Social Thinking® is a commonly used intervention by behavior analysts and other professionals for individuals diagnosed with autism spectrum disorder (ASD). Despite its common use, Social Thinking® appeared to lack research supporting its effectiveness and dresses up its methods and outcomes to superficially resemble science. This paper analyzes the current evidence-base on Social Thinking® and its level of science (i.e., science, pseudoscience, antiscience). The results showed Social Thinking® lacks research to support its use, displays many of the characteristics of a pseudoscience, and, as a result, should not be used with individuals diagnosed with ASD.
