A PowerPoint that explains why ambiguous phrasing can be confusing, and how to use flexible thinking about the semantics in order to decipher meaning. Great for middle/high school students with language impairments - you can use it to improve
Relevant social and academic scenarios and problems that might arise during a student's school day or in their daily lives. There are 17 scenarios included, with a lot of potential use for a variety of pragmatic/social skills goals.
Intended for high-school age students, but can be adapted for middle school as well.
Includes a list of 15 social scenarios in which students can practice using their social skills to appropriately transition into a conversation/new topic/end a
Sometimes we have students who have little awareness of danger. I made this activity to provide a visual reference and opportunity to discuss situations involving danger, and what steps can be taken to avoid it/deal with it. It includes topics of
A quick activity for semantic language - writing sentences that include different definitions of multiple meaning words.
I use it with some of my lower functioning students in high school, but it can be used for all ages based on your discretion.
Includes a basic schedule with questions that include time-concept words. Great for teaching and practicing concepts of before/after/between/first/last, sequencing, telling the time/understanding AM vs. PM, and answering what and when questions.
This is a powerpoint that includes an overview of how age and relationships affect the way we communicate, adaptive therapy ideas, and 15 examples/social scenarios appropriate for high school aged students. It can be used to target a variety of
A quick activity that depicts 12 different people to describe. Can be used as expressive or receptive activity to teach descriptive words, increase utterance length, work on pronouns, learn clothing related words, etc.
Includes a list of words to
I made this activity to help students learn how to use fundamental quantitative words in sentences. I have provided visuals to help them understand the difference between the quantitative words "none", one", some", and "many". It's great for those
I have a student with ASD who always says, "I am good," when asked how she is doing. I have begun using this chart to help her vary her responses so that she can more adequately express her emotions. I've included pictures because she's a visual