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'I Can Keep My Body Calm" is an example of a social narrative, an evidence based practice found effective for teaching social and behavior skills to students with Autism Spectrum Disorder, as well as others with social and behavioral deficits. It is based upon the Social Stories strategy, developed by Carol Gray. "I Can Keep My Body Calm" is written at approximately a first grade level but can be adapted for use with younger and older children. This story is specifically targeted to students who demonstrate verbal and physical aggression and the story breaks down for them the discrete steps required to keep a calm body.This resource can be included as part of a plan for implementing IEP goals which target an absence of aggression, or as proactive teaching strategy written into a behavior support plan. It includes a classroom poster, which can serve as a visual prompt for the skill, as well as worksheets for reviewing and reinforcing the presented concepts.
K-12 Subject:
Grade Level(s):
Teaching Duration:
Lifelong Tool
Type of Resource:
Answer Key:
N/A
# of Pages/Slides:
24
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1032.39 KB | 24 Pages
FEEDBACK
srbortolot
Good resource. Thanks!
May 20, 2013 
lillypiper
Nice activity
May 8, 2013
Anna Troutman (TpT Seller)
I read this EVERY day in my Lifeskills class and my kids love it! It has been great in helping the behaviors. We now practicing being "calm bodies."
May 2, 2013
psychteacher
Great social story for autistic students.
May 2, 2013
Jennifer Clark
Great social story.
May 1, 2013
jaimeharrington
Exactly what I needed!!!
February 9, 2013
cjon1015
This is not what I was looking for, I thought it would include ways for students to calm themselves ie, deepbreathing, self talk.
I don't think i will have any use for this.
I don't think i will have any use for this.
January 27, 2013
Lynn Hubbell (TpT Seller)
I am sorry that this behavior story does not fit your needs. In the description it does state "this story is specifically targeted to students who demonstrate verbal and physical aggression and breaks down for them the discrete steps required to keep a calm body." I believe that it does just that by describing for little ones what their body "looks like" when it is calm. Recognizing a calm body is a critical step a child must learn and this resource is designed to teach a child to do just that. I absolutely agree with you that these children need to learn calming strategies and I have a number of resources in my store that do just that including "I Can Stop and Think" and "My Calm Tools Keychain."
January 27, 2013
Lynn Hubbell (TpT Seller)
Thank you so much for the feedback. I am glad you can use this.
January 9, 2013
Lisa Lyles
Wow! This find has made my day. I have been needing this badly. I will print this right away. Thanks so much for sharing it!
January 1, 2013
Lynn Hubbell (TpT Seller)
I am glad you can use this and hope it helps! Thanks for the feedback.
January 1, 2013
vanbrill
Looking forward to using these with my students. I think they will be a big help. Thanks
December 28, 2012
Lynn Hubbell (TpT Seller)
So glad that you can use it! Thank you for the feedback.
December 29, 2012
scorpio2576
This is what I was looking for that my district could not provide for me. I made a book for one of my parents to read with her son everyday. I have seen a dramatic change in his behavior. Thank you, thank you, thank you!
November 28, 2012
LMShafer
Hoping this will help in my K-2 EBD classroom
November 25, 2012
Lynn Hubbell (TpT Seller)
I hope it does too. I have used it quite a bit in our elementary SDC-ED classroom.
November 25, 2012
rbay19
Thank you so much.
November 7, 2012
parish81
great ideas!
October 27, 2012
dal002
I'm also needing to adjust this for home use as well. Maybe have a version that applies to school, home and public places?
October 11, 2012
Lynn Hubbell (TpT Seller)
That's a good idea. I have some other projects in the hopper but will consider this. I appreciate the need for this. Thanks for the comment.
October 12, 2012
robisos
This one was fun too!
October 4, 2012
jogrich
thanks!!
August 5, 2012
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I began teaching more than twenty years ago and have taught special and general education classes, at the elementary and secondary levels. Currently I serve as a special education program specialist in a public school district, providing consultation support to both special and general education teachers of students with special needs. As a consultant I spend much of my time assisting our teachers to implement positive behavior supports within their classrooms in order to meet the needs of all of their students, but particularly those who demonstrate significant social, emotional and behavioral challenges.
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