Are you getting ready to head back to school? Do you need high-interest, visually pleasing work tasks for your students?
Please read these simple directions on how to order your very own "Task Box Filler" Custom Bundle order.
IEP Goals: Please download and read the simple directions on how to create your very own Custom "Task Box Filler" Bundle and use in your classroom today! EASY to set up and use, these "Task Box Filler" Task Card sets are perfect for homeschooling, tutoring, or practicing at home with your own child. INCREDIBLE SAVINGS!
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This is a great social story which teaches children how hands can hurt and encourages them to use their hands for good things! Addresses hitting, scratching, pinching, pushing, poking, throwing & breaking things, and pulling hair.
MORE SOCIAL STORIES ON THE WAY!!!
• 1 file saved in PDF format
• A sixteen page story bo..
IEP Goals: Given a social story with visuals depicting hurtful and helpful behaviors, STUDENT will identify at least two hurtful behaviors and state a replacement behavior which could change a hurtful situation into a helpful one, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
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This set is perfect for the visual learner! Whenever your child completes a step place a star token card on the board. You decide how many stars they must earn in order to receive a reward. Place the potty cards in visible spots around your home to help remind your child to use the potty. Keep a potty card in your purse for trips outs..
IEP Goals: Give visual reward system used in order to complete a 3-step bathrooming process of using the toilet, wiping with toilet paper, and wash hands, STUDENT will earn one token upon successful completion, with 5 opportunities per step, with 80% accuracy, by MONTH, YEAR.
'What Should I Do?' worksheets for older students with autism and special needs, to reflect on their own reactions to real life scenarios.
10 No Prep worksheets- just print & go!..
IEP Goals: Given a question in which a scenario is provided, STUDENT will write, type, or say an appropariate solution to the problem, by including up to three details in sentence or list form, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
A set of token boards (or incentives charts) made in a spring theme. Boards vary from three to ten required tokens. There are four different implementation options:
1. Print and mark each box with marker, pen, pencil, or stickers as student earns each token.
2. Print boards and images. Cut out images. Glue images inside each box as token is earned.
2. Print and laminate board, using a dry era..
IEP Goals: Given a token board as part of a token economy reward system,and a pre-determined "reward", STUDENT will work to earn up to ten tokens (picture cards) by completing a task, demonstrating "expected" behavior,etc., within a set time limit, in order to receive the reward, as measured by teacher observation and data, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Helping Others is a set of matching tasks and spelling/writing practice. This set includes images showing 12 ways kids can help around the community in color and black line. Included is a file folder matching task, image match-ups, word to image match-ups, and write the name of the help action worksheets.
This product is part of my Helpers Bundle
IEP Goals: Given pictures to match related to a topic (helping others), STUDENT will match each color picture to its' matching outline, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR (IEP end date).
Real-life pictures of people with varying ages showing commonly expressed EMOTIONS and REACTIONS. NO reading skills required!
Clip, mark the answer, or work in a small group to discuss each picture to gain understanding of the emotion, along with the response seen in the picture. A variety of scenarios and age groups are included in this 36 card set. Print on white card stock paper and laminate..
IEP Goals: By_________(month), ________(year), STUDENT will determine the emotion portrayed in a photo/visual by ___________(reading/using visual support) the emotion words and ________(clipping/marking/pointing to/or saying) the answer, with 80% accuracy, over a six week period.
By________(month), ______(year), using a real-life photo of people represented through a variety of ages and expressions, STUDENT will name the emotion represented and provide one scenario that the person may have just experienced as related to STUDENTS’ own personal or familiar experiences, with 80% accuracy, over a six week period.
Expected and unexpected responses for 36 picture scenario cards to teach social skills and appropriate reactions and actions for students with autism. NO reading skills required!
Use a clothespin task card, mark the answer, or work in a small group to discuss each scenario to gain understanding of appropriate social responses. A variety of scenarios and age groups are included in this 36 card s..
IEP Goals: Given a visual of a social scenario depicting “expected” or “unexpected” behavior, STUDENT will provide the most appropriate response by clipping, marking, or stating if the person/people in the picture are doing something that is “expected” or “unexpected”, in 4 out of 5 trials, with 80% accuracy, by MONTH, YEAR.
Teen Social Skills - Going on a Trip:
Working on pragmatics is difficult. Working on pragmatics with teens is even harder. Use this thorough product designed to work on a variety of social skills within the community. These interactive activities will give your students control of the situations and questions presented. There are 80 social situations included, plus options to include custom-mad..
IEP Goals: Given a location, situation and choice of conversation starters to choose from related to travel or being on vaction, STUDENT will select one and initiate an on-topic conversation with a peer (teenager/young adult), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a social scenario which may occur during travel or vacation, STUDENT will provide an appropriate response to include a solution in order to resolve a problem (emotional or physical),in 4 out of 5 opportunities, by MONTH, YEAR.
Problem Sizes, Emotions and Reactions
Included are 2 complete lesson plans with activities, visuals, directions and suggestions for use. These lesson plans explicitly teach children to identify different sizes of problems, to think about the way they feel when experiencing the problems, and to match their emotional reactions to the size of the problems. Address over reactions and under reaction..
IEP Goals: Given a set of emotions presented in an activity which STUDENT may encounter when an interaction between peers occurs, or when a statement is made by a group or individual which may conjure or evoke an emotion, STUDENT will determine how "big" the problem is and what he/she can do to fix it, in 4 out of 5 scenarios, as measured by the "size" of the reaction, by MONTH, YEAR.
Perspective Detective: Motive and Intentions
MOTIVE and INTENT are important concepts for children to understand in order to navigate their social world. Children with social challenges often need explicit teaching to better understand this concept. This activity is fun, engaging and thought provoking. Kids love doing it.
Copyright 2016 KID CODES: Helping Kids Figure It Out
IEP Goals: Given a social scenario containing a motive and intention, STUDENT will state how he/she perceived the event or action and acknowledge what the intent was by using clues and stated information, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
"Just Hold My Hand" is a children's book that reflects a day with my son who has special needs and how everyday he has to cope with various situations that trigger emotional behaviors. This story describes how he learns to manage those behaviors one day at the county fair. My story helps other children learn about patience, understanding but most of all acceptance of those kids with diff..
IEP Goals: Given a story or social story about a real life character and his experiences, STUDENT will answer up to five "WH" questions with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a story or social story about a real life character and his experiences, STUDENT will identify the emotions or feelings described or felt by the main character, with 80% accuracy, in 4 out of 5 opportunities by MONTH, YEAR.
Given a story or social story about a real life character and his experiences, STUDENT will write or type up to three situations in which they perceive as uncomfortable or undesirable, and the emotions that he/she may feel, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
These checklists can be done before and after a child engages in a game or activity with others. The "Are You A Good Sport" checklist will help children to think about "good sport behaviors" and how to use them before they engage with others. The "Were You A Good Sport" checklist will help children to reflect on their behavior after engaging with others. Included are..
IEP Goals: Given a checklist as a reminder of the qualities demonstrated of being a "Good Sport", or playing a game fairly, STUDENT will refer to the checklist prior to, and after the event (game) has occurred, in order to demonstrate understanding of emotional responsibility, in 4 out of 5 trials, by MONTH, YEAR.
Stores Interactive Book:
Target community social skills, as well as expressive & receptive language goals with this Stores Interactive Book!
Social skills can be quite difficult to target in therapy and even more difficult to work on in a motivating way. This hands on book makes all the difference in keeping kids engaged and learning.
The PDF includes the pages to assemble the interact..
IEP Goals: Given a social situation or problem to solve which requires a decision to be made as to what should be done (how a person is expected to react), STUDENT will provide an appropriate response in 4 out of 5 opportunities, by MONTH, YEAR.
Given a familiar setting (toy store, clothing store, etc.), objects which belong in a particular setting, along with a 3-step direction, STUDENT will place each item in the appropriate position, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.