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$4.00
by AutismEducators
This is a Social Emotional Learning worksheet printable packet to review standards related to understanding emotions and feelings of self and others, designed for children with autism and special learning needs. The worksheets and suggested IEP goals are aligned with Social Emotional Standards for self-awareness, and show a person displaying and emotion or feeling. With several intended “correct” ...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a picture of a person showing an emotion or feeling through the use of expression or body language, STUDENT will identify the statements which name ONE OR MORE emotions that may be applicable to the picture, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture of a person showing an emotion or feeling through the use of expression or body language, STUDENT will identify the statements which name ONE OR MORE emotions that may be applicable to the picture in order to _________(copy the statement or write one sentence to describe what/why the person may be feeling this emotion) in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture of a person showing an emotion or feeling through the use of expression or body language, STUDENT will identify the statements which name ONE OR MORE emotions that may be applicable to the picture in order to _________(copy the statement or write one sentence to describe what/why the person may be feeling this emotion) in 4 out of 5 opportunities, by MONTH, YEAR.
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$6.00 $5.00
by AutismEducators
ESY Extended School Year Yes or No Questions for Speech Therapy IEP Goals Created exclusively for ESY or Extended School Year services, this “yes” or “no” questions activity displays events, actions, or people associated with summer months. With most of the questions focusing on concrete responses, there are questions related to emotions (how the student may feel in school), likes and dislikes (in...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: ACADEMIC BASED IEP GOALS:
1. Given a picture and a question related to a personal choice or preference, STUDENT will provide a ?yes? or ?no? response (verbally, by holding up sign, or using voice output device), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a picture and a question related to a personal choice or preference, STUDENT will write or type a response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given a picture and a question related to an experience which may occur during the school day or summer months, STUDENT will provide a ?yes? or ?no? response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
4. Given a picture and a question related to an experience which may occur during the school day or summer months, STUDENT will write or type a response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LANGUAGE BASED IEP GOALS: 5. Given a picture related to an experience which may occur in school or summer months, STUDENT will say (verbally or using voice output device) what is occurring in the picture by providing a one word or more description, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
6. Given a picture related to a personal trait, preference, or opinion, and a question read by the teacher/therapist, STUDENT will provide a ?yes? or ?no? response, in 4 out of 5 trials, by MONTH, YEAR.
7. Given a picture related to a personal trait, preference, or opinion, and a question read by the teacher/therapist, STUDENT will provide a ?yes? or ?no? response and provide a statement to support the response, in 4 out of 5 trials, by MONTH, YEAR.
2. Given a picture and a question related to a personal choice or preference, STUDENT will write or type a response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given a picture and a question related to an experience which may occur during the school day or summer months, STUDENT will provide a ?yes? or ?no? response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
4. Given a picture and a question related to an experience which may occur during the school day or summer months, STUDENT will write or type a response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LANGUAGE BASED IEP GOALS: 5. Given a picture related to an experience which may occur in school or summer months, STUDENT will say (verbally or using voice output device) what is occurring in the picture by providing a one word or more description, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
6. Given a picture related to a personal trait, preference, or opinion, and a question read by the teacher/therapist, STUDENT will provide a ?yes? or ?no? response, in 4 out of 5 trials, by MONTH, YEAR.
7. Given a picture related to a personal trait, preference, or opinion, and a question read by the teacher/therapist, STUDENT will provide a ?yes? or ?no? response and provide a statement to support the response, in 4 out of 5 trials, by MONTH, YEAR.
$5.99
by Socially Skilled Kids
Do your students struggle to start and engage in conversations? Do they only talk about themselves or their interests? Do they have difficulty asking on topic questions and making relevant comments?Mine do.Many students with special needs require explicit teaching and support to improve their conversational skills.The fun and engaging activities in this pack will help your students practice conver...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a variety of strategies to encourage, guide, and initiate conversations, STUDENT will access these strategies, as documented by teacher/therapist observation, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.99
by Socially Skilled Kids
Do your students struggle with basic conversational skills? This pack will help you teach and support your students many important skills needed to engage in successful conversations.Included Please Find: 165 Pages: Blurting Behavior SortBridge Statements ActivityInterrupting ActivityThe Notice GameGestures, Nonverbal ~ I Have/Who Has GameA Volley Ball Style Conversation VisualKind Comments or Wob...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a variety of strategies to encourage, guide, and initiate conversations, STUDENT will access these strategies, as documented by teacher/therapist observation, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by Socially Skilled Kids
Some children struggle to understand problems and put various problems into perspective according to their importance orsize… This can cause even the smallest of problems to be met with big reactions.This resource will help you teach your students to differentiate between problems, based on set criteria. While there are always exceptions to this criteria{my criteria may be different than yours}…th...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a statement scenario (ex. got teased / it's raining out), STUDENT will determine the "size of the problem" by using a self assessment chart to maintain emotions, in 4 out of 5 scenarios, within a _____ week period, by MONTH, YEAR.
$6.99
by Socially Skilled Kids
Cooperating with others and successfully working or playing in a group, is so important in school and in everyday life!In school, home and in the community, children are expected to be able to negotiate and cooperate in group work and play.In this packet, children learn the behaviors that are "helpful or unhelpful" while working or playing with others and are encouraged to think about WHY that may...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given visual and verbal strategies to increase cooperative behavior while working in a small/large group setting, STUDENT will use/interact these previously taught strategies with verbal/visual support as needed, as observed within the setting by teacher/educational support staff, in 4 out of 5 opportunities, by MONTH, YEAR.
$2.25
by Curriculum for Autism
Need or Want real life scenarios clip cards for students with autism and special education needs.18 cards...
Grade Levels: 3rd Grade, 4th Grade, 5th Grade, 6th Grade
IEP Goals: Given a statement in which a person is participating in, asking for, or telling, STUDENT will respond to the question asked by expressing if it is a "need" or "want", in 4 out of 5 trials, by MONTH, YEAR.
$2.00
by Curriculum for Autism
I Can …… social skills worksheets for students with autism and special education needs10 worksheets- 1/2 page each...
Grade Levels: 3rd Grade, 4th Grade, 5th Grade, 6th Grade
IEP Goals: Given a writing task geared towards social skills with an opinion or contribution and stated examples, STUDENT will complete and share the task to present within a small group setting, as documented by teacher/therapist observation, by MONTH, YEAR.
$4.00
by Partshala Learning School
Is It Safe?– Cut and Paste Task cards with real Images.This resource contains:- 30 Task cards – Cut and paste the correct answer (Safe or Unsafe). These cards will help the students to understand more about safe and unsafe actions....
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a picture of a safe or unsafe action occurring, STUDENT will provide a "yes" or "no" response when asked by teacher/therapist/assistant, "Is it safe to _______?", with appropriate responses in 4 out of 5 trials, by MONTH, YEAR.
$3.99
by Socially Skilled Kids
These Emoji Emotions Worksheets are a great way to teach and support emotional intelligence with your students. Exploring emotions is important for young learners and those with social and emotional learning challenges. This resource will help you to get your students thinking about a wide variety of common emotions.You can ask you students to write about a time they felt the given emotion, what t...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given an emotion emoji, STUDENT will write words/sentence to describe the emotion, state how it makes them feel or an event or action which may invoke the emotion, in 4 out of 5 opportunities, by MONTH, YEAR.
$2.50
by Curriculum for Autism
“What is happening- tantrum or meltdown?” cards for students with autism and their peers.20 cards with real life scenariosThese cards were created to help your students understand the differences between tantrums and meltdowns so that they can develop some self advocacy skills....
Grade Levels: 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade
IEP Goals: Given a social scenario to read by self or read aloud by an adult, STUDENT will provide a response with "tantrum" or "meltdown" to describe the emotions and feelings represented in the text, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$5.99
by Socially Skilled Kids
Included Please Find: 107 PagesBehavior Sort BoardsBehavior Sort CardsRecess Plans & Recess ReflectionsComprehension SheetsPostersSocial StoriesBehavior Maps...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a grade level social scenario related to an event or activity (behaviors at recess), STUDENT will complete tasks which aid in determining appropriate behavior during a social interaction (recess), in 4 out of 5 scenarios as documented by teacher/support staff observation, by MONTH, YEAR.
$3.99
by Socially Skilled Kids
Some children struggle to understand how and why they should set goals. This activity set has 13 fun and easy resources to help you teach and support your student in gaining a greater understanding and developing the skills needed to identify, make and attain your goals.Each activity is quick and easy to implement. There is enough material to cover a wide age span and many sessions of a social gro...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given goal setting activities related to attainable tasks, STUDENT will complete the activities, as documented by teacher/therapist observation, by MONTH, YEAR.
$5.99
by Socially Skilled Kids
Included Please Find: 143 Pages1. Empathy Cards2. Perspective Taking Board Games3. Graphic Novel Style Templates4. Facial Expressions Activity5. Body Language Activity6. Riddles7. Related Read Alouds...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given activities related to a student expressing their perspective during a social interaction, STUDENT will complete the tasks with appropriate responses, as documented by teacher/support staff observation, by MONTH, YEAR.
$3.25
by AutismEducators
A Special Education Life Skills task box filler for important basic life skills for choosing which eating utensils are appropriate to use. With real pictures of prepared foods and a choice of eating utensils (for, knife, spoon), the student selects one or more eating utensils. This LIFE SKILLS “Task Box Filler” practice resource will engage your students with familiar foods. Each food is labeled f...
Grade Levels: 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: (Level 1: HIGH LEVEL OF SUPPORT accessing academic standards)
1. Given a picture of a prepared food dish and visuals of a fork, knife, and spoon, STUDENT will point to the food as the teacher/adult support professional says the name of the food and which eating utensil(s) can be used to eat it, based upon teacher observation, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: MORE COMPLEX PARTICIPATION TO COMPLETE TASK accessing academic standards) 2. Given a picture of a fresh or prepared food and a choice of three picture choices (fork, knife, spoon) and prompts as needed, STUDENT will mark, point to, or say which eating utensils would be most appropriate to use, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given a picture of a type of food prepared for consumption, STUDENT will mark the eating utensil(s) (fork, knife, spoon) that would be most appropriate to use when eating the food item, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: MORE COMPLEX PARTICIPATION TO COMPLETE TASK accessing academic standards) 2. Given a picture of a fresh or prepared food and a choice of three picture choices (fork, knife, spoon) and prompts as needed, STUDENT will mark, point to, or say which eating utensils would be most appropriate to use, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given a picture of a type of food prepared for consumption, STUDENT will mark the eating utensil(s) (fork, knife, spoon) that would be most appropriate to use when eating the food item, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
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