PERSPECTIVE TAKING is an important SOCIAL SKILL for children to learn. Knowing and understanding others well enough to know what to say and what not to say, can be tricky for some children. The ability to understand what might be a compliment and what might be an insult, can really help children to make and keep friends.
This activity will help you teach children these skills in a fun and inte..
IEP Goals: Given a variety of activities (sentence starters/games) to reinforce the social skill of complimenting others, STUDENT will complete a sentence, respond to a question, or participate in a social skills building game, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Do you have students who have a difficult time handling small problems appropriately?
Do they tend to over react to everyday, common problems?
This activity helps children to understand the difference between "everyday" common problems categorized in 3 sizes, how they make us feel and how we should react to them.
Students learn to categorize common problems into sizes 1, 2, or..
IEP Goals: Given a scenario in which there is a problem to be solve, STUDENT will decide the "size" of the problem, state how it makes them feel, and how he/she can solve it on their own or with the help of an adult, with 80% accuracy, in 4 out of 5 scenarios, by MONTH, YEAR.
Do you have a student or students who struggle to make or keep friends?
Do they seem to not understand the behaviors necessary to make or keep friends?
Do the expect others to play with them, even though they engage in challenging behaviors?
A social story may be just the thing to help you help your struggling student(s).
Social stories use clear, concise language to break down inform..
IEP Goals: Given a social story to promote good friend behavior, STUDENT will read/listen to the story and provide up to three scenarios, verbal exchanges, or responses, to demonstrate understanding of appropriate good friend behavior, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Some children have a difficult time knowing how to handle being teased by others. SOCIAL STORIES are a great way to teach children important social skills that they may be struggling with.
Social stories break down information into small, explicit steps so that children can more easily undertand what they should and should not do in a particular social situation.
This social story will hel..
IEP Goals: Given a social story and follow-up activities related to teasing; the consequences and emotional impact it may have on others (peers), STUDENT will retell the story by stating at least two ways to deal with being teased/two responses or reactions to being teased, in 4 out of 5 opportunities, based upon teacher observation and recording of responses, by MONTH, YEAR.
Do you have students who could benefit from a social story but are too old for the traditional kind with lots of cartoon style graphics?
These 1 page stories are great for the upper elementary student who is having trouble understanding a variety of social skills. These stories are short and to the point and contain very few graphics so that they look more grown up.
IEP Goals: Given an age appropriate social story for older students, STUDENT will read/listen to the social story and ask or answer questions to demonstrate understanding of expectations/responses/actions, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
PERSPECTIVE TAKING is an important social skill for children to learn. Many children can benefit from instruction to help improve their perspective taking ability and to engage in successful social relationships.
In order to be able to take the perspective of others, we need to understand that people have thoughts and feelings that may be different from our own. We need to understand that our ..
IEP Goals: Given a negative or positive age appropriate social scenario, STUDENT will identify the problem, say why it may have happened, describe how the person is feeling or what he/she is thinking, and provide a solution by writing, drawing, or verbally stating a resolution, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Some children struggle to make eye contact when engaging in conversation with others. This may cause discomfort, confusion or misunderstandings with others.
Whether we are the speaker or the listener, it is expected that we look at the person we are engaging with. However, for some children, making eye contact is not only difficult, but physically very uncomfortable.
These supports will hel..
IEP Goals: Given a visual guide to encourage eye contact during a conversation, when responding to or asking a question of an adult or peer, STUDENT will increase length of time of maintaining contact by ____%,
in 4 out of 5 opportunities, by MONTH, YEAR.
Getting to know others and developing friendships is so important. Remembering facts and information about others is an important SOCIAL SKILL for children.
Remembering things about friends, helps children to engage in play and conversations, in a meaningful and appropriate way. It is important for children to develop perspective taking by thinking about others likes and interests.
IEP Goals: Given a visual guide to display positive friendship behaviors, STUDENT will provide up to six details that can be part of a topic for a conversation with a peer, by writing or verbally stating the responses, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Do you have students who struggle to demonstrate Good Friend behaviors?
Do they yell at kids and/or use a rude tone?
Do they accuse kids of cheating and being unfair?
Do they ignore kids or walk away from them?
Many children who engage in these behaviors are unaware that they are actually pushing away potential friends. Others, are aware, but lack the skills needed to display Good Friend..
IEP Goals: Given a social skills checklist to self-assess ____________(STUDENT'S NAME) behavior towards peers, STUDENT will mark or check each action or interaction listed as it occurs, or at the end of the school day, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
IEP Goals: Given a social story to read or listen to following a meltdown, with prompts and adult support, STUDENT will follow the calming strategies, in 4 out of 5 occurrences, as documented by teacher observation, by MONTH, YEAR.
FREE RESOURCE Social Story Code Red – A Calm Explanation For Special Needs Students
I teach and live in Parkland, Florida, and want to share a booklet that I made for my students. I have not focused on the tragedy, but on a calming explanation of what “Code Red” means in our school district.
Staff members were told that we would be having an active shooter drill in February. Last week, I had..
IEP Goals: Given a social story related to a real drill or emergency, along with visual prompts as needed, STUDENT will follow directions without protesting, in order to demonstrate understanding of the importance of the situation,based upon teacher observation, by MONTH, YEAR.
Going to the Doctor: Office & Urgent Care Visits. If your child is fearful of the doctor, the examination, or the procedures, these visuals will help decrease anxieties by letting your child know what to expect. VIDEO PREVIEW
Perfect for children:
Who are on the autism spectrum
Who are anxious
Who have difficulty following verbal directions
Who don’t know what to expect
Who have proble..
IEP Goals: Given visuals (picture word cards) to prepare STUDENT for an event or activity which may cause anxiety, STUDENT will review the process with an adult prior to the event in order to decrease anxiety, as based upon parent/teacher observation, in 4 out of 5 presentations, by MONTH, YEAR.
Pumpkin Emotion is a binder matching task and worksheet set to help students learn about emotion with a pumpkin theme.
Included is an 11 page binder set of pumpkin emotion images (2 on each page) with a blank area underneath each one for the students to match the emotion labels.
Also included are 3 worksheets for students to write the emotion of each image in the lines provided. Black line f..
IEP Goals: Given a picture depicting an emotion and an emotions picture chart, STUDENT will label each emotion by writing, saying, pointing to, or matching the correct word, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Six Thanksgiving themed token boards & Six sets of 10 Thanksgiving themed tokens.
*Use with a behavior plan
*Use as a visual timer
*Use as a reward system
*Use for counting 1-10
*Use a work task completion chart
Inspired by Evan Autism Resources..
IEP Goals: Given a reward chart, STUDENT will place a picture token card on the board when a previously determined behavior, work completion, etc., has been accomplished, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Used in a classroom setting for those of you already back at school, this social story tells us about the solar eclipse and what a child may expect to hear and see. It does NOT cover the science facts related to the event, rather focuses on what the child may see or do.
Wonderful clip art courtesy of Educlips!
***Thank you for supporting autism awareness by purchasing this product. Please ..
IEP Goals: Given a social story used as a calming strategy to reduce anxiety in an unfamiliar situation, STUDENT will read/listen to the story and ask an adult up to three questions related to the event, within a small group setting with 80% participation in 4 out of 5 opportunities, BY MONTH, YEAR.