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$3.00
by Kelli
You are at home and see a stranger standing in your yard. Someone is sending you mean text messages. Your group was assigned to clean up trash but no one is helping you. A person you don't know asks if you can help them look for their missing dog.Spark student conversations around safety, emotions, and diverse response methods using these 36 cards illustrating challenging situations. This set is d...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade
IEP Goals: Given a situation that be be uncomfortable or awkward to respond to, STUDENT will allow themselves up to (3) minutes to think of an appropriate solution or response to help the situation which may involve peers, another person, or themselves, as discussed with teacher/therapist who will monitor STUDENT'S response for data collection.
$3.00
by Kelli
Your parents tell you that you are all moving to a new house. You are walking home and see a dog that was hit by a car. You are stuck inside your house because of a severe blizzard. Your pizza delivery arrives but it isn't what you ordered.Spark student conversations around safety, emotions, and diverse response methods using these 36 cards illustrating challenging situations. This set is designed...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade
IEP Goals: Given a situation that be be uncomfortable or awkward to respond to, STUDENT will allow themselves up to (3) minutes to think of an appropriate solution or response to help the situation which may involve peers, another person, or themselves, as discussed with teacher/therapist who will monitor STUDENT'S response for data collection.
$3.00
by Kelli
You brother asks if you like his new haircut. You think it looks awful.Is telling the truth always the best option? These 36 photo flashcards help children understand that social interactions can be complex. Each card depicts a common scenario and reveals the often-unspoken thoughts behind them. Perfect for parents, educators, and counselors, these cards offer a visual and engaging way to discuss ...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade
IEP Goals: Given a picture, along with a statement and conflicting response, STUDENT will provide an appropriate response (written or oral) that does not insult or hurt a person's feelings, as measured by work samples and teacher/therapist data collection, by MONTH, YEAR.
$3.00
by Curriculum for Autism
Habits- Continue Them or Stop Them Cards for students with autism and special education needs.24 clip cardsYour students will read the scenarios and decide what the characters should do.Use as an independent task, or discussion starters in small groups or 1-to-1....
Grade Levels: 4th Grade, 5th Grade, 6th Grade, 7th Grade
IEP Goals: Given a written scenario describing a situation in which a person is actively engaging in a "good habit" or "bad habit", STUDENT will read to/listen to the scenario to determine if the habit should be stopped or continue, in 4 out of 5 trials, as documented by the teacher and data collection.
$3.00
by Curriculum for Autism
OK To Touch Yes or No Clip Cards for students with autism and special education needs.24 cardsYour students will read the scenarios and answer the questions.Your students will clip their answers with clothes pins....
Grade Levels: 4th Grade, 5th Grade, 6th Grade
IEP Goals: Given a written scenario in which a situation is described in which a person should/could touch an object, STUDENT will provide a yes or no response to determine if the "touching" is appropriate, in 4 out of 5 trials, by MONTH, YEAR.
$5.00
by Angie S
This is a great activity for pre-K, K, and children with autism, small or larger groups of students. It helps students improve their vocabulary on fall elements and at the same time, it is a fun game for those who start getting bored. The calling cards can also be used in writing centers to support students write simple sentences.There are 30 bingo boards, 35 calling cards, and 1 page with yellow ...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a game to play with peers in a small/large group setting, STUDENT will match the pictures as each is shown or called by an adult, in 4 out of 5 trials.
Given a game to play in a small group setting with peers and led by an adult, STUDENT will follow the rules of the game by matching the picture/word as it appears on their game board, appropriately accepting a win or loss, in 4 out of 5 trials, by MONTH YEAR.
Given a game to play in a small group setting with peers and led by an adult, STUDENT will follow the rules of the game by matching the picture/word as it appears on their game board, appropriately accepting a win or loss, in 4 out of 5 trials, by MONTH YEAR.
$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 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).
$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.
$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. 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.
$4.50
by Angie S
This resource includes 10 variants of schedule boards and 84 different visual chore, task, responsibility, and activity cards that are given to children with special needs during the day. This activity will help your young children see how their day is going to go and help them to feel more in control of their day. Meltdowns and tantrums can be avoided as the parent or the teacher shows the child/...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a picture/word chore chart to provide a schedule of what chore needs to be done and a list for completion, STUDENT will use the list (daily/weekly/as required), with 80% completion, within a given increment of time, 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.
$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.
$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.
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