See more previous events in our newsletters: 

Spring / Summer 2019

On Thursday, October 27, 2016, Dr. Karen Kelly, Ph.D spoke to us about Reading and the Brain: How Does it all Come Together. 

On Thursday, April 21, 2016, Dr. Albert Freedman, Ph.D spoke to us about Talking With our Children about Their Learning Differences. To learn more about Dr. Freedman, visit 


On Tuesday, February 2, 2016, our friends Education Attorney Josh Kershenbaum and Advocate Maria Vetterof Frankel and Kershembaum, presented on the IEP process. 



On Tuesday, December 1, 2015, Dr. Emily Perlis & Dr. Edward Moss of Malamut and Moss helped us to understand Neuropscychological Evaluations. 



On Thursday, October 8th, we held our first public meeting and welcomed the talented Janice Mesaric and MT Sabatino of Medley Mesarics Therapy Associates! Janice and MT broke down social learning and cognition for us. They gave us some incredibly helpful tips to take back to our teams. One great takeaway from the talk was that the Common Core Standards (CCSs) "recognizes Speaking and Listening as an integral part of learning."  


For more information check out or contact MMTA 





Social Engagment and Social Cognition - 



Social Engagement refers to an individual’s ability to make a nonverbal connection with others.  This skill involves being able to “read” (attend to and comprehend) the nonverbal cues of others, and to use nonverbal means (i.e., eye contact, facial expression, body proximity, and gestures) to communicate effectively.  More importantly, though, engagement involves an individual’s ability to recognize the reasons that they should be motivated to make a social connection – that others can teach us things, that they can keep us safe, that they can supply things we want, that they can be fun.  Engagement skills begin to emerge in typical development as early as 6 weeks with a social smile, and become gradually refined and mixed with learned behaviors (see social cognition, below).  The majority of these skills are, however, typically acquired during the toddler and preschool years.  The social engagement domain contains the foundation skills for mastery of skills in the social cognition domain.  Without them, social rules can be learned, but will not be consistently applied because there will be poor motivation to do so. 


Social cognition, sometimes referred to as “social thinking”,  refers to the ability to make adaptive decisions in social situations based on a complex analysis of cultural guidelines, information about the people involved, and on changing social cues. Social cognitive skills include being aware that others can have different ideas and interests than yours, that their gender, age, and upbringing may influence their opinions, that context affects social rules, that there are rules that should be followed in conversation, that others store information about you according to how you perform according to social guidelines, and that your behavior now and over time influences the motivation of others to form friendships with you.  Social cognition skills are, developmentally, built on a foundation of social engagement skills, but in their early stages of development are emerging simultaneously with late social engagement skills.  




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