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Social Thinking®: Science, Pseudoscience, or Antiscience?

Justin B Leaf1, Alyne Kassardjian1, Misty L Oppenheim-Leaf2

  • 1Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA.

Behavior Analysis in Practice
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Summary
This summary is machine-generated.

Social Thinking® is a widely used intervention for autism spectrum disorder (ASD) lacking empirical evidence. This commentary argues it is pseudoscience and recommends evidence-based alternatives for individuals with ASD.

Keywords:
Applied behavior analysisAutismEvidence basedSocial behaviorSocial thinking

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Area of Science:

  • Behavioral Science
  • Developmental Psychology
  • Autism Spectrum Disorder Interventions

Background:

  • Numerous interventions exist for autism spectrum disorder (ASD), but many lack empirical validation.
  • Professionals are encouraged to adopt evidence-based practices, distinguishing between evidence science, pseudoscience, and antiscience.

Purpose of the Study:

  • To critically evaluate the intervention Social Thinking® used with individuals diagnosed with ASD.
  • To present evidence classifying Social Thinking® as pseudoscience.

Main Methods:

  • Review of the intervention Social Thinking®.
  • Analysis of existing evidence regarding its efficacy.
  • Comparison with the established levels of scientific evidence (evidence science, pseudoscience, antiscience).

Main Results:

  • Social Thinking® is widely implemented across various settings for individuals with ASD.
  • Currently, Social Thinking® lacks sufficient empirical evidence to be classified as evidence science.
  • The intervention aligns with characteristics of pseudoscience.

Conclusions:

  • Social Thinking® should not be implemented for individuals with ASD due to its pseudoscientific status.
  • Professionals should prioritize interventions that meet the standard of evidence science.
  • Evidence-based alternatives are available for individuals with ASD.