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AutismEducators
Country: United States | Total Products: 1015
I am a Special Education teacher with 18 years of experience. Currently, I teach 8 adorable 1st and 2nd grade students with Autism. They are my shining stars! Each and every activity that I have listed has been used in my classroom with successful results. Enjoy!
$1.50
by AutismEducators
With six real life situations and realistic visuals, these easily understood response cards are matched to the correct scenario. Titled "What Should I Do?" this file folder activity is perfect for students with Special Needs, Autism, ELL and ESL. The visuals will draw your students attention and keep them on task. EASY-TO-ASSEMBLE and use in YOUR classroom TODAY! Situations presented: * ...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a visual (photo, illustration) depicting a real life situation or familiar action, STUDENT will answer (#) "wh" questions with 80% accuracy, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a photograph depicting a real life situation or familiar action, STUDENT will say a complete sentence describing the situation or action, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given familiar situations and real-life photographs depicting a specific response to answer a question, STUDENT will match the correct response to the picture, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given familiar situations and photographs depicting a specific response to solve a problem, STUDENT will match/say/point to the correct response in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a photograph depicting a real life situation or familiar action, STUDENT will say a complete sentence describing the situation or action, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given familiar situations and real-life photographs depicting a specific response to answer a question, STUDENT will match the correct response to the picture, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given familiar situations and photographs depicting a specific response to solve a problem, STUDENT will match/say/point to the correct response in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
$1.50
by AutismEducators
With six real life situations and realistic visuals, these easily understood response cards are matched to the correct scenario. Titled "Where Am I Going?" this file folder activity is perfect for students with Special Needs, Autism, ELL and ESL. The visuals will draw your students attention and keep them on task. EASY-TO-ASSEMBLE and use in YOUR classroom TODAY! Situations presented: * school * b...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a visual (photo, illustration) depicting a real life situation or familiar action, STUDENT will answer (#) "wh" questions with 80% accuracy, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a photograph depicting a real life situation or familiar action, STUDENT will say a complete sentence describing the situation or action, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given familiar situations and real-life photographs depicting a specific response to answer a question, STUDENT will match the correct response to the picture, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a photograph depicting a real life situation or familiar action, STUDENT will say a complete sentence describing the situation or action, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given familiar situations and real-life photographs depicting a specific response to answer a question, STUDENT will match the correct response to the picture, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
$1.50
by AutismEducators
Easy-to-assemble, this bright and vibrant ladybug addition file folder activity contains eight ladybug counting problems with number cards. Great for your Math Center, independent work, or students with Autism or learning delays. Use as extra practice or even as an incentive! This activity meets the requirements for Common Core Standard: K:08.OA:01 Represent addition and subtraction with objects, ...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given visuals and number cards up to 10, STUDENT will complete addition problems up to 10 by counting and matching the correct sum, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
$1.50
by AutismEducators
Special Education-Autism-File Folder Activity of Familiar Situations -SET TWO
With six real life situations and realistic visuals, these easily understood response cards are matched to the correct scenario. Titled "Where Am I Going?" this file folder activity is perfect for students with Special Needs, Autism, ELL and ESL. The visuals will draw your students attention and keep them on task. EASY-...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a visual (photo, illustration) depicting a real life situation or familiar action, STUDENT will answer (#) "wh" questions with 80% accuracy, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given familiar situations and real-life photographs depicting a specific response to answer a question, STUDENT will match the correct response to the picture, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given familiar situations and real-life photographs depicting a specific response to answer a question, STUDENT will match the correct response to the picture, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
$2.00
by AutismEducators
Autism and Special Education Ready for School File Folder Games -SET OF 4
This SET OF 4 Back-To-School file folder activities includes a variety of sorting tasks, which are:
1. Let's Get Ready For School! - a backpack and lunchbox matching sort. Choose the correct items.
2. Sounds I Hear At Home and School! - the familiar sounds of home and school are ready to be matched to the correct cate...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given familiar setting categories and sorting picture cards, STUDENT will put each card in the corresponding category, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
Autism First/Then Visual Board for CHRISTMAS
With the holiday season quickly approaching, we need to prepare our children with autism for some the "out of routine" events that may occur. Even though Christmas is a special and exciting time of the year for kids, it can also put a major dent in their daily routines. Here is a holly, jolly way to keep the expectations and events that f...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given visuals of first/then events and a visual placement board, STUDENT will comply with the visual request, in 4 out of 5 opportunities, by MONTH, YEAR.
$10.00
by AutismEducators
This is a BUNDLE containing 2 items.
Does your student have an IEP goal for independent work task completion? Well, THIS phonics with beginning letter sounds, tracing fine motor skills, and counting to 10 IEP Goal Skill Builder set for Special Education works like magic! You will see your students complete an academic work task with a greater level of independence by following a set of visual directions! This no prep Phonics and Cou...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: 1. By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
2. By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
3. By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
4. By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
5. By (IEP end date), given up to 10/20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
2. By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
3. By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
4. By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
5. By (IEP end date), given up to 10/20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
$5.00
by AutismEducators
Does your student have an IEP goal for independent work task completion? Well, THIS phonics with beginning letter sounds, tracing fine motor skills, and counting to 20 IEP Goal Skill Builder set for Special Education works like magic! You will see your students complete an academic work task with a greater level of independence by following a set of visual directions! This no prep Phonics an...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade
IEP Goals: By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
$6.00
by AutismEducators
Autism: FOLLOWING VISUAL DIRECTIONS 100 Print and Go Worksheets for NEW and NON-READERS
Truly a PRINT AND GO worksheet set! Just print, staple 5 worksheets and a data sheet per set, and your student is ready to learn how to complete an academic work task independently!
Perfect for both NON-READERS and NEW READERS! For those not yet reading, match length of word, follow visual directions inde...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a set of visual directions which contain cues to color, circle a word, circle a yes/no response, and read or match a sentence, STUDENT will complete the activity by independently completing the worksheet with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a set of visual directions used as a reading strategy, and repetitive text embedded in a sentence, fill-in-the-blank, question, and multiple choice sentence, STUDENT will use this strategy to mark the correct answers, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a set of visual directions used as a reading strategy, and repetitive text embedded in a sentence, fill-in-the-blank, question, and multiple choice sentence, STUDENT will use this strategy to mark the correct answers, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$5.00
by AutismEducators
Following Visual Directions Phonics for letter recognition with Fine Motor Skills and Counting to 20 Worksheets for Special Education and Independent Task Completion. Does your student have an IEP goal for independent work task completion? Well, THIS phonics with beginning letter sounds, tracing fine motor skills, and counting to 10 IEP Goal Skill Builder set for Special Education works like magi...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: 1. By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
2. By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
3. By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
4. By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
5. By (IEP end date), given up to 10/20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
2. By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
3. By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
4. By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
5. By (IEP end date), given up to 10/20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
$3.00
by AutismEducators
Inferencing and reading comprehension can be two challenging areas for our students with autism. With vivid, colorful pictures and a topic to keep young learners on task and interested, "My Rainy Day Adventure" interactive story will help your students understand these concepts with easy-to-read text. Your students may bubble in the answer with an erasable dry erase marker, or use the green circle...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a story with pictures and text presented as a read-aloud by the teacher, STUDENT will describe the relationship between the pictures and the story.
$5.00
by AutismEducators
Autism Language Skills WHO IS THIS? contains 30 real-life picture cards with a "hidden" identity. Along with 30 answer cards, this activity will provide your students the opportunity to answer and ask questions about each of the pictures. They will love trying to guess who each person is and what they are doing!
EASY to assemble...just print, laminate for durability and use in your classroom or t...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
IEP Goals: Given _____ (number) pictures with the identity of the person/s hidden, STUDENT will verbally identify/point/use asisstive technology to identify the correct picture revealing the person/s identity, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
$8.00
by AutismEducators
Autism Language and Writing Skills “WH” Questions about PEOPLE and PLACES with IEP Goals and Data!
I am so very excited to introduce this brand new activity for speech/language, communication, vocabulary and writing development! I began using this activity in my classroom just two weeks ago (I always do this before listing any product to make sure it is just as effective as I believed it would ...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
IEP Goals: Given real-life images of people, places, and things, STUDENT will choose the items that are most commonly associated with a specific place (ex. airplane, fire station), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given real-life images of people, places, and things, along with a visual prompt strip to help with verbal responses, STUDENT will answer up to 5 questions related to a specific place, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given real-life images of people, places, and things, along with a visual prompt strip to help with written responses, STUDENT will write up to 3 sentences related to a specific place, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given real-life images of people, places, and things, along with a visual prompt strip to help with verbal responses, STUDENT will answer up to 5 questions related to a specific place, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given real-life images of people, places, and things, along with a visual prompt strip to help with written responses, STUDENT will write up to 3 sentences related to a specific place, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
As part of our "STAND UP AND LEARN" activities series, this task focuses on recognizing, reading, and sequencing the days of the week. Designed specifically for visual learners, students with autism, or for our young Kindergarten and First grade students who need some extra practice learning the days of the week. Each day of the week is presented in an enticing font to maintain your stud...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given similar pictures related to one topic or subject, STUDENT will match the correct picture, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given pictures of objects, people, places, or things to match, STUDENT will correctly match each picture card, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given written cards with days of the week, STUDENT will match each card to the correct day of the week, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given written cards with days of the week, STUDENT will correctly read the days of the week, in 4 out of 5 consecutive opportunities, by Month, Year.
Given written cards with dasy of the week, STUDENT will correctly sequence the days of the week beginning with Monday, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given pictures of objects, people, places, or things to match, STUDENT will correctly match each picture card, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given written cards with days of the week, STUDENT will match each card to the correct day of the week, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given written cards with days of the week, STUDENT will correctly read the days of the week, in 4 out of 5 consecutive opportunities, by Month, Year.
Given written cards with dasy of the week, STUDENT will correctly sequence the days of the week beginning with Monday, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
$6.00
by AutismEducators
Autism ON THE GO Work Tasks with Target Skills and CCSS Aligned!
This is an absolute must for your Special Education classroom! With a large variety of 50 portable work task cards, there is really very little assembly required! Using just a small amount of velcro, you will just PRINT (Do NOT trim the cards), laminate, cut out the answer cards and GO! Each card contains a target skill for IEP go...
Grade Levels: Kindergarten, 1st Grade
IEP Goals: **THIS PRODUCT CONTAINS TARGETED SKILLS AND ALIGNMENT TO COMMON CORE STANDARDS ON EACH CARD
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