Over the past decades, various research was directed to improve social skills targeting greeting, social interaction, making eye contact with fewer and or no emphasis on Socio emotional thinking skills in children with Developmental Language Disorder (DLD). This case series study scrutinizes the effectiveness of teaching socio-emotional thinking skills over group therapy intervention in children with Developmental Language Disorder (DLD). Method: A total of five children with Developmental

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... age Disorder (DLD) participated in the study. Group therapy intervention was provided based on socio-emotional thinking skills using Michelle Garcia Winner's Social Thinking Curriculum. Pre- and post-evaluation of socioemotional thinking skills carried out during group therapy were done. Result & Conclusion: Result indicated significant changes in socioemotional thinking skills from pre and post-evaluation scores. Thus, this study provides an evidence-based practice for the speech-language pathologist. The current findings will also aid the clinician to select appropriate intervention strategies for improving socioemotional thinking skills and quality of life in children with Developmental Language Disorder (DLD).