Hi, I’m Steph, and I’m a neurodivergent social coach who helps autistic and ADHD kids make friends!
This show is based on my children’s chapter book (Social Skills is Canceled: A Story for Kids with Autism, ADHD, and Anxiety) and the lessons I teach my students in our weekly social skills groups.
Each week I share the concepts in one of our weekly lessons, including why and how I teach it, and I break down what each of the three shapes, or social types, needs to benefit most from that week’s lesson.
I’m glad you’re here!
Once upon a time, there were autistic, ADHD, and anxious students who struggled with thinking about others during conversations.
Sometimes they would say things that hurt other people's feelings or were perceived as rude or disrespectful, or even things that other people didn't really want to talk about or hear about.
Sometimes these students would stop listening when people talked about things that they didn't care about.
Sometimes they would even tell people they weren't interested in what the group or the person was talking about.
I created the lesson I'm sharing today for all of these students.
In this lesson, our students learn what a social filter is, how it's different than lying, and when and why using a social fake is a good idea. We also practice taking some of our common complaints that we might have and turning them into problem-solving opportunities.
8 Dec 2025
Using our social memory
Once upon a time, there were autistic, ADHD, and anxious students who didn't know how to initiate a social conversation with someone that they knew.
Some students weren't able to think of something that the person they were talking to liked or liked to talk about, so they ended up using generic conversation starters like, "Hey, what's up?" Or, "How's it going?"
Some students were able to think of things they knew about the other person, but they didn't know how to use that information to start a conversation, so they didn't say anything.
I created the lesson I'm sharing this week for all of these students.
In this lesson, students learn the difference between an informational and a social conversation, and how to initiate a conversation with someone they know based on things they know about them.
1 Dec 2025
Group vs alone behaviors
Once upon a time, there were autistic, ADHD, and anxious students who didn’t recognize that there were some things that should be ‘alone behaviors’, or things we do whenwe are by ourselves.
Some students had developed habits around ‘picking’, likepicking their nose, picking their skin, and/or picking at their pants or underwear.
Other students didn’t realize that most people don’t want tohear someone burp or fart, so they didn’t know how to respond when they did it accidentally, OR they didn’t put any effort into trying to not do these things in front of others.
And then there were students who often complained to others, even about situations and experiences that those around them were also going through at the same time.
I created the lesson I’m sharing this week for all of thesestudents.
In this lesson, students learn that almost everything we dorequires us to think about other people. (For a lot of kids (and adults!), that’s a new concept.) Students also learn what types of things are best done alone, and what to do if we find ourselves doing them in front of others.
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