the 5th grade with ASD and related disabilities how to be flexible thinkers, problem solvers, and effective perspective takers.  Led by a master ASD teacher and a behavior analyst who have presented nationally on their innovative practices for students with ASD. THE SOCIAL CLUB is subsidized for UCF CARD Constituents through fundraising efforts by PALS.

This program is best suited for children with near-age-level language and cognitive skills.  Children should also have mastered basic attending skills and be able to function in a group setting with minimal to moderate prompting. The curriculum will be based on Michelle Garcia Winner’s Social Thinking® Concept.  A modified version of Superflex® curriculum by Stephanie Madrigal and Michelle Garcia Winner, and an emphasis on Social Behavior Mapping©, perspective taking and social problem solving will be used according to age of participates.  



Social thinking teaches the thought process behind social interactions. Students with social thinking deficits do not learn by observing others. They must first be taught to understand the “why” or the thinking behind a social rule or concept.  Traditional social skills often do not address the “why” that many of our students need. This process helps individuals by teaching them to “think socially” and teaching them how to relate and think of others so they can become competent in social relatedness. Social Thinking is based on the literature and lectures of Michelle Garcia Winner. Learn more about social thinking at



Please note that these programs are not "child care” or summer respite. These are highly planned and intensive full day intervention programs. Group A will have intensive instruction from 8:30am-12:30pm while Group B will be out in the community working on social skills taught and then after lunch groups will switch.  Groups will be formed according to  admissions basis, based on ages, needs, and receipt of deposit, so it is recommended that applications be submitted well in advance of deadlines to secure a spot. If the program session of interest has filled to capacity, your child’s name will be added to a waiting list.



•Able to speak in sentences and answer questions

•Able to sit at a table activity and share materials with others

•Able to refrain from using aggression as a means to solve problems.

•Desires to interact with other children and develop friendships.

•Does not initiate appropriate social interactions or sustain social interactions

•Has difficulty working in groups

•Does not easily process the meaning of spoken messages

•Does not observe/take into account other’s social cues due to limited eye contact

•Has difficulty attending in large groups; needs more direction

•Very literal in interpretation of all materials •Difficulty recognizing and incorporating other person’s perspectives

•Difficulty understanding the perspective of characters in literature

•Has difficulty talking about other people’s topics of interest

•Makes off topic remarks or over focuses on details or topics of interest

•Attends to details, but misses the underlying concept of assignments, stories or pictures

•Has a good sense of humor, but may miss the subtleties of humor

•May not understand the difference of being laughed at or laughed with

•Doesn’t understand when “too much humor” is “too much”

•Is limited in the ability to infer meaning, problem solve and predict academically and socially

Individuals  with diagnosis of High Functioning Autism (HFA), Asperger’s Syndrome (AS) or Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). The following  is a description of a child who would benefit from  social thinking skills training