ExploreWithDora

This lesson is designed to teach learners about finding common interests when speaking to others. Learners will be introduced to tips on choosing friends, what are common interests and why they are important in a friendship, how to identify common interests in others, and will be given an opportunity to practice some of their new skills. I have used this lesson in the past with older students on the Autism Spectrum.

This lesson aims to teach learners about community helpers. For example, learners will get experience with learning about their community, identifying examples of community helpers, and will get practice with asking for help. I have used this lesson in the past with students on the Autism Spectrum.

Learning to identify when conversation partners are disinterested in a topic and respond accordingly is an important social skill, but can be particularly challenging for learners with autism. This lesson is designed to teach learners how to identify common signs of disinterest, and how to resolve the situation when they encounter them during a conversation. I have used this lesson with in the past with older students on the Autism Spectrum.

This lesson aims to teach learners the characteristics of a good friend, the different types of friendship, and some general guidelines for getting to know others. This lesson is most applicable with older students (upper elementary, middle school, high school, adult day support classrooms). I have used this lesson in the past with older students on the Autism Spectrum.

This goal bank can be used to create vocational social skill-related IEP or ISP objectives for your learners. You may need to determine modifications to tailor the goals to your individual learner’s needs.

Decide as a group which data set you are going to graph. Individually, examine the data set you chose and create a graph you think best represents the data shown. After everyone in your group is done, take turns showing each other your graphs. Discuss what was successful and what could have been done differently. Staff will have the opportunity to practice reading and interpreting data, choosing which type of graph will best depict their data, how to graph using different types of platforms (e.

A document that can be used to plan your assessment. Once you've created your plan, you can also use this same sheet to mark how the learner is doing. You can mark whether the learner responded Correctly (C), Incorrectly (I), or if there was no opportunity to score a skill (N/O).

Here's a classroom activity for your students to practice identifying common interests. Place a number 1-4 in each corner of the room. Read one of the questions below out loud to the students. The students should choose which of the options they agree with the most. The students should walk to the number associated with their chosen answer. Students should notice who has chosen the same answer as them.

This graph template can be individualized to fit your students’ behavior goals. The graph will generate automatically. This is a great visual to show progress to families and staff. This graph can be copied and added into reports like IEPs, BIPs, or BSPs.

Picking up on nonverbal cues during a conversation can be a difficult but important skill to learn. Imagine you are in a happy mood – laughing a lot and making jokes. Then you enter a quiet classroom where the rest of your peers are busy working on finishing their papers. You may need to read the room and change your behavior. This lesson aims to teach learners what it means to “read the room,” what behaviors to watch and listen for, and how to respond appropriately. I have used this lesson in t

This task analysis explains how to create a basic graph from scratch using Microsoft Excel. Step- by-step instructions on formatting are included with pictures. These graphs can be used and individualized to fit your students’ behavior goals. These graphs can be copied and added into reports like IEPs, BIPs, or BSPs.

Practice turn taking during conversations with a board game! This game includes 27 scenario and questions cards. Players will take turns drawing cards and following the directions on each card. After each player completes the instruction, they should move their game piece to the appropriate colored square on the game board (e.g., if a purple card was drawn, the player should move to a purple square). I have used this activity in the past with older students on the Autism Spectrum.

A classroom activity that aims to help students practice identifying who to ask for help in the community. Students will be broken up into two groups. One group will be assigned roles as Community Helpers. The other group will take turns reading the scenarios and practicing asking the right community helper for help. I have used this activity in the past with students on the Autism Spectrum.

Here's a quick worksheet you can use to have your students practice their introductions. Students will practice identifying the three parts of an introduction and create a list of fun facts about themselves that they would use when introducing themselves to start a conversation.

Various practice activities aimed to teach what tone of voice can sound like, why it is important to pay attention to others’ tone of voice, and how to pay attention to our own tone of voice. These activities may be most applicable with older students (upper elementary, middle school, high school, adult day support classrooms), due to their complexity. I have used these activities in the past with students on the Autism Spectrum.

This graph template can be individualized to fit your students’ behavior goals. The graph will generate automatically. This is a great visual to show progress to families and staff. This graph can be copied and added into reports like IEPs, BIPs, or BSPs.

This graph template can be individualized to fit your students’ behavior goals. The graphs will generate automatically. This is a great visual to show FBA results to families and staff. Graphs can be copied and added into reports like IEPs, BIPs, or BSPs.

A detailed description of each evocative situation included in the vocational social skills assessment.

An ABC data collection system is an easy way to organize, measure, and record observations about your students’ behavior. What happens immediately before a behavior (the antecedents) and the responses to those behaviors (the consequences) that influence behavior are analyzed. Those results can be used to formulate a hypothesized function or "reason why" certain behaviors occur. ABC data collection systems are especially useful when writing FBAs, BIPS and behavior goals. This product includes an

Use these datasheets when implementing Skills Based Treatment teaching procedures. Each row represents one five-trial session. For each trial, the highest response requirement is listed. Each of the five prescribed trials should be implemented per session. For each prescribed response, circle if independent, cross out if prompted or incorrect. Circle if any precursor problem behavior (R2) or severe problem (R1) occurred during the trial.