I was driving home one day and passed by a community park where I saw students interacting before their baseball game. I thought to myself, if only I could use real-life students to model social interactions for my kiddos. Then I thought, what about videos? I could use videos of real-life situations in therapy. I went home and found my digital camera in my desk drawer and asked my sister if she could help. I then asked my cousin if he could videotape my sister and I role-playing one of those hypothetical situations that I read to my students earlier that day. We did a couple of takes and made a few videos where a situation went wrong, and then where a situation went right. It was fun to do and I was excited to show the videos to my students the next day. When I got to school, I got the videos ready on my computer and used them throughout the day in my social language groups. I was amazed. All of my social language students were now paying attention and engaged! They loved the use of videos in their speech visit and were participating and responding to the material. They asked me if we could do videos next time they came to speech and I, without hesitation, said, “absolutely!” This is when my passion for video assessments and treatments began. What started out as a small therapy project grew into a much larger mission. I decided I wanted to not only create pragmatic language treatments but also create a comprehensive pragmatic language assessment – using videos! I reviewed research literature and analyzed as many pragmatic language assessments that I could find. Oddly, I found that there were not many assessments dedicated entirely to social language. I kept thinking of how many students I had come in contact with who would have benefited from pragmatic language therapy, however, were not fully assessed in all the areas of social language. An all-encompassing social language assessment was needed and that’s where I began. I started studying social context, paralinguistic cues, and affective expression. There is so much to the understanding and use of facial expressions, tone of voice, body language, intonation, sarcasm, etc. I began to slowly, but surely, develop The Clinical Assessment of Pragmatics (CAPs). Now, I am excited to say that I am onto the next part of my video-based mission with The Social Squad. The treatment I started ten years ago while working as a school-based speech-language pathologist. I hope you find success with your child, student, or client and enjoy the video-based world of the Lavi Institute.