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This Video Game Is Helping Kids with Special Needs

Marc Zimmerman created Social Express to help his autistic twin boys understand the world around them. Now the game is helping kids all over the world.

by Jessica Toomer

Software helps special needs children

Musician Marc Zimmerman had been disappointed with how schools handled his twin autistic boys for some time. As a result of autism, his third-grade sons needed extra help developing social and emotional skills. Zimmerman tells Guideposts.org:

“[Teachers] would send home a worksheet and [ask you to] plug your son’s name into this story [as if that would help the kids better relate to the story]. I was like, ‘there is no way that this is going to sink in.’”

In 2009, Zimmerman had an idea.

As he was dropping his sons off at school, a song idea popped into his head.  Its lyrics were all about his third-graders and how they could (and couldn’t) relate to their peers. He dubbed the song “Brighten Learning.”

Inspired by the song idea, with the help of his wife, Tina, and a host of academic researchers, a speech pathologist and a behavioral therapist, Zimmerman created an interactive software program called Social Express, geared specifically towards children and young adults who, like his sons, needed more than just a piece of paper to help them relate to the real world.

Social Express takes users through different sets of experiences, called “webisodes” in the program, that help them learn how to think and manage many kinds of social situations.

Each webisode is designed to take the user on a journey, letting the child (and their parent) decide which action to take. In one episode, a girl wants to sharpen her pencil and is told no by her teacher; the child and parent get to choose, what should the girl do next? How would the interaction with the adult make her feel? Each choice holds positive or negative consequences for the user, which explain how certain actions are interpreted in a social setting.

The program also works on a scale, meaning children build upon the skills they learn. If, for instance, a child completed the webisode featuring the girl and her pencil – titled “No Means No” – they would graduate to a new webisode. In many ways, Social Express is just like any other video game children play, except instead of beating the bad guys or winning the race, the way for users to get to the next level is to understand how and why social interactions impact others.

Zimmerman admits getting his brainchild off the ground was no easy task. The family contributed their life savings and persuaded angel investors to put a stake in the program. They were able to recruit some of the best animators in Hollywood – think Pixar-level – to donate their talents.

Still, convincing parents and educators that his game could actually help their children and students more easily learn social queues was difficult.

“A lot of people were like ‘how is a computer program really going to change a kid? I want my kid interacting with others; the last thing I want them to do is be spending more time on their computer,’” Zimmerman explains.

It was his own experience, sitting down with his sons to play the first episode of the program that convinced the businessman he had a project worth fighting for.

“We were sitting on the couch,” Zimmerman recalls. “Our legs were touching, our arms were touching, they were engaged and they were conversing with me,” he says, a rare experience for them, because of his children’s autism. “I had a feeling like ‘okay this is bigger than just them.’”

The Social Express is now in more than 100 schools in Encinitas Southern California school district and Zimmerman hopes to soon reach more than 15,000 schools across the country.

The father, who struggled with his children’s autism diagnosis in the beginning, says he and his wife have been able to have a fuller perspective on the disorder, thanks to this program.

You have to shift your whole focus of what your expectations [for your kids] were and now what your reality is,” Zimmerman says of parenting children with autism. “We prayed. We tried to be spiritual and know that there is a bigger plan and maybe now we know. Through this experience with our kids we’ve been able to bring a program to the world and leave a legacy.”

He wants that legacy to help parents desperately searching for ways to connect with their own children.

“My hope for the Social Express is that I can provide parents a tool to be able to feel like they are contributing to their son or daughter’s well being. That they can actually do something outside the therapist; that they feel empowered.”

He also hopes his family’s personal journey can change the way we view autism and children who suffer with social and behavioral disorders.

“It’s not a death sentence,” Zimmerman says of getting an autism diagnosis. “From my perspective it has taught me to understand that people have strengths that are unseen. To harness those strengths, [just] love people, whoever they are, whatever their problems may be, for who they are.”

https://www.guideposts.org/positive-living/this-video-game-is-helping-kids-with-special-needs/page/0/1

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Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact

By Tiare Dunlap @tiaredunlap

04/29/2016 AT 01:50 PM EDT
Shari Grande and her husband call the day their two-year-old son Elijah was diagnosed with autism “the day of nevers.”

“His physician told us he’ll never talk, he’ll never interact, it was just one ‘never’ after the next,” Grande, 49, tells PEOPLE.

Eleven years after his diagnosis, Elijah has gone on to accomplish much of what was deemed impossible. The Sunnyvale, California, teen even attends a mainstream public high school.

Grande, a clinical social worker, credits her son’s success to a number of interventions, including the learning app The Social Express.

Keep up with your favorite celebs in the pages of PEOPLE Magazine by subscribing now.

Created by parents Marc and Tina Zimmerman, whose identical twins Jason and Jared have autism, The Social Express is an interactive software that helps kids with autism learn how to read emotions, empathize and react in social situations.

Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact| Twins, Autism, Medical Conditions, Real People Stories

The San Diego, California, couple invented the app as a way of giving their sons the tools they needed to ease the social isolation they experienced every day.

“It was very difficult because all of our nieces and nephews are highly social and have always had a lot of friends and play dates,” Marc tells PEOPLE. “Our kids never had many play dates and if put into a social situation, they would just go sit alone in a corner.”

However, after seeing how their sons responded to technology and cartoons, the Zimmermans enlisted experts to write a software program that could model social situations with engaging animation. The parents took turns sitting with their sons as they watched the animations, and helped them talk through their decision-making process when asked how a character on the screen should react.

“They would sit down to use the program and engage with us,” Marc recalls. “That was the tough part – getting them to engage. Once they were engaged we saw them speaking more to each other and acting more comfortable in social situations.”

Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact| Twins, Autism, Medical Conditions, Real People Stories

Now 14, Jason and Jared are best friends attending a mainstream middle school, earning straight As and playing in a band. “They’re different kids than they were when they were diagnosed,” Marc reflects.

The twins’ case is not unusual. Since its launch in 2011, use of The Social Express as a teaching tool for kids with social differences has been adopted in 70 countries and in hundreds of schools around the U.S.

“We get emails from around the world from parents telling us about how it has helped their kids,” Marc says. “It’s just incredible to see how something we created to help our own kids has had such a bigger impact than we would have ever imagined.”

Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact| Twins, Autism, Medical Conditions, Real People Stories

That impact is not lost on moms like Grande, who says the program helped her son to open up and fit in.

“He’s just a nice, open and bubbly kid and he has become my greatest teacher,” she says.

http://www.people.com/article/social-express-california-couple-creates-app-social-skills-twins-with-autism

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For kids with autism, this tech matters- CNET

For these kids, games and cute robots are more than just fun. On World Autism Awareness Day, we look at some of the ways technology is improving the lives of those with the condition.

CNET

Tech Culture
April 2, 20165:00 AM PDT

Amanda Kooser mugshot
by Amanda Kooser
@akooser
Leslie Katz mugshot
by Leslie Katz
@lesatnews

In The Social Express, a cast of animated characters help kids with autism learn helpful social skills.
The Social Express.

Both Katie and her teacher look like they’d be right at home in a Pixar film, and at first their conversation seems like it would fit in one too.

The ponytailed and pink-clad Katie really wants to sharpen her pencil, but her teacher won’t let her until the other kids in the class finish taking a test. Katie asks again, but the teacher offers the same frustrating answer.

“Katie seems upset that her teacher said ‘no.’ How should Katie respond? Let’s help Katie make the best choice,” a narrator says. “Remember, sometimes parents and teachers say ‘no’ when you ask them for something. It’s important that we stay calm and respond appropriately.”

The conversation, highlighted in software called The Social Express, aims to help kids diagnosed with autism spectrum disorder, or ASD, resolve conflicts and understand that no means no.
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Siri, an autistic boy’s best friend

It’s an important lesson packaged in kid-friendly animation. And it’s just one of several programs and robots that help kids with autism communicate, interact socially and control repetitive behaviors. All these can be a struggle for those affected by the broad and complicated range of brain development issues that fall under the ASD umbrella.

The Social Express was created by Marc and Tina Zimmerman, who have identical twin boys, both diagnosed with autism. The twins reacted positively to the use of a laptop during home therapy sessions, and that inspired the Zimmermans to create software that teaches social cues through animated, interactive lessons. It works on computers, iPads and with interactive white boards in school settings, and it lets parents, educators and kids work through lessons on topics like making eye contact, taking turns, listening to others, showing respect and controlling emotions.

ASD today affects 74 million people, or 1 percent of the world’s population, according to the US Centers for Disease Control and Prevention. Many on the spectrum struggle to talk to other people and understand others’ thoughts and emotions, as well as their own. This makes it hard for many kids to form lasting relationships with those around them.
Enlarge Image

ASK Nao helps children with autism at Topcliffe primary school in the United Kingdom.
Ed Alcock

ASK Nao, a cute humanoid robot with a welcoming face, is another tech tool that can help. The bot, from Aldebaran Robotics, has a very specific purpose: to move, dance and interact with children with autism. The bot comes with special programs, like Guess Emotions, which involves NAO acting out an emotions and asking the child to identify it.

“Most children on the autism spectrum have a natural attraction towards technology, and Nao’s humanoid shape creates a perfect link between technology and humanity,” said Olivier Joubert, autism business unit manager at Aldebaran.

ASK Nao isn’t the only robot built to teach social skills to kids with autism. Back in 2010, a low-cost, child-size bot named Kaspar worked with kids who needed help learning proper social reactions.

Robots and apps are patient. They don’t judge. Even personal voice assistants like Siri can play a role, as the unlikely friendship between Apple’s artificial intelligence system and one child with autism shows.

Games can play a role too.

For kids with autism in a classroom in Australia, Minecraft is an effective teaching tool for communicating English, science, geography and art lessons. The multiplayer mode in this game, where you can build whole 3D worlds, encourages social interaction between students, improving conflict resolution and communications skills for kids with autism. Those skills can then translate to life outside the classroom. It can be challenging for people with autism to read body language and facial expressions.

April 2 is World Autism Awareness Day, with the entire month designated in the US as National Autism Awareness Month for promoting awareness of not only the condition itself, but also of the many creative tools for dealing with it. The campaign has designated blue as its signature color, and the hashtag #LIUB, for Light It Blue, is picking up traction on social media.

Autism organizations often use a puzzle piece as a symbol. It can represent the complexity of the disorder, but it can also be seen as a visual representation of how people with autism are key parts of a bigger picture, important pieces in the lives of their families and friends. Technology is finding its place in that jigsaw.

 

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These Parents of Autistic Twins Are Helping Kids All Over the World with Social Skills

When Marc Zimmerman’s twins were given an autism diagnosis, he decided to create something to make their lives better.

By Jamie Pacton

Zimmerman family Courtesy Marc Zimmerman

Marc Zimmerman has been a rockstar, composer, real estate broker, and software startup entrepreneur. But his latest project—founding and running the company responsible for the incredible social situation simulator The Social Express—is the one closest to his heart and home.Marc and his wife Tina are the parents of 14-year-old autistic twins Jared and Jason. When the boys were younger, Zimmerman wanted to create something that would help them navigate tricky social situations, reinforce what the boys were learning in therapy, and be something they could watch and learn from together. With this seed of an idea, Marc invested his life savings, made concrete plans, and now, with the help of Tina and many others, The Social Express is a reality.

So, what exactly does The Social Express do? According to its website, it, “provides an opportunity for the user to become more socially competent and have successful social interactions.” Or, put in simpler terms: It helps kids practice a variety of social situations in a low-stakes setting. Through colorful, expertly-animated videos and thoughtful storylines, kids can learn more about self-management, group participation, conversations, attentive listening, conflict management, relationships, non-verbal communication, and more. Kids watch the videos, then make choices that move them further along in the storyline. There are webisodes, e-books, music, and a “clubhouse” for social networking. It’s available for the computer or as an app, and Zimmerman notes that his sons and many other autistic kids really appreciate using technology as a vehicle for practicing social rules and conventions.

Social Express Social Express

Although I was skeptical about how much my children—a neurotypical 5-year-old and a non-verbal autistic 7-year-old—would take to the videos, I’m happy to report they were both enthralled by them. Together, we watched several in which kids tried to figure out which social choice was the most productive—and all of us appreciated the interactive aspect of The Social Express. We were also able to have a bit of conversation about the scenarios and why one way of acting was more positive than another in that social situation. I appreciated the conversation starters and the fact that this was low stakes, since social interactions in the real world cause both my children a lot of anxiety.

And my kids aren’t alone in appreciating The Social Express. Zimmerman reports that it is being used in homes and classrooms in more than 70 countries around the world, and it’s won quite a few awards, including being a part of the U.S. Department of Education’s National Education Technology Plan. Some schools are even using it with entire populations of students—not just autistic ones or those with special needs—and they’re seeing tremendous positive gains in social engagement. In fact, based on this success across student populations, Zimmerman is working on an anti-bullying program, similar to The Social Express, that will help kids figure out how to stop bullying in a variety of situations. He’s also planning on rolling out simulation programs to help with life skills and job training for older kids who are transitioning out of school.

The Social Express is a great program, and I love that it was inspired by the Zimmermans’ desire to help thier sons move more easily through the world. I’m hoping that with time, patience, and through practicing in many social situations both simualted and in the real world, my kids can see similar benefits to the Zimmerman twins, who are now artists, play in a band together, attend school, are good friends, and who are beginning to think about what the future might hold.

You can buy The Social Express here, and use this discount code at checkout to take 30% off the annual subscription: COOLTOOL. The code expires April 30, 2016.

Jamie Pacton lives in the Pacific Northwest where she drinks loads of coffee, dreams of sailing, and enjoys each day with her husband and two sons. Find her at www.jamiepacton.com and Twitter @jamiepacton.

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Bullying, Students with Disabilities, and Social Emotional Skills

Bullying, Students with Disabilities, and Social Emotional Skills

Students with disabilities face an increased risk of being bullied. Some also engage in bullying behavior. To ensure the emotional well-being of its most vulnerable students, schools must take essential steps to reduce the bullying of students with disabilities and remedy the harmful effects.

This document will address the federal laws associated with bullying of and by students with disabilities, research insight related to such bullying, as well as how The Social Express® and Cool School™ can support a multi-tiered approach to assist all students in gaining more effective social relationship skills.

Federal Laws Associated with Bullying and Students with Disabilities:

Three federal laws govern situations related to bullying of or by students with disabilities: Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II) and Individuals with Disabilities Education Act (IDEA).[i]

The importance of addressing the risks associated with bullying and students with disabilities was recently reinforced by the U.S. Department of Education (Department) in two Dear Colleague Letters. In 2013, the Department’s Office for Special Education and Rehabilitation Services (OSERS) issued a Letter that called upon schools to address bullying of or by students with disabilities who are receiving services under the IDEA.[ii] In 2014, the Department’s Office for Civil Rights (OCR) issued a Dear Colleague Letter reminding schools of their obligations to address the harassment of students with disabilities under Section 504 and Title II.[iii]

Under Section 504 and Title II, a school’s inappropriate response to harassment of a student based on disability constitutes disability-based harassment. It is the responsibility of schools under Section 504 and IDEA to ensure that students receive a free appropriate public education (FAPE). Bullying of student with a disability on any basis (whether based on the student‘s disability or not) can result in a denial of FAPE that must be remedied. Discriminatory harassment and denial of FAPE are two different, but related, issues.

In determining whether disability-based harassment has occurred, OCR will consider the following:

  • Was a student with a disability bullied by one or more students based on the student’s disability?
  • Was the bullying conduct sufficiently serious to create a hostile environment?
  • Did the school know or should it have known of the conduct?
  • Did the school fail to take prompt and effective steps reasonably calculated to end the conduct, eliminate the hostile environment, prevent it from recurring, and, as appropriate, remedy its effects?

Schools also face the potential of financial liability if sued by a student based on discriminatory harassment. In 2012, the Second Circuit upheld a 1 Million Dollar verdict against a New York school by a student who had endured over three years of harassment.[iv] It appeared the school was doing everything required in most anti-bullying statutes. It had a policy against bullying, held trainings, had a reporting system, and responded every time the student reported. The Court noted that the school ignored many signals that more action was needed and only engaged in “half-hearted efforts” to correct the “culture of bias” that was fueling the harassment.

When addressing discriminatory harassment, the focus is on the overall school climate, the behavior of other students towards students with disabilities, and the effectiveness of interventions in hurtful situations. If students with disabilities are regularly treated badly by their peers, a school must be engaging in diligent efforts to increase the level of respect demonstrated by all students towards those with special needs and intervene effectively.

In determining whether a student receiving IDEA FAPE or Section 504 FAPE services who was bullied or engaged in bullying was denied FAPE, OSERS or OCR will consider:

  • Did the school know or should it have known that the effects of the bullying may have affected the student’s receipt of IDEA FAPE or Section 504 FAPE?
  • If the answer is “yes,” did the school meet its ongoing obligation to ensure FAPE by promptly determining whether the student’s educational needs were still being met, and if not, making changes, as necessary, to his or her IEP or Section 504 plan?

When addressing FAPE, the focus is on the educational needs of and services provided to the student. A school’s investigation should determine whether that student’s receipt of appropriate FAPE services has been affected by the bullying. If bullying of a student has created a hostile environment, there is reason to believe this has also interfered with FAPE. But even if the situation does not meet the level of a hostile environment, or if this is a situation where the student with disabilities has engaged in bullying, the school still has an obligation to address FAPE-related concerns.

As part of an appropriate response to a bullying situation, the school should convene the IEP or 504 team to determine whether the student’s needs have changed such that the IEP or 504 FAPE services plan is no longer providing a meaningful educational benefit. The team must determine the extent to which additional or different FAPE services are needed to address the student’s individualized needs and then revise and implement the IEP or 504 plan accordingly. However, efforts to address the bullying situation must also not result in a denial of FAPE. For example, schools must avoid the unilateral placement of a student in a more restrictive environment as a way to address the bullying concerns.

Under IDEA, schools must establish objectives for both academic and functional skills. A student who is being or engaging in bullying will likely require additional or different functional skills objectives, specifically those related to improving this student’s social relationship skills.

If a student with a disability is engaging in bullying, the situation must be investigated thoroughly to determine whether this student’s inappropriate behavior is associated with his or her disability. For example, the symptoms associated with trauma or conduct disorder include aggressive behavior that could be considered bullying.[v] It is also possible that this student’s aggressive behavior is in response to being disparaged by other students.[vi] Both of these kinds of situations, should result in an IEP or 504 meeting to determine whether additional or different FAPE services, including functional skills objectives, are required.

Increased Risk of Bullying Associated with Disabilities:

Students with disabilities are more likely to be involved in bullying situations than their peers.[vii] This includes being bullied or engaging in bullying–or both. These students may have physical characteristics or engage in behaviors that place them at greater risk of being targeted. They may be perceived to be “different” because they leave the general classroom environment to receive more specialized services. Their disability itself may play a role in limiting their ability to accurately interpret social cues and respond in an effective manner. Also their disability may make it more difficult for them to recognize the concerns and gain adult assistance.[viii]

The aggressive behavior of students with disabilities, especially those who are classified as having emotional and behavioral disorders (EBD), may be a component of their disability. Alternatively, such aggressive behavior may be a reaction to the frustration of constantly being the target of aggressive behavior by others. It is important these situations are distinguished.

A consistent finding in the literature is that students with disabilities often lack the social relationship skills necessary to avoid involvement in bullying situations. One recent study found that students with disabilities engaged in fewer prosocial behaviors and were more socially isolated than students without disabilities.[ix] The authors outlined the necessary steps to address these concerns:

Effective interventions that target bullying behaviors in schools are designed to restructure the school climate so that it is positive and inclusive. These interventions underscore the complex ecology that foster and maintain a bullying climate suggested that by increasing awareness, understanding and acceptance among all students and teachers may decrease the risk of involvement in bullying for students in special education. Bullying prevention and intervention should be implemented for students, regardless of disability status and should emphasize the teaching of prosocial skills. Students in general education may participate in this process by serving as the prosocial role models for students with disabilities. Additionally, programming should be consistently implemented across general and special education, should occur in each grade, and should be part of the inclusive curriculum. Social and emotional learning initiatives can create a culture of inclusion for all individuals. A culture of respect, tolerance, and acceptance is our only hope for reducing bullying among all school-aged youth.

The Social Express® & Cool School™ Can Support Prosocial Behavior:

Addressing the challenges associated with bullying of and by students with disabilities will require a multi-tiered social-ecological approach. Schools must focus on increasing the tolerance and acceptance of students with disabilities by their peers and assisting those with disabilities in gaining the prosocial skills necessary to more effectively interact with peers. Social Express & Cool School™ can provide essential support for the necessary multi-tiered social-ecological approach.

Tier 1. Universal Instruction

The objective for universal instruction is focused on increasing the awareness, understanding, acceptance and compassion of all students, especially towards those who are “different,” including those who have disabilities. This instruction should also reinforce how students can reach out to be kind to others and step in to stop hurtful situations. The Social Express® and Cool School™ support effective universal instruction especially at the elementary school level.

Tier II. Individualized Targeted Supports.

Because students who have disabilities face greater social relationship challenges, it is recommended that schools proactively address this concern by providing social skills instruction in the Learning Center.

Students with social learning challenges require direct instruction, with each facet of every skill broken down into small pieces. The Social Express® addresses these areas of need by providing a highly interactive and visual presentation which allows for the generalization of skills outside of the teaching environment. Cool School™ utilizes the same individualized approach to address the specific challenges associated with those who are hurtful. For both of these programs, additional face-to-face role-playing activities can provide the opportunity for students to practice essential social skills in a protected environment.

Intensive Interventions:

The Social Express® and Cool School™ can also be incorporated into the more comprehensive intensive interventions required by the minority of students who face even greater social relationship and behavioral challenges.

 

[i] Section 504 of the Rehabilitation Act of 1973. 29 U.S.C § 79; The Americans with Disabilities Act of 1990. 42 U.S.C. §§ 12131-12134; and Individuals with Disabilities Act. 20 U.S.C. § 1400 et seq.

[ii] U.S. Department of Education, Office of Special Education and Rehabilitation Services (August 20, 2013) Dear Colleague Letter Keeping Students with Disabilities Safe from Bullying.

[iii] U.S. Department of Education Office for Civil Rights, (2014) Dear Colleague Letter on bullying of students under Section 504.

[iv] Zeno v. Pine Plains Central School District, 702 F3d 655 (2d Cir. 2012).

[v] Rose, C. A., Swearer, S. M., & Espelage, D. L. (2012). Bullying and students with disabilities: The untold narrative. Focus on Exceptional Children, 45(2), 1–10.

[vi] Rose, C. A., Espelage, D. L., & Monda-Amaya, L. E. (2009). Bullying and victimization rates among students in general and special education: A comparative analysis. Educational Psychology, 29, 761–776,

[vii] Rose, C. A. (2011). Bullying among students with disabilities: Impact and implications. In D. L. Espelage, & S. M. Swearer (Eds.), Bullying in North American schools (pp. 34–44). (2nd ed.). New York, NY: Routledge.

[viii] Rose, C. A., Espelage, D. L., & Monda-Amaya, L. E. (2009). Bullying and victimization rates among students in general and special education: A comparative analysis. Educational Psychology, 29, 761–776,

[ix] Swearer, S. M., Wang, C., Maag, J. W., Siebecker,A. B., & Frerichs, L. J. (2012). Understanding the bullying dynamic among students in special and general education. Journal of School Psychology, 50, 503–520.

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Social Express named in Common Sense Media Power Up Special

Common Sense Media has officially launched its updated Power UP Special Needs and Learning Difficulties Guide for Kids; and The Social Express II is included!

Being featured in this guide is a meaningful milestone for us. The Common Sense Media team spent months diving deep into research, interviewing experts and educators, and testing products with families and field leaders. Their goal? To identify high‑quality, thoughtfully designed tools that can genuinely support kids who benefit from learning in non‑traditional ways.

We’re proud that The Social Express II was selected as one of those standout resources. It reinforces our mission to help all learners build the social‑emotional skills they need to thrive through engaging, interactive experiences that make skill‑building feel natural and fun.

If you’d like to explore the full guide, it’s available for free on Common Sense Media’s website:
http://www.commonsensemedia.org/guide/special-needs

At Brighten Learning, we’re committed to creating tools that meet diverse learners where they are. Being recognized in this guide motivates us to continue innovating and supporting educators, parents, and,most importantly, kids.

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Autism Education Company Presents at ASHA 2012 Convention November 15-17

 

 

Autism-Education-Firm-Presents-ASHA12

San Diego, CA—(PRWeb) November 15, 2012—Speech-language pathologists and professionals attending the 2012 ASHA Convention, who are looking for interactive social skills education for autism, will want to visit The Social Express™ in Booth 408. 

The Social Express is a peer-reviewed program that recently won the coveted Software Information and Industry Association (SIIA) Innovation Incubator Award in Tech Ed.  The program provides social skills education for children on the autism spectrum and has been featured on news programs in major markets as well as growing coverage on the web.

 

Jon Cornick ,President, Brighten LearningJon Cornick, President, said, “We are very excited to attend ASHA 2012 in Atlanta. Over the past months we’ve received many positive responses from the SLP community and hope to meet many of them in person at our booth.”

Marc Zimmerman, CEO, commented, “The work that the SLP Helping Your Child Learn Social Skillscommunity did with my twin sons with autism was incredible. Speech-Language Pathologists provide amazing and vital services to children with autism and related disorders. I know firsthand just how vital a role SLPs play for these children.” Zimmerman continued, “I deeply appreciate all of the hard work the SLPs do to help my twins with their communication skills.”

Cornick added, “This is the one-year anniversary of the launch of The Social Express. We’re just thrilled to be able to celebrate this event at ASHA with the SLP community.”

The Social Express joins 12,000 leading practitioners at the annual ASHA Convention. This event is being held at Georgia World Congress Center in Atlanta from November 15-17, 2012.

The Social Express is an interactive video-modeling, social skills learning and education for autism program. Parents, professionals, and educators of special needs children like the high-quality, Hollywood-style animation that holds their attention without over stimulation and the scenes that reinforce the best choices for kids to make in social situations.  Learn more about The Social Express by visiting:  thesocialexpress.com Twitter: @TheSocialExpres

About Brighten Learning, Inc.:

Brighten Learning™, founded by parents of autistic twins in 2010, is a privately held company based in Encinitas, California.  The company develops The Social Express™ and other interactive social skills software and learning management systems. The company’s mission is to help special needs children with social-emotional deficits to improve their lives. The company’s video modeling social skills learning programs help children with ADHD, Autism, Asperger’s, and related disorders to improve their interactions with others. Visit the company at http://thesocialexpress.com/

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Autism Education Startup Presents at NAEYC Conference November 7-10

Jon Cornick ,President, Brighten LearningThe Social Express, a peer-reviewed, award winning social learning program will present at the annual National Association for the Education of Young Children (NAEYC) event in Atlanta from November 7-10, 2012. The Social Express will be in Booth # 2350.

San Diego, CA (PRWEB) October 30, 2012

Early childhood professionals attending the 2012 NAEYC Annual Conference & Expo, who are looking for interactive education for autism programs, will want to visit The Social Express™. The Social Express is a peer-reviewed program that recently won the coveted Software Information and Industry Association (SIIA) Innovation Incubator Award in Tech Ed. The program provides social skills education for children on the autism spectrum and has been featured on news programs in major markets as well as growing coverage on the web. The Social Express will be located in Booth 2350.

Jon Cornick, President, said, “Early childhood learning is an important focus for our company.  It’s been reported that 80 percent of children enter kindergarten with social learning issues.”

Cornick continued, “We often hear from school teachers that, when they use The Social Express in their classrooms, students respond positively to the content and are more respectful to their fellow peers.”

The Social Express joins leading practitioners at the annual National Association for the Education of Young Children (NAEYC) event. This event is being held at Georgia World Congress Center in Atlanta from November 7-10, 2012.

In its initial phase, The Social Express is a 16-lesson interactive video-modeling social skills learning and education for autism program. Parents, professionals, and educators of special needs children like the high-quality, Hollywood-style animation that holds their attention without over stimulation and the scenes that reinforce the best choices for kids to make in social situations. Learn more about The Social Express by visiting: thesocialexpress.com Twitter: @TheSocialExpres

About Brighten Learning, Inc.
Brighten Learning™, founded by parents of autistic twins in 2008, is a privately held company based in Encinitas, California. The company develops The Social Express™ and other interactive social skills software and learning management systems. The company’s mission is to help special needs children with social-emotional deficits to improve their lives. The company’s video modeling social skills learning programs help children with ADHD, Autism, Asperger’s, and related disorders to improve their interactions with others. Visit the company at http://thesocialexpress.com/

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Teaching Social Skills: Jon Cornick’s Blogtalkradio Interview

Jon Cornick, our president, was interviewed recently on Education Talk Radio.

Jon talks about importance of helping parents, educators and therapists to teach social skills to children on the autism spectrum.

Engaging the kids long enough for them to learn is key for anyone helping a child with autism. It’s just so important that children with deficits in social skills improve their knowledge of social skills.

You can teach them so much better when they’re engaged with the learning program! Creating engaging social skills lessons has always been a key mission for us here at The Social Express!

Check out Jon’s interview and let us know your thoughts!

Listen to internet radio with EduTalk on Blog Talk Radio
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Autism Software: 5 Winners of iPad GIVEAWAY

Autism-Software-The-Social-ExpressWe have the five winners of our autism software GIVEAWAY! Thanks to all who participated in our contest to giveaway our education for autism learning app!

 

Autism Software Winners Emails Sent

Congratulations to our 5 winners! We sent each of them emails early today, telling the codes so they can download the iPad version of The Social Express.

We also emailed to each of the winners a copy of The Social Express Printables.

Here are the first names and last name initials (where provided) of the five winners:

Tracey

Jenni

Suzie B.

Erosha

Jennifer F.

Please follow the download instructions in the email you received from us today. Please download your iPad version of The Social Express by June 22, 2012.

Using Education for Autism Apps: Suggestions

We recommend that our winners follow these steps when using their new education for autism app.

1. Before using our autism software interactive app with your child, read The Social Express Guide. It explains how to use The Social Express learning program, vocabulary terms and gives you “Teaching Tips”.

2. Get familiar with the Printables. These paper sheets help you to carryover the skills covered with your child during the interactive lessons.

3. Always work through the program with your child. Don’t let him or her use the program by themselves. This way, you can stop the app whenever you want to discuss a skill or decision made by the characters with your child.

4. Go through one lesson at a time. This allows you to reinforce learning when your child is going through his or her day. Your child may want to go through many lessons in one sitting. Don’t let them.

Good luck! Let us know how your child likes The Social Express, autism software.

Join our free newsletter! Get insider updates from The Social Express, click here to join us!

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