Think, practice, reflect, record, improve.
This packet is designed to promote positive behavior change in students with Autism Spectrum Disorder as well as in students who experience daily struggles with social skills and problem behaviors. In order for students to be an active participant in behavior change and learn appropriate social skills, they need to be able to reflect on and self identify ‘what they did good’ ‘what went wrong’ and then ‘what they can do to have a better response next time’. They also need to be motivated to WANT to change.
This product therefore provides activities to provide just the supports that students need to:
“Think” about the social skill
“Practice” the social skill/desired behavior
“Reflect” on just how well they executed the skill (what did they do well/poorly and how will they improve the next time they have to use the skill)
“Record/track” their correct execution of each skill/desired behavior
“Improve” by increasing goals/targets of correct skill execution over time
-Think sheets are provided for each social skill. These introduce students to the social skill as well as the different steps and rules that are associated with that skill. The think sheets also pose a series of questions to help them critically think about each social skill and why the social steps/rules are necessary in order to successfully carry out each skill.
-Practice sheets allow the students to re-think about the rules and decide when they are going to practice the skill. They will self identify exactly WHAT they need to successfully carry out the skill.
-Reflection sheets are provided for each social skill AND each un-desirable/inappropriate behavior. They are created to allow the students to critically think about how they performed when they executed the skill. These are used to both reinforce times when they did the skill correctly as well as to help the student identify ‘what went wrong’ or ‘what they didn’t do’. Being able to reflect is key to behavior change. If a student is not able to identify where they are going wrong, it is very difficult for them to stop making the same mistake over and over. Also, equally important is allowing the student to identify what they are doing right so they can keep doing the correct step.
-Logs and charts are provide so that students can record and track each instance they either engaged in a social skill correctly OR when they did not engage in one of the problem behaviors. Goals can be set and then built upon/increased once each target is met in order to promote positive and sustained behavior change.
Specifically in this packet you will find:
Social think sheets, reflection sheets and charting sheets for:
-Starting a conversation
-Having a conversation
-Joining a conversation
-When someone doesn’t want to talk
-When work is tough
-When I’m given work
-When a teacher gives directions
-When a teacher is talking
-When I make a mistake
-Asking for help
-Working in a group
-Answering in class
-Walking in line
-When it is too loud
-Working on the computer
-Talking to the teacher
-When you win a game
-When you lose a game
-When you disagree with a friend
-Joining others in play
-Getting attention from others
-When you are told ‘no’
-When things don’t go your way
Behavior reflection sheets and charting sheets for:
-Not following directions
-Touching things I shouldn’t touch
-Knocking things down
-Taking things from others