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$1.50
by Miss Marcy
This business card sized printable can be used by all that feel out of control with anger. I have had great success with my friends with Autism using this card. Being business card sized it can be laminated and kept in a wallet to be ready when needed.
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Grade Levels: 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
IEP Goals: Given visuals and strategies to help manage anger, STUDENT will use a more socially acceptable means of conveying anger, by quietly telling the teacher or other authority figure what is causing the anger, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
$2.00
by Inspired by Evan Autism Resources
These behavior token boards can be used as:
* a way to practice counting to ten
* a visual countdown timer
* a reward system
* a work task completion reinforcer
Depending on the task, the student can either fill/remove themed tokens to/from the themed boards. Print, laminate. and add fuzzy side velcro dots to the inside of each of the 10 rounded squares on the boards. Print. cut out, and lami...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given visual reward boards related to a preferred topic or activity, STUDENT will earn points or tokens upon completion of a work task, successful transition, or positive behavior, in order to receive a reward (ex. treasure box, eat lunch with the teacher), within a 6 week period, by MONTH, YEAR.
$3.00
by Dana Durmala
Help students learn how to be a good sport with this social story. Add students' pictures to personalize.
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Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a story with pictures and text presented as a read-aloud by the teacher, STUDENT will describe the relationship between the pictures and the story.
Given visuals and strategies to help manage anger, STUDENT will use a more socially acceptable means of conveying anger, by quietly telling the teacher or other authority figure what is causing the anger, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a series of visuals or social story depicting a variety of emotions, thoughts, and feelings, STUDENT will relate a real-life experience by providing one real-life experience or scenario, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given visuals and strategies to help manage anger, STUDENT will use a more socially acceptable means of conveying anger, by quietly telling the teacher or other authority figure what is causing the anger, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a series of visuals or social story depicting a variety of emotions, thoughts, and feelings, STUDENT will relate a real-life experience by providing one real-life experience or scenario, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
$4.00
by Jennifer Leopard
This is a social story designed for students on the autism spectrum or students in special education who have trouble relating to specific social skills.
- The story addresses the issue of noises that may upset a student and cause them to react in a meltdown. It provides a springboard for discussion on other ways to react and provides positive support.
- Picture Communication Symbols included wi...
Grade Levels: PreK, Kindergarten, 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: Given visuals and strategies to help manage anger, STUDENT will use a more socially acceptable means of conveying anger, by quietly telling the teacher or other authority figure what is causing the anger, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a series of visuals or social story depicting a variety of emotions, thoughts, and feelings, STUDENT will relate a real-life experience by providing one real-life experience or scenario, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a series of visuals or social story depicting a variety of emotions, thoughts, and feelings, STUDENT will relate a real-life experience by providing one real-life experience or scenario, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
FREE
by Autism Classroom
A simple piece of paper that could make a huge difference. Use this board to help with transitions. Laminate, apply velcro dots, then place pictures or words on each side to show the student what they need to do first before getting their next activity or before getting their preferred item. Studies show that visual reminders are often more helpful for children with autism and related special need...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a first/then transition board with preferred and non-preferred activities (work tasks, transition, etc.), STUDENT will demonstrate compliance by following the directives for the first activity without displaying behaviors, within a period of 9 weeks, by MONTH, YEAR.
$1.50
by AutismEducators
Easy to view from short distances in the classroom, these large classroom rules visuals can be displayed on the wall, board or designated area for the students to see. A tap on the card or even pointing to the visual, can help get your students back on task. Set of 10. Laminate for durability....
Grade Levels: PreK, Kindergarten, 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: Given visual rule reminders of appropriate classroom behavior, STUDENT will comply with the visual request in 4 out 5 opportunities, by MONTH, YEAR.
$1.50
by Amanda Johnson
This form can be used for students to help document their perception of a bullying event. The students should be told to give the completed form to their teacher or designated staff member....
Grade Levels: PreK, Kindergarten, 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: Given a form to complete with/without adult support, to report an incident of perceived bullying, STUDENT will complete the form, or explain to an adult what occurred, who did the bullying, and where it took place, as an event occurs within the school setting, by MONTH, YEAR.
FREE
by Jennifer Leopard
The Behavior Badge Card, created by Jenna Leopard, is a visual support for students with behavioral needs, such as those with Autism. The behavior badge card is worn by the instructor for an individual who needs a silent visual reminder of where his behavior is in relation to where it needs to be. Laminated, the behavior badge card is worn on the instructors id with a paper clip. The paper clip ac...
Grade Levels: PreK, Kindergarten, 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: Given visuals and strategies to help manage anger, STUDENT will use a more socially acceptable means of conveying anger, by quietly telling the teacher or other authority figure what is causing the anger, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
$5.00
by AutismEducators
Autism Social Responses for Children with Autism. This is a wonderful tool to introduce appropriate social responses to situations that our students with Autism may perceive as stressful. There are 16 real-life full color "uncomfortable" situations with 16 appropriate answer cards. Choose a scenario and "flip" the cards on the right to find the responses. All appropriate respon...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade
IEP Goals: Given a visual (photo, illustration) depicting a real life situation or familiar action, STUDENT will answer (#) "wh" questions with 80% accuracy, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a story with pictures and text presented as a read-aloud by the teacher, STUDENT will describe the relationship between the pictures and the story.
Given familiar situations and real-life photographs depicting a specific response to answer a question, STUDENT will match the correct response to the picture, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a choice of up to 3 socially appropriate responses to negative statements, STUDENT will choose the correct response in 4 out of 5 opportunities by MONTH, YEAR.
Given a series of visuals or social story depicting a variety of emotions, thoughts, and feelings, STUDENT will relate a real-life experience by providing one real-life experience or scenario, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a story with pictures and text presented as a read-aloud by the teacher, STUDENT will describe the relationship between the pictures and the story.
Given familiar situations and real-life photographs depicting a specific response to answer a question, STUDENT will match the correct response to the picture, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
Given a choice of up to 3 socially appropriate responses to negative statements, STUDENT will choose the correct response in 4 out of 5 opportunities by MONTH, YEAR.
Given a series of visuals or social story depicting a variety of emotions, thoughts, and feelings, STUDENT will relate a real-life experience by providing one real-life experience or scenario, in 4 out of 5 consecutive opportunities, by MONTH, YEAR.
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