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$3.50
by AutismEducators
Have you ever heard one of your students tell a lie? Lies can be hurtful, but are sometimes used by children to change the outcome of an unfavorable situation. This social skills resource task box is intended for children to understand and participate in a conversation about appropriate behavior and responses and the consequences of telling a lie about a peer, family member, or individual. This t...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a written scenario in which a person makes an untruthful statement (lie) in order to change the outcome for a preferred conclusion, STUDENT will acknowledge whether the person has told a lie and what the likely consequence will be, as discussed with an adult/teacher/therapist within a timed session, by MONTH, YEAR.
$3.00
by AutismEducators
This conflict resolution between siblings social skills task box set focuses on social interactions between young siblings and a conflict resolution. This task box set has been created especially for children with autism, social emotional learning needs, and the Special Education classroom. Each social skills scenario depicts an interaction between two siblings in which at least one of the childre...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: . Given a picture depicting a social situation between at least two participants (siblings) in which a conflict occurs, STUDENT will choose the best option in order to resolve the conflict in a manner that can decrease the likelihood of escalation, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a social scenario in which at least two peers (siblings) encounter a shared conflict, STUDENT will choose the best possible way to resolve the conflict to avoid escalation or emotional distress, in 4 out of 5 opportunities, by MONTH, YEAR.
$20.50 $5.00
by AutismEducators
This is a BUNDLE containing 10 items.
This February math, reading, and picture matching Learning Bags set includes activities for identical picture matching, counting skills, and sight word reading for Valentine's Day and February related holidays! It's easy to ready for your students (or your own child), and provide focused learning for children in Pre-K, Kindergarten and the Special Education setting. This bundle is discounted for...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a picture of an influential person of historic or cultural influence on United States history, STUDENT will match each picture with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a the first and last name of an influential person of historic or cultural influence on United States history, STUDENT will read to match the correct picture, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a picture and a CVC word with the medial vowel sound omitted, and a choice of up to ____(# of) word cards, STUDENT will read to select the complete word, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given an activity which includes a labeled picture board, along with 9 picture response cards, STUDENT will read or match the pictures, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a group of objects up to 10 to count, STUDENT will count to determine "how many?", with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a ten frame to count "how many?" up to 20, STUDENT will count to select the correct number card (total), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a picture related to a topic or theme (Dental Health), STUDENT will independently match each identical picture out of a field of ___(# of), with 80% accuray, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a picture board and a and a choice of up to ____(# of) word cards, STUDENT will match the identical picture, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a picture of an object (pizza) representing parts of (fraction), STUDENT will identify the correct fraction using a picture prompt, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a previously introduced sight word from an early reader list, STUDENT will read/match each sight word, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$2.00
by AutismEducators
This February identical picture matching “LEARNING BAG!” activity is an interactive, hands-on way to practice beginning matching identical pictures as a February Valentine's Day activity for learners of all abilities for Kindergarten through 1st grade, and children with autism and special learning needs (Special Education). Focusing on matching skills to work independently, your students can comp...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a picture board and a and a choice of up to ____(# of) word cards, STUDENT will match the identical picture, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.50
by Curriculum for Autism
Hand Washing Visual Supports with realistic pictures for students with autism and special education needs.-8 pictures showing the steps, each in 3 skin tones-A 'How to Use' suggestion sheet-A sequencing mat-Hand Washing Reminder Prompts (for individuals & classes)-Hand Washing Reward Tokens...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade
IEP Goals: Given a sequenced visual guide for the handwashing process, STUDENT will follow each step to complete the process as part of daily hygiene maintenance, as observed by a therapist/teacher/data recorder, within a 6-week period, by MONTH, YEAR (IEP end date).
$3.00
by Curriculum for Autism
Is it by Accident or on Purpose? clip cards for students with autism and special education needs.24 cards with real life scenarios Your students will decide if the actions (in bold type) happened by accident or on purpose.To prepare- print, cut & laminate. Your students will clip their answers with clothes pins....
Grade Levels: 4th Grade, 5th Grade, 6th Grade, 7th Grade
IEP Goals: Given a written scenario in which an incident has occurred, STUDENT will say/write/describe if the action was done on purpose (intended) or by accident (unintended), as told to the teacher/therapist/counselor, by MONTH, YEAR (end IEP date).
$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.
$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.
$5.00
by AutismEducators
Help your students learn emotions and feelings with this set of Emotions Classroom posters. Understanding emotions and feelings and the importance of recognizing how facial expressions or body language can show how a classmate, friend, family member, or people in the community may be feeling. With real life pictures of children of varying ethnicities, students will see a child who they can identi...
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 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.

4. 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 situation/event that may have occurred to evoke these feeling, with 80% accuracy, in 4 out of 5 opportunities, 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.
$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.
$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.
$2.00
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.
$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.
$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.