This resource contains two pages for the front and back of cards that serve as visual cues to social pragmatic strategies/ expectations in the classroom. The four cards are titled "seeing space," "hearing space," "feeling space," and "property space." I have found these cards helpful for providing intervention "push-in" sessions. I laminated these cards with a visual cue on the front and guidelines and strategies on the back and put them on a key ring on the student's desk. The teachers, para-educators, and I could cue him visually rather than verbally using the cards without disrupting the rest of the class. He also brought them to sessions and we practiced identifying problems from social stories that correlated to one of the cards.
These can also be used for classroom management or classroom community in the general education setting. The suggestions on the back of the cards would be helpful as general classroom expectations or expectations during group work.
I originally created these cards for a student on the autism spectrum who had difficulty with recognizing boundaries, "thinking about what others were thinking", and demonstrated social pragmatic behaviors that were disruptive to his classmates and the classroom. They were very helpful to him, provided structure for him, and eventually he was able to identify in the classroom which "personal space" boundary he had crossed.