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 3, and discuss the corresponding feelings and reactions that may be expected for each. Differentiated boards and cards ma..
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.
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MOVE~WORK~BREATH is an Occupational Therapist designed self-regulation curriculum. It can be used with elementary age children with Autism, Emotional Behavioral Disturbance, Intellectual Disabilities, ADHD, Oppositional Defiant Disorder, Sensory Disregulation, and more. This curriculum provides an effective, time-efficient structured system to give out of classroom breaks, improve self-awareness and self advocacy, teach specific self-regulation skills so that kids have tools to use in their cla..
IEP Goals: Related to Intellectual Disability:
Given 15 minutes daily practice with self-regulation tools and strategies, the student will learn to participate in at least 15 self-regulation activities, 5 in each of three categories, as demonstrated by active participation in one months time.
Related to Autism: When showing beginning signs of stress as identified by an adult, STUDENT will choose one of five self-regulation task cards, use strategy for at least five minutes and return to work without incident, in 8 out of 10 opportunities.
Related To Emotional Behavioral Disturbance: Given 2-15 minutes daily practice with self-regulation tools and strategies, STUDENT will use behavior appropriate to remain in regular education environments for at least 50% of the day in 3 out of 4 days.
Related To ADHD: Given 10 minutes daily practice with self-regulation tools and strategies, STUDENT will demonstrate improved self-regulation by returning to class demonstrating appropriate classroom behaviors for at least one hour, in 8 out of 10 opportunities.
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