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CLASSROOM ROUTINES SOCIAL NARRATIVES AND VISUAL SUPPORTS (Autism-Special Ed.)

CLASSROOM ROUTINES SOCIAL NARRATIVES AND VISUAL SUPPORTS (Autism-Special Ed.)
CLASSROOM ROUTINES SOCIAL NARRATIVES AND VISUAL SUPPORTS (Autism-Special Ed.)
CLASSROOM ROUTINES SOCIAL NARRATIVES AND VISUAL SUPPORTS (Autism-Special Ed.)
CLASSROOM ROUTINES SOCIAL NARRATIVES AND VISUAL SUPPORTS (Autism-Special Ed.)
CLASSROOM ROUTINES SOCIAL NARRATIVES AND VISUAL SUPPORTS (Autism-Special Ed.)
CLASSROOM ROUTINES SOCIAL NARRATIVES AND VISUAL SUPPORTS (Autism-Special Ed.)
CLASSROOM ROUTINES SOCIAL NARRATIVES AND VISUAL SUPPORTS (Autism-Special Ed.)
CLASSROOM ROUTINES SOCIAL NARRATIVES AND VISUAL SUPPORTS (Autism-Special Ed.)
Product Description
This set of social stories is designed to help students learn the expectations of classroom routines and follow directions. A social narrative is a version of a Social Story™, originally developed by Carol Gray, to support students with autism. They are very useful for helping individuals on the autism spectrum to understand others’ perspective, share information about new or problematic situations, and provide coping strategies for maintaining appropriate behavior and social responses. I have used them successfully with a wide variety of students who don’t have autism as well. Each story is in a format with one idea and picture on each page and an identical story in which the whole story is contained on 1 page with a picture for each idea next to the line.

3 social narratives regarding Lining Up
Lining up in Class: focuses on the expectations of lining up quietly in class
Walking in Line: Focuses on expectations and perspectives of walking quietly in the hallway keeping hands at their sides
I Can’t Always be First: Focuses on the disappointment of not being the line leaders with coping / perspective statements.

5 narratives address raising hands and waiting to be called on.

Raising My Hand to Talk in Class: Focuses on strategies to keep from blurting out (deep breaths, counting)
Waiting to be Called on to Talk: Focuses on strategies to address disappointment at not being called on
When Someone Else Says My Answer: Focuses on when another student is called on and gives your answer and understanding that more than 1 student can have the same answer. I developed this one for a student who thought other students were stealing his answers.
When the Teacher Calls on Someone Else: This story focuses on coping and the perspective of other students and the teacher for a student who believes the teacher will think he doesn’t know the answer if he doesn’t yell it out.
Not Answering Upsets Me: This story focuses on not being called on for a student who becomes anxious when he has something to say and isn’t given the opportunity. Many students with autism have anxiety related to needing to say what they are thinking and this addresses coping strategies for that feeling.

1 narrative, When the Teacher Gives a Direction to the Class: focuses on understanding when a teacher gives a direction to the whole class it includes the target student as well and offers a coping strategy for when that student is unsure if the direction was meant for him/her.

8 Visual Cues:to remind students of coping strategies and expectations

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For more classroom materials for students with autism and special education

I Can Stay Calm: Social Narratives and Visual Supports for Autism

Thumbs Up: Token Systems for Behavior Management.

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This product is copyrighted to Christine Reeve 2014 for use in one classroom. They may not be copied for additional classes without purchasing extra licenses. For bulk discounts, please email me at drchrisreeve@gmail.com.
Total Pages
75 pages
Answer Key
N/A
Teaching Duration
N/A
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