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$8.00
by AutismEducators
Are your students with autism working towards mastering IEP goals for completing independent work tasks without continuous prompting? If so, these 3-step and 4-step visual directions with pictures and symbols boards are the perfect solution! There are no words included, as these are truly visual directions intended to engage and encourage non-readers, or students who may not yet be ready to follow...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a 3 or 4-step picture prompt of a sequence of instructions to follow in order to complete an independent work task, STUDENT will independently begin the task, by completing each instruction through completion, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.50
by Kelli
★ 1-up on a letter-sized page.★ This file prints on 8.5" W X 11" H letter or A4-sized paper.★ Images and text are NOT editable.INSTANT ♥ DOWNLOADYou will receive a digital PDF file. You will NOT receive anything in the mail. Please make sure you have the proper software to open & print these. You will receive your files once payment has processed.★ Sorry, digital downloads are ONLY returnable ...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a game or puzzle in which a sequence of pictures must be completed (pictures cannot be repeated in any row or column), STUDENT will apply problem solving skills to complete the task on ____(# of) game boards, within three opportunities, by MONTH, YEAR.
$5.00
by Curriculum for Autism
Garden Spinner Game for students with autism and special education needs.4 Garden Boards + pieces+ Color Spinner mat+ Directions for playYour students will each choose a board -all 4 are slightly different. They will take turns to spin the spinner & find a piece of the correct color to add to their board. The first player to complete their garden is the winner.Please note you will need a plast...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a game to play in a small group or independently, STUDENT will follow the visual directions to complete a picture, as documented by teacher observation, by MONTH, YEAR.
$5.00
by Curriculum for Autism
Robot Turn Taking Spinner Game for students with autism and special education needs.4 Robot Boards + pieces+ Color Spinner mat+ Directions for playYour students will each choose a Robot Board - all 4 are different. They will take turns to spin the spinner & find a piece of the correct color to add to their board. The first player to complete their robot is the winner.Please note you will need ...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a game to play in a small group or independently, STUDENT will follow the visual directions to complete a picture, as documented by teacher observation, 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.
$7.00
by AutismEducators
Do your students have IEP goals for reading comprehension with sequencing 3 to 4 events in a story? This 100 worksheet IEP goal skill builder packet for Special Education, focuses on the area of reading comprehension by sequencing events within a reading passage. Using key words for story sequencing (first, next, last) or (first, then, next, last), your students will cut and glue with picture/word...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: (1.) Given a reading passage which includes 3 to 4 events or actions occurring within a sequence (first, next, last) or (first, then, next, last), STUDENT will independently place picture/text response cards in sequential order, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(2.) Given a reading passage read aloud by an adult, which includes 3 to 4 events or actions occurring within a sequence (first, next, last) or (first, then, next, last), STUDENT will place picture/text response cards in sequential order with assistance provided as needed/requested (ask for help), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
EXTENDED LANGUAGE GOAL: (3.) Given a reading passage (read aloud by an adult or to self) which includes 3 to 4 events or actions occurring within a sequence (first, next, last) or (first, then, next, last), STUDENT will indicate verbally, in writing, or on a voice output device, ________(at least one event or action, up to 3 sequential events or actions) in response to a question asked by the therapist/teacher, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(2.) Given a reading passage read aloud by an adult, which includes 3 to 4 events or actions occurring within a sequence (first, next, last) or (first, then, next, last), STUDENT will place picture/text response cards in sequential order with assistance provided as needed/requested (ask for help), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
EXTENDED LANGUAGE GOAL: (3.) Given a reading passage (read aloud by an adult or to self) which includes 3 to 4 events or actions occurring within a sequence (first, next, last) or (first, then, next, last), STUDENT will indicate verbally, in writing, or on a voice output device, ________(at least one event or action, up to 3 sequential events or actions) in response to a question asked by the therapist/teacher, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
A spring task box activity that will help students learn one-to-one correspondence counting skills with up to 20 spring flowers, perfect for your Special Education autism independent task box system! This Task Box Filler early math resource focuses on the counting skill of one-to-one correspondence up to 20 using real life pictures of colorful flowers! Real life pictures to count in a group, line,...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: INDEPENDENT OR LOW LEVEL OF ASSISTANCE IEP GOALS (on grade level or below):
1. Given objects to count in groups of up to 20, STUDENT will independently count to determine ?how many? by ___________(writing the number/matching the number card/placing the number word card to form a sentence) in order to demonstrate one-to-one correspondence with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Participatory/High Needs BASED IEP GOALS: 2. Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Participatory/High Needs BASED IEP GOALS: 2. Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
A spring task box activity that will help students learn one-to-one correspondence counting skills with up to 20 butterflies, perfect for your Special Education autism independent task box system! This Task Box Filler early math resource focuses on the counting skill of one-to-one correspondence up to 20 using real life pictures of colorful butterflies! Real life pictures to count in a group, line...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: INDEPENDENT OR LOW LEVEL OF ASSISTANCE IEP GOALS (on grade level or below):
1. Given objects to count in groups of up to 20, STUDENT will independently count to determine ?how many? by ___________(writing the number/matching the number card/placing the number word card to form a sentence) in order to demonstrate one-to-one correspondence with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Participatory/High Needs BASED IEP GOALS: 2. Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Participatory/High Needs BASED IEP GOALS: 2. Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
Just in time for Valentine's Day! February fine motor skills activities with visuals for reading words focusing on objects associated with Valentine's Day. Are your students working towards a reading comprehension IEP goal for foundational reading skills, as well as fine motor skills? This fine motor skills reading comprehension IEP Goal Review worksheet printable packet helps early readers to co...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: 1. Given a drawing in which part of the picture includes dashed lines for tracing, STUDENT will trace and color the object by following a set of visual directions, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given visual cues to support vocabulary word knowledge (word meaning), STUDENT will say the cues in order to independently complete the task, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given visual cues to support vocabulary word knowledge (word meaning), STUDENT will say the cues in order to independently complete the task, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
Just in time for Valentine's Day! Fun fine motor skills activities with reading and vocabulary focusing on Valentine's Day and winter objects. Are your students working towards a reading comprehension IEP goal for foundational reading skills, as well as fine motor skills? This fine motor skills reading comprehension IEP Goal Review worksheet printable packet helps early readers to comprehend sent...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: Given a picture and two sentences to read which contain familiar vocabulary (sight words and nouns) and visuals to aid in reading comprehension, STUDENT will read to complete the task with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.50
by AutismEducators
Are your students accessing task boxes that will help improve IEP goals for addition with sums up to 20? With an autumn theme and a choice of two task box learning levels (writing the number response or choosing the correct sum on a number response card), students will remain on task and focused! This task card set for Addition Math Skills TASK BOX FILLER® activity comes with suggested IEP Goals f...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: 1. Given two numbers (single or double digit) to add (addends) using a horizontal format, STUDENT will solve to determine the sum up to 20, with 80% accuracy, in 4 out of 5 opportunities by MONTH YEAR.
$3.00
by AutismEducators
Does your student have an IEP Goal related to identical matching or matching identical pictures related to a topic? This Back to School Task Box Filler® engages learners to “shop” for back to school supplies! An interactive activity to match the school supply objects, as they fill each shopping cart! Matching Identical Pictures Back to School Task Box Filler® for Autism and Special EducationThis ...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: SUGGESTED IEP GOAL For Special Education Students (Autism and Special Abilities):
Given a picture of an object(s) related to a topic or theme, STUDENT will match the identical picture (independently/with visual or verbal support) in order to complete the task with 80% accuracy, in 4 out of 5 task completion opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
Does your student have an IEP Goal related to copying a sentence, tracing a sentence or writing a sentence? This set of writing and fine motor skills activity task cards uses real life pictures of objects associated with school with THREE LEARNING LEVELS to trace a sentence, copy a sentence, and write the sentence! For more complex learners or children who are working on tracing letters or words, ...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: Given a short sentence to TRACE (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to COPY (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence to WRITE (4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to COPY (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence to WRITE (4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Main Idea and Key Details with a Picture and Sentence | IEP Goal Review Packet for Visual LearnersThis a reading worksheet printable packet to identify the main idea and key detail, (connect an illustration with the event or noun it describes) takes the academic standard for Key Ideas & Details, and begins at the early learning level by extending the standard (or stretching it, as I like to sa...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a picture and one early reader sentence which describes an object by color(s), STUDENT will color each object in order to demonstrate basic mastery of connecting an illustration with a text description, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture and one sentence (color word, high frequency words, noun, verb), STUDENT will color the object with the named color(s) in order to demonstrate basic recognition of a key idea or detail, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture and one sentence (color word, high frequency words, noun, verb), STUDENT will color the object with the named color(s) in order to demonstrate basic recognition of a key idea or detail, with 80% accuracy, in 4 out of 5 opportunities, 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.
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