Percent Increase and Decrease Quiz
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First Then Board
Need help decreasing problematic behaviors and increasing student engagement?Three variations of a simple First-Then board, complete with five reinforcement opportunities on each version. The five pacing circles can be separated from the First-Then board and attached with velcro for clients/students that require visual prompts. According to LessonPix.com, "A First Then Board is a visual strategy used to help children with language and/or behavior needs complete specific tasks. This strategy dis
Not Specific
For All Subjects
Also included in: Social Skills Bundle
Conversation Script- At the Park
Use this conversation script with example questions and responses to guide learners through expected conversational exchanges with peers at the park. This visual cue can support individuals in promoting timely generation of questions and timely processing of questions to formulate responses, as well as increasing understanding of expected turn taking. Cognitive load is decreased while using visual supports, allowing greater naturalness in communication interactions.
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Pacing Boards
Fluency Pacing Boards
This file includes 13 different pacing boards to use with children and adults with communication disorders. This could include apraxia, dysarthria, ADHD, cluttering, stuttering, etc.
Uses:
*Decrease rate of speech
*Increase intelligibility
*Break apart multisyllabic words (e.g., "Wa-ter-mel-on")
*Pace sentences (e.g., "I-want-coffee")
Pacing boards provide visual and tactile feedback.
*Created by One Stop Speechie Shop"
Clipart by OpenClipart
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Speaking & Listening
Parent/Teacher Handout - Normalizing & Talking About Stuttering with Your Child
Are you afraid to say the "S" word - stuttering? DON'T BE! This handout can be used for parents, teachers, and SLPs who are trying to increase their student's awareness of their own stuttered speech and decrease the stigma that stuttering is "bad." Children who stutter should feel empowered to share their message and know that they are loved no matter what - and it all starts with awareness! This resource includes: 2 informative pages with clean, colorful graphicsParent/teacher scripts to use fo
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"R" Sound Practice: Scripts for High School & College Students
Perfect for high school and college students, these "R" sound practice scripts provide engaging, real-life scenarios to help with the generalization of R sound articulation. Designed to integrate various R targets into everyday conversations, these scripts are an excellent tool for enhancing speech clarity and confidence. Product Highlights:Real-Life Contexts: Practice R sounds in 5 practical situations such as ordering at a coffee shop, borrowing items from friends, discussing movies and projec
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Reading
Autism GLP Scripts/Gestalts for School and Home
Visuals containing scripts/gestalts for GLP individuals needing to increase communicative functions. Basic models/examples for teachers, therapists, parents, etc. The specific areas of scripts/gestalts this product contains: - Everyday uses of language - School/academics - Daily routines completed at home - Vocational tasks and community based instruction
Not Specific
Speaking & Listening
Praise Phrases™
Praise is a research based way to increase motivation, effort and achievement in the classroom. I created this simple and effective tool to give students some quick positive feedback because we all know that "Good Job" and "Nice Work" are overused and tired. These fresh and abundant PRAISE PHRASES can be laminated and worn around your neck on a lanyard so you always have new Praise Phrases to use with your students.
I also teach students to use Praise Phrases with each other. Teaching stude
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Character Education, School Psychology
Manding Sheet with Carrier Phrases
Pre-filled Mand data collection tool, separated by date and recorder. For the purpose of increasing variation in manding by early learners.
Not Specific
Semantic Feature Analysis Map
Use of semantic features analysis maps provide visual/written cues to increase word finding, verbal description and thought organization skills throughout a variety of structured language tasks. Pair this SFA map with many of our verbal and written language task
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English Language Arts, Vocabulary
'I Need A Break' Card Set for Children
*This product has recently been updated with a complete redesign, featuring newly added card designs and more vibrant clipart* Take a look at the preview to see the all new designs.This set of break cards is designed to be used as a visual aid for young children to assist with requesting breaks. Communication barriers are commonly associated with increased challenging behaviours. This resource aims to reduce barriers to effective communication with the implementation of a visual support. Break
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Also included in: Help & Break Cards - BUNDLE for Young Children
Speech Therapy/Conversation cards
I love these conversation cards because they are topics that the kids enjoy! They dramatically decrease the amount of prompts needed to start and maintain a conversation! You can also print out multiple copies so that everybody in the group as the same card/topic. I hope you have as much success with them as me!
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Social Immersion Plans Versions 1, 2, 3 Arguing
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Doing Work
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Big Deal, Little Deal
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Blank Editable
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Being in School at Home Bundle
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Crying
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Teacher Corrects Me
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Playing Games
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Being Mean
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Virtual Classroom Bundle
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Virtual Meet Bundle
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1 Being in School at Home
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Wh- Questions
These basic when, what, where, and who questions can be used for a wide variety of goals, including but not limited to answering wh- questions, increasing expressive language, and increasing utterance length.
Not Specific
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