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$3.00
by AutismEducators
Are you looking for an independent work task focusing on key details in text with a written scenario or within sentences? This engaging task box activity combines weather scenarios and clothing choices. Help your students develop their decision-making skills by providing a written weather scenario and two picture options of clothing that are suitable for the weather conditions described. Encourage...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: (1.) Given a short reading passage which describes the weather (current or predicted forecast), STUDENT will select the key detail which describes the weather in order to select the appropriate clothing choice, with 80% accuracy within the number of sentences written, by MONTH, YEAR.
$5.00
by AutismEducators
Do you find yourself looking for ESY summer school materials with visual support to work towards your student’s IEP goals for reading or fine motor skills? This ESY summer school reading and fine motor worksheet set is a print and go activity with no prep required! There are two reading levels for students who have been previously taught early sight words (pre-k through first grade sight word list...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade
IEP Goals: READING
? Given up to 5 sentences containing previously taught vocabulary to read aloud with visual support, STUDENT will read the pre-taught sight words and nouns with 80% accuracy, within a 6 week period, as documented by teacher observation.
FINE MOTOR ? Given an object to trace related to a topic or them (summer/going to school in the summer), STUDENT will trace along dashed lines with proper grasp and control, to complete the drawing (trace and color), with prompts (verbal, words of praise for motivation, hand-over-hand) as needed during a teacher/therapist guided activity, within a 6 week period.
FINE MOTOR ? Given an object to trace related to a topic or them (summer/going to school in the summer), STUDENT will trace along dashed lines with proper grasp and control, to complete the drawing (trace and color), with prompts (verbal, words of praise for motivation, hand-over-hand) as needed during a teacher/therapist guided activity, within a 6 week period.
LANGUAGE AND SPEECH ? Given sentences to read related to a topic or theme (summer/going to school in the summer) with visual support to read aloud to an adult (teacher/therapist), STUDENT will respond to ___(# of) WH questions as asked by the teacher/therapist, within a 6 week period, as documented by teacher/therapist.
FINE MOTOR ? Given an object to trace related to a topic or them (summer/going to school in the summer), STUDENT will trace along dashed lines with proper grasp and control, to complete the drawing (trace and color), with prompts (verbal, words of praise for motivation, hand-over-hand) as needed during a teacher/therapist guided activity, within a 6 week period.
FINE MOTOR ? Given an object to trace related to a topic or them (summer/going to school in the summer), STUDENT will trace along dashed lines with proper grasp and control, to complete the drawing (trace and color), with prompts (verbal, words of praise for motivation, hand-over-hand) as needed during a teacher/therapist guided activity, within a 6 week period.
LANGUAGE AND SPEECH ? Given sentences to read related to a topic or theme (summer/going to school in the summer) with visual support to read aloud to an adult (teacher/therapist), STUDENT will respond to ___(# of) WH questions as asked by the teacher/therapist, within a 6 week period, as documented by teacher/therapist.
$2.00
by Curriculum for Autism
Cooking and Food Prep Question Cards for students with autism and special education needs.18 clip cardsTo prepare - print, cut & laminate. Students will use clothes pins to clip their answers....
Grade Levels: 4th Grade, 5th Grade, 6th Grade, 7th Grade
$3.25
by AutismEducators
Are your students with autism or special learning needs working towards life skills IEP goals for reading and answering a question or statement with an appropriate response? If so, this high interest text message task card activity with emotion symbol responses, is the perfect speech therapy and reading resource for reinforcing life skills by responding to a peer, family member, or community helpe...
Grade Levels: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
IEP Goals: 1. Given a written scenario in the format of a text message, in which the texter asks a question or sends a statement, STUDENT will select the appropriate emotion symbol in response, with up to ___(# of messages), based upon STUDENT?S point of view or opinion, by MONTH, YEAR.
2. Given a written scenario in the format of a text message, in which the texter asks a question or sends a statement, STUDENT will select the appropriate emotion symbol in response based upon STUDENT?S point of view or opinion, to expand upon the conversation by writing a sentence(s)/paragraph response to complete the conversation, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a written scenario in the format of a text message, in which the texter asks a question or sends a statement, STUDENT will select the appropriate emotion symbol in response based upon STUDENT?S point of view or opinion, to expand upon the conversation by writing a sentence(s)/paragraph response to complete the conversation, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
Help your students learn to identify emotions and feelings with this set of diverse, real life picture flashcards. For teaching social skills instruction for autism, speech therapy, pre-k, kindergarten and students who are learning to understand emotions and feelings of peers and elementary age children.Understanding emotions and feelings and the importance of recognizing how facial expressions or...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: 1. Given a picture representing an emotion or feeling which may be expressed or experienced in a variety of settings, STUDENT will name the emotion to describe how the person in the picture may be feeling, as related to STUDENT?S personal experiences, documented by the teacher/therapist, within an IEP ending date.
2. Given a picture of a child showing a facial or physical expression indicating a response to an emotion or feeling, STUDENT will describe how the child feels and present a scenario in which someone may react this way, in 4 out of 5 opportunities, within a session or lesson, by MONTH, YEAR.
3. Given a picture representing a child experiencing an emotion or feeling, STUDENT will match the identical/non-identical picture with _______(prompts, adult assistance, one-on-one assistance), with 80% accuracy, in 4 out of 5 sessions/opportunities, by MONTH, YEAR.
4. Given a picture representing a child experiencing an emotion or feeling, STUDENT will compare two pictures showing the same emotion by describing what is happening and how the child may be feeling, based upon personal experience, picture cues, peer collaboration, or teacher produced scenario.
5. Given a picture representing a child experiencing an emotion or feeling, STUDENT will write _________(one sentence/up to 3 sentences/one paragraph) in order to describe how the child is feeling and the situation/event that may have occurred to evoke these feelings, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a picture of a child showing a facial or physical expression indicating a response to an emotion or feeling, STUDENT will describe how the child feels and present a scenario in which someone may react this way, in 4 out of 5 opportunities, within a session or lesson, by MONTH, YEAR.
3. Given a picture representing a child experiencing an emotion or feeling, STUDENT will match the identical/non-identical picture with _______(prompts, adult assistance, one-on-one assistance), with 80% accuracy, in 4 out of 5 sessions/opportunities, by MONTH, YEAR.
4. Given a picture representing a child experiencing an emotion or feeling, STUDENT will compare two pictures showing the same emotion by describing what is happening and how the child may be feeling, based upon personal experience, picture cues, peer collaboration, or teacher produced scenario.
5. Given a picture representing a child experiencing an emotion or feeling, STUDENT will write _________(one sentence/up to 3 sentences/one paragraph) in order to describe how the child is feeling and the situation/event that may have occurred to evoke these feelings, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by Curriculum for Autism
Tidying Up Everyday Items life skills cards for students with autism and special education needs.24 clip cardsYour students will clip their answers with clothes pins....
Grade Levels: 3rd Grade, 4th Grade, 5th Grade, 6th Grade
$3.00
by Beltrans Behavior Basics
If you are potty training students in your classroom, this resource is for you. Toilet training can be an overwhelming task and these resources are here to help make it easier! Collecting data during the process can help measure success, and let you know when to change your strategies.Included are:1 - A one page "how-to" with research based guidelines on toilet training. These can be applied to ty...
Grade Levels: PreK, Kindergarten, 1st Grade
IEP Goals: ***Teacher Resource***
$5.99
by Beltrans Behavior Basics
If you have paraprofessionals or assistant teachers in your ABA classroom, this resource is made for you! This binder contains helpful information for any staff member working in an autism or self contained classroom using the principles of Applied Behavior Analysis. This binder makes special education staff training a breeze!This 35 page bundle contains:A positive Welcome Letter to set the school...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
$3.99
by Beltrans Behavior Basics
Do you struggle with classroom behavior management? These printable behavior visual cue cards are perfect for any autism, resource, or other special education classroom setting to teach expected vs unexpected behaviors!The set includes 15 cards:WAIT: Use this card as a visual to teach students to wait for preferred itemsNo: This is a great visual for kiddos learning to tolerate being told 'No' wit...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a visual cue to encourage a positive action or behavior, STUDENT will respond to the cue by ________(independently/with verbal prompts/with visual prompts) comply with the requested cue, as documented by teacher/therapist observation, by MONTH, YEAR.
$2.25
by Curriculum for Autism
What's Important? cards for students with autism and special education needs.18 clip cardsYour students will use clothes pins to clip their answers....
Grade Levels: 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade
IEP Goals: Given a question, "Which is more important?" and a choice of two scenarios or tasks, STUDENT will determine which would be most likely to be considered of higher importance, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
How many of your learners or young adults are working on health and food safety daily living skills? Learning about food safety with expiration dates is an important life skill as part of independent living and making safe choices. Independent tasks are a wonderful way for reinforcing important daily living skills. This life skills Task Box Filler set focuses on independently reading the expiratio...
Grade Levels: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
IEP Goals: (1.) Given a picture of a pre-packaged food item, STUDENT will read the "Best If Used By" date (expiration date) to determine if the food is still okay/safe to eat (within the date range), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$2.00
by Curriculum for Autism
Where To Go In The Community write & wipe cards for students with autism and special education needs.20 cardsTo prepare- print, cut & laminate. Students will write their answers with a dry erase marker....
Grade Levels: 4th Grade, 5th Grade, 6th Grade
IEP Goals: Given a question related to a location (ex. store, gas station), STUDENT will answer the question, "Where would you go if you needed/had to..." in order to complete a task, make a purchase, or similar scenarios, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.50
by Socially Skilled Kids
Conversation Skills can be very challenging for students with special needs. This is because engaging in successful conversations requires many social skills. This activity will help students learn the basic ‘expected’ and ‘unexpected’ behaviors necessary to talk with their peers and engage in a meaningful conversation where everyone feels heard and respected. Use to teach conversation skills in y...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a scenario and rules to follow related to a social interaction (having a peer conversation), STUDENT will use these pre-taught guidelines in order to initiate, interact, and complete a conversation with a peer(s), in 4 out of 5 interactions, as observed by a teacher, therapist, or individual documenting the event, by MONTH, YEAR.
$3.50
by Curriculum for Autism
Places in the Community Yes or No life skills clip cards for students with autism and special education needs.32 yes/no cardsTo prepare: print, cut & laminate. Your students will use clothes pins to clip their answers....
Grade Levels: 3rd Grade, 4th Grade, 5th Grade, 6th Grade
IEP Goals: Given a question, "Can you...?" related to a community activity or location, STUDENT will provide a "yes" or "no" response to the question, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$2.25
by Curriculum for Autism
Elopement Yes or No clip cards for students with autism and special education needs.16 cards with a short real life scenario & a question “Should he/she leave …….?”Your studenst will use clothes pins to clip their answers...
Grade Levels: 4th Grade, 5th Grade, 6th Grade, 7th Grade
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