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$3.00
by AutismEducators
Looking for a way to celebrate the end of the school year while also addressing IEP goals for students with autism and special needs? Our END OF SCHOOL YEAR AWARDS are specifically designed to align with IEP goals and promote positive behaviors, academic achievement, and social skills development. Parents and families can recognize the unique strengths and accomplishments of their children with pr...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: ***This is a TEACHER RESOURCE and is not accompanied with specific students goals. EACH certificate/award is aligned with commonly used IEP goals for students with autism and special learning needs.
$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.
$4.00
by AutismEducators
Are your Special Education students with autism practicing how to write complete sentences, or paragraph writing with key details using picture writing prompts? A picture with a written writing prompt, along with two picture responses, provides students with key details for writing descriptive sentences and shows them how to write a paragraph. This Task Box Filler is perfect for learners with auti...
Grade Levels: 3rd Grade, 4th Grade, 5th Grade, 6th Grade
IEP Goals: LEVEL 1 (written response): Given a picture and a short reading passage with a choice of two picture responses, STUDENT will select one in order to continue with written details to complete a series of related sentences, or paragraph, with 80% accuracy within the number of sentences written, by MONTH, YEAR.
LEVEL 2 (verbal response): Given a picture and a short reading passage read aloud by teacher/therapist, STUDENT will point to/choose a picture response out of a field of two, in order to predict an outcome and provide a verbal response (ex. complete sentence(s), adjectives), as recorded by teacher/therapist documentation, by MONTH, YEAR.
LEVEL 2 (verbal response): Given a picture and a short reading passage read aloud by teacher/therapist, STUDENT will point to/choose a picture response out of a field of two, in order to predict an outcome and provide a verbal response (ex. complete sentence(s), adjectives), as recorded by teacher/therapist documentation, by MONTH, YEAR.
$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.
$3.50
by AutismEducators
A picture sequencing task box activity for sequencing events first, next, and last. This TASK BOX FILLER® supports Special Education, speech therapy, and beginning readers learning to sequence events or actions. With three pictures of objects or events showing a sequence of actions (first, next, last), students sequence and describe each picture using adjectives, verbs, and nouns, to develop speec...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: LEVEL 1: (High Level of Support Provided) Given TWO pictures presented in isolation, STUDENT will describe or name the object to the teacher/therapist/support professional and the change which has occurred, with prompts as needed (verbal/visual/hand-over-hand), in 4 out of 5 trials, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given THREE pictures to sequence by progression of action, along with prompts/and/or words of encouragement??Good job, keep going?, STUDENT will complete up to ____(# of) sequences with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given THREE pictures related to a sequence of events, STUDENT will place the picture cards in the order in which the change, event, or progression of activity may occur, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given THREE pictures to sequence by progression of action, along with prompts/and/or words of encouragement??Good job, keep going?, STUDENT will complete up to ____(# of) sequences with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given THREE pictures related to a sequence of events, STUDENT will place the picture cards in the order in which the change, event, or progression of activity may occur, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Students increase visual discrimination skills to identify differences in characteristics of objects with real life pictures using a fun, engaging Spring Rabbit (Easter) theme! This “Task Box Filler®” 40 card set can be used during independent work tasks to promote task completion, for high-interest Speech and Language activities, or as a one-on-one instructional activity for task engagement and t...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: LEVEL 1: (High Level of Support Provided) Given up to ten activity cards representing a group of up to 3 related objects with the same (repeated) requested object, STUDENT will identify the object by________ (point to/say/mark/indicate on voice output device) the object with (verbal/visual/guided hand) prompts as needed, to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given up to 20 activity cards representing a group of related objects with the same (repeated) requested object, STUDENT will identify the object by________(mark/point to/say/indicate on voice output device) the object to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given up to 40 activity cards representing a group of related objects with the same (repeated) requested object, STUDENT will independently identify the object by ________(mark/point to/say/indicate on voice output device) in order to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given up to 20 activity cards representing a group of related objects with the same (repeated) requested object, STUDENT will identify the object by________(mark/point to/say/indicate on voice output device) the object to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given up to 40 activity cards representing a group of related objects with the same (repeated) requested object, STUDENT will independently identify the object by ________(mark/point to/say/indicate on voice output device) in order to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$5.00
by AutismEducators
Learning to read nouns with leveled steps is an easy strategy for new readers to visually recognize and recall nouns. Students with autism and special learning needs, thrive when visuals are embedded in daily learning and IEP goal skill development resources for reading and writing. HOW EXACTLY DOES THE LEVELED READING NOUNS ACTIVITY WORK?There are four cards per set of 98 nouns (392 picture/word ...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given a picture noun and word, STUDENT will read/recognize up to 5 words (nouns), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a highlighted word (noun) and outline picture, STUDENT will read up to ___(# of) words, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given a noun and an outline (gray for fading prompt), STUDENT will read up to __(# of) words, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
4. Given a word (noun) in isolation, STUDENT will read up to 5 words with fluency, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a highlighted word (noun) and outline picture, STUDENT will read up to ___(# of) words, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given a noun and an outline (gray for fading prompt), STUDENT will read up to __(# of) words, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
4. Given a word (noun) in isolation, STUDENT will read up to 5 words with fluency, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$5.00
by AutismEducators
Following 2 step directions for independent task completion, is a frequently assigned IEP goal for Special Education students in the domain of Speech, Language, and Communication skills. Using repetitive visual and written directions to color or trace/color, students begin towards completing academic tasks with a greater level of independence!Help students retain previously taught skills as a summ...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: ? Given a two-step academic direction (color/draw/mark), STUDENT will independently complete the task, with 80% accuracy, in 4 out of 5 opportunities, in 4 out of 5 opportunities, by MONTH, YEAR.
? Given repetitive oral, written, and/or visual directions, STUDENT will independently complete a two-step task (color, trace, and/or mark), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
? Given repetitive oral, written, and/or visual directions, STUDENT will independently complete a two-step task (color, trace, and/or mark), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
A WH question short paragraph reading passage with a choice of three WHY responses for Special Education, autism, and speech language. This language and reading skills based activity provides the opportunity to “reread” and mark the correct words or phrase in answering WHY.Each WH question short paragraph "Task Box Filler" activity, builds upon each other in this series of WH QUESTIONS. This set f...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: Given a short paragraph read aloud by an adult, STUDENT will provide a response as read in the paragraph, to answer a ?why? question, with prompts as needed, to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT< STUDENT will provide a verbal or marked response to answer a ?WHY? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by reading each of the three possible responses in order to choose the correct statement to a question asking WHY, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT< STUDENT will provide a verbal or marked response to answer a ?WHY? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by reading each of the three possible responses in order to choose the correct statement to a question asking WHY, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
SALE!
$8.00 $6.00
by AutismEducators
A set of 500 Getting-To-Know-You back to school questions activity for asking and answering yes or no peer to peer exchanges! This collaborative activity encourages speech and language skills, and even helps overcome shyness. Each question card has a picture to help visualize the question. The back to school activity is suggested for students who can read on a 2nd grade level and up to 5th grade. ...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade
IEP Goals: Given a ?getting to know you/all about you? question which requires a ?yes? or ?no? response, as presented in a peer-to-peer, informal setting (sit on floor, at table, in hallway, etc.), STUDENT will ask or respond in 4 out of 5 exchanges, within a ____(one week/6 week/9 week) session, by MONTH, YEAR.
$6.00
by AutismEducators
For BACK-TO-SCHOOL!Acts of kindness within the school setting are included in this reading and writing journal created for students accessing Kindergarten, First, and Second Grade academic and social emotional standards. Using easy-to-understand topics and visuals to aid in reading the two sentence description, students read with a greater level of independence and trace a sentence that states the...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a picture and a statement showing an act of kindness, STUDENT will complete a 3-step directive to read/listen, color, and trace, by following a repetitive series of directions, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture and a statement along with a 2 sentence description of an act of kindness within a familiar setting (school), STUDENT will identify (say) or perform the act of kindness with limited prompts, within a school day, by MONTH, YEAR.
Given a picture and description of an act of kindness within the school setting, STUDENT will trace one sentence which states the act of kindness, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a writing prompt related to an act of kindness within a familiar setting, STUDENT will write up to ___(# of) sentences/paragraphs, to describe the act of kindness, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture and a statement along with a 2 sentence description of an act of kindness within a familiar setting (school), STUDENT will identify (say) or perform the act of kindness with limited prompts, within a school day, by MONTH, YEAR.
Given a picture and description of an act of kindness within the school setting, STUDENT will trace one sentence which states the act of kindness, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a writing prompt related to an act of kindness within a familiar setting, STUDENT will write up to ___(# of) sentences/paragraphs, to describe the act of kindness, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$5.00
by AutismEducators
This is a category sorting activity Language Arts worksheet packet to review standards related to building vocabulary and word knowledge (classifying and sorting words). The tasks and suggested IEP goals are aligned with Conventions of Standard English grammar and usage for academic standards. Help students retain previously taught skills as a summer review, ESY supplement, homework, or extra prac...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given two related categories and eight picture (or picture/word) cards, STUDENT will sort the cards and place them in the associated category, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given two unrelated categories and a picture/word list, STUDENT will sort 4 words per category, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given two categories of objects to sort, STUDENT will sort 4 objects in each category, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given two unrelated categories and a picture/word list, STUDENT will sort 4 words per category, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given two categories of objects to sort, STUDENT will sort 4 objects in each category, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
The short reading passages with key details task card set focuses on reading comprehension skills by reading a short passage to answer one “wh” comprehension question. A picture supports reading comprehension to visually describe the main idea presented in the reading passage.What is included with this task card set?· 40 Task Cards· Suggested IEP Goals· Task Box Label for Easy Task Box Organizatio...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a short reading passage and a picture, STUDENT will retell ONE event or detail, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a short reading passage read aloud by an adult and a picture which supports its? meaning, STUDENT will answer ONE ?wh? question to identify ONE detail with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a short reading passage read aloud by an adult and a picture which supports its? meaning, STUDENT will answer ONE ?wh? question to identify ONE detail with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
READING COMPREHENSION Task Cards Read and Retell KEY DETAILS Task Box Filler Activities - SET 11 This reading comprehension Task Card set contains TWO STORY BOARDS (I Can Be President, Too!) for LEVEL A (4th-5th grade) and LEVEL B (2nd-3rd grade). LEVEL A includes 27 reading comprehension task cards with visual support related to the job of President of the United States. LEVEL B has 22 reading co...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade
IEP Goals: 1. Given a story to read and up to ___(# of) (up to 20) written questions with visual vocabulary support, STUDENT (child?s name) will identify details and events which have occurred in the story, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a story read aloud by an adult and up to 20 questions, STUDENT (child?s name) will identify details or events which have occurred in the story by providing a verbal or marked response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given a non-fiction story to read which includes details related to a specific topic or event, along with ___(# of) questions and three possible responses per question, STUDENT will mark/point/say the correct answer, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
4. Given a story to read related to symbols, places, or events of United States history, STUDENT will provide a correct response out of a field of three possible response choices, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a story read aloud by an adult and up to 20 questions, STUDENT (child?s name) will identify details or events which have occurred in the story by providing a verbal or marked response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given a non-fiction story to read which includes details related to a specific topic or event, along with ___(# of) questions and three possible responses per question, STUDENT will mark/point/say the correct answer, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
4. Given a story to read related to symbols, places, or events of United States history, STUDENT will provide a correct response out of a field of three possible response choices, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
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