Fortnightly Social Coaching for Real-World Practice in Supportive, Authentic Contexts

Research shows that learning and practising social strategies in naturalistic, group-based contexts—particularly alongside peers with similar neurotypes—can improve motivation, generalisation of skills, and social confidence.


Our social coaching programs of support focus on:

  • Building skills through tailored, guided activities in a fun, group-based setting
  • Offering in-the-moment coaching during real interactions, games, and activities
  • Providing optional caregiver sessions and progress updates


This approach creates practical opportunities to learn and apply social skills in everyday situations, supported by evidence-based strategies.

About

What Happens in Our Social Coaching Programs of Support?

In our Social Coaching programs of support, participants build social skills in a practical, engaging, and supportive environment.


We use a variety of approaches to meet different needs and interests—this may include:

  • Facilitated games, projects, and discussions tailored to the group’s interests and support needs
  • In-the-moment social coaching during real interactions
  • Explicit teaching and consolidation of previously learned concepts through fun, engaging activities
  • Visual supports, peer modelling, role play and ongoing practice to build confidence
  • Tabletop role-playing games (TTRPGs) –we also have social coaching programs that include immersive, story-driven games allowing participants to practise teamwork, problem-solving, flexible thinking, and communication


How It Works

  • Group size: 4–8 participants, matched according to age and right-fit group dynamics
  • Facilitators: Special Education Teacher and Provisional Psychologist, supported by experienced assistants where necessary
  • Schedule: Fortnightly sessions – supports affordability and sustainable NDIS funding
  • Family options: Goal-setting consultations, periodic feedback, and optional progress notes

Is it a fit?

Who it suits

  • Graduates of our structured social skills programs who would benefit from ongoing coaching.
  • Families wanting guided social practice in a fun, social, naturalistic setting.
  • Young people who benefit from doing—hands‑on, interest‑based activities (not suited to extensive explicit teaching).


Ages

Grades 5–7

Focus:

  • Joining in, sharing ideas, managing big feelings in groups.
  • Flexible thinking, negotiation and teamwork.
  • Noticing others and building two‑way play/conversation.


Grades 6–9

Focus:

  • Friendship concepts.
  • Handling unwanted interactions.
  • Two‑way conversation, flexible thinking.
  • Planning together, compromise and social problem‑solving.


Older Teens

Focus:

  • Confidence in groups, taking initiative.
  • Self-identity, self-advocating.
  • Finding likeminded peers (where and how)
  • Organising outings/projects and reflecting on what worked.


Young Adults (up to 30)

Focus:

  • Conversation skills and collaboration.
  • Social confidence in everyday contexts (study, work, community).
  • Self‑advocacy, planning together and independent travel practice.

Quick answers

Our Social Coaching programs of support are structured, activity- and play-based program of support designed to create opportunities for in-the-moment coaching and authentic social motivation.


While our Social Skills Programs are also fun and activity-based, they have more explicit teaching and:

  • Follow a sequential social-emotional curriculum
  • Run weekly
  • Include mandatory caregiver sessions

In contrast, Social Coaching programs run fortnightly, and parent sessions are optional.


Do caregivers attend?

No - these are peer groups. We offer optional caregiver consults for goal setting and feedback.

Common outcomes

  • More comfort with conversations, turn‑taking and social flexibility.
  • Finding like‑minded peers and a sense of belonging.
  • Practical strategies families can reinforce between sessions.
  • Consolidation of previously learned skills.
Expression of Interest Form

References:

  1. Crompton, C. J., Gordon, K., Hurley, E., Maras, K., Crane, L., Hanratty, J., Coughlan, B., … Fletcher-Watson, S. (2024). Neurodivergent-designed and neurodivergent-led peer support in school: A feasibility and acceptability study. Autism, Advance online publication. https://doi.org/10.1177/13623613241242036
  2. Koenig, K. P., DeLosReyes, A., Cicchetti, D., Scahill, L., & Klin, A. (2015). Group intervention to promote social skills in school-age children with pervasive developmental disorders: Reconsidering efficacy. Journal of Autism and Developmental Disorders, 45(11), 3615–3629. https://doi.org/10.1007/s10803-015-2517-4
  3. Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. https://doi.org/10.1111/j.1469-7610.2011.02493.x

Contact Us.

We’d love to hear from you.

Making Connections Toowoomba