Jillian Newman

These activities are designed to build executive functioning skills for students who need practice with time management, task planning and daily routines. As students get older, responsibility and expectations of independence increases. While they may be capable of completing tasks, many learners still struggle with prioritizing, initiating, completing, and transitioning between tasks and routines, leading to procrastination, stress, lateness, conflict, and incomplete tasks. These activity promp

A visual tool to help students learn to differentiate ranges of tones of voice. I laminate it and add a moveable arrow to slide between the sections (see preview for example). I use this in a game/teaching format with action figures to show how the way we say something or make a request can impact how others feel and respond. Students have fun saying kind things in a whiny voice, or "angry" things in a calm voice. It helps them see that the words themselves and the tone of voice are both import

Shoe Tying Task Analysis Data Sheet with these steps: 1. Pick up right lace with right hand 2. Pick up left lace with left hand 3. Cross laces to make an X 4. Fold lace on right side through hole using right hand 5. Pull both laces tight 6. Make a loop with the right lace, pinch with thumb and index finger (hold it) 7. Pick up left lace with left hand 8. Wrap left lace around right lace. 9. Push the middle of the left lace through the hole. 10. Grab both loops with each hand. 11. Pull both la

Tone of Voice, Voice Volume & Speed Scale Visual Supports. Buy individually or purchase all 3. I teach these through games and structured ways as well as use it as a prompt throughout sessions and settings.

A visual tool to help students learn to differentiate ranges of voice volume. I laminate it and add a moveable arrow to slide between the sections (see preview for example). This can be used in a game or structured teaching format, as well as a universal or individual visual support throughout the day to remind learners what voice volume is to be used at various times/settings (e.g., Show & Tell, silent reading, recess, P.E., library, lunch time).

This activity is designed to build executive functioning skills for students who need practice with time management, task planning and daily routines. As students get older, responsibility and expectations of independence increases. While they may be physically capable of completing tasks, many learners still struggle with prioritizing, initiating, completing, and transitioning between tasks and routines, leading to stress, lateness, conflict, and incomplete tasks. This activity prompts stu

These activities are designed to build self-acceptance and understanding, along with emotional awareness and regulation through interactive learning. Included is an interactive discussion emotion iceberg game, emotion visual support, emotion iceberg story, identity and emotion iceberg worksheets, and iceberg science experiment instructions. Do one or all of the activities and adapt them as needed for your learners! These are all designed to provide multiple modes of engagement to facilitate in

A visual tool to help learners differentiate between ranges of speed when talking. I laminate it and add a moveable arrow (example shown in product preview). This can be used in a game or structured teaching format, as well as a visual support throughout the day. Many students talk too fast for others to understand, and this can help show them how to talk at different speeds. I use this to prompt them to slow down enough for others to understand and/or to annunciate properly. I use "turtle talk

This activity is designed to build executive functioning skills for students who need practice with time management, task planning and daily routines. As students get older, responsibility and expectations of independence increases. While they may be physically capable of completing tasks, many learners still struggle with prioritizing, initiating, completing, and transitioning between tasks and routines, leading to stress, lateness, conflict, and incomplete tasks. This activity prompts students

This activity is designed to build executive functioning skills for students who need practice with time management in daily routines. As students get older, expectations of responsibility and independence increases. While they may be physically capable of completing tasks, many learners still struggle with planning ahead, and springing into action at the right time. Arriving to school, work, events, and appointments on time is an essential life skill, and chronic lateness can be a challenge

These worksheets provide hypothetical 3rd person scenarios around common anxiety provoking events (e.g., sports, moving, school). Learners identify what individuals might be thinking and feeling in their body alongside their outward actions. Learners can practice externalizing and naming anxiety, as well as other coping skills such as 54321 grounding and positive self-talk. These can be done alone or with a partner or teaching staff. The main goal is to increase understanding of how anxiety mani

This activity is designed to build executive functioning skills for students who need practice with time management, task planning and daily routines. As students get older, responsibility and expectations of independence increases. While they may be physically capable of completing tasks, many learners still struggle with prioritizing, initiating, completing, and transitioning between tasks and routines, leading to stress, lateness, conflict, and incomplete tasks. This activity prompts students

Visual prompts are helpful for many learners. These can help guide learners in how to form a sentence (important details to include, and in what grammatical order) to tell others about things they did. You can start small with "Who" & "What", and build up to longer sentences with more details. Adapt and individualize the materials/activity in whatever way works best for the learners you are working with! :)

This activity is designed to build executive functioning skills for students who need practice with time management, task planning and daily routines. As students get older, responsibility and expectations of independence increases. While they may be physically capable of completing tasks, many learners still struggle with prioritizing, initiating, completing, and transitioning between tasks and routines, leading to stress, lateness, conflict, and incomplete tasks. This activity prompts students

This activity is designed to build executive functioning skills for students who need practice with time management, task planning and daily routines. As students get older, responsibility and expectations of independence increases. While they may be capable of the tasks required for assignments, many learners have executive function challenges that lead to struggles with planning, prioritizing, initiating, completing, and transitioning between tasks, leading to procrastination, stress, lateness

This activity is designed to build executive functioning skills for students who need practice with time management, task planning and daily routines. As students get older, responsibility and expectations of independence increases. While they may be physically capable of completing tasks, many learners still struggle with prioritizing, initiating, completing, and transitioning between tasks and routines, leading to stress, lateness, conflict, and incomplete tasks. This activity prompts students

This activity is designed to build executive functioning skills for students who need practice with time management, task planning and daily routines. As students get older, responsibility and expectations of independence increases. While they may be physically capable of completing tasks, many learners still struggle with prioritizing, initiating, completing, and transitioning between tasks and routines, leading to stress, lateness, conflict, and incomplete tasks. This activity prompts students

This activity is designed to build executive functioning skills for students who need practice with time management, task planning and daily routines. As students get older, responsibility and expectations of independence increases. While they may be physically capable of completing tasks, many learners still struggle with prioritizing, initiating, completing, and transitioning between tasks and routines, leading to stress, lateness, conflict, and incomplete tasks. This activity prompts students

I use these at the beginning of session and during activities. It helps teach self-management, mindfulness, and self regulation skills by guiding students to pay attention to the feelings in their body and identify how they’re doing. Beyond being prompted to ask for a break or told to pay attention etc., students can learn to notice their own bodily cues and feelings. Associated actions or additional visual supports may need to be taught/provided. E.g., if I’m feeling restless, I can get up and

Spice up your sensory activity and spark imaginations with these additional visual materials! INCLUDES:“Magic no-melt Snow” Cloud Dough Recipe Card “Polar Powder” & “IGLUE” bottle logos. “Zombie Slime” Oobleck Recipe Card Sensory play is a great opportunity for kids to have fun, explore different textures, self-regulate, and strengthen fine motor skills. Boost engagement and add another layer of fun by involving kids in the preparation. Incorporating seasonal themes can also add novelty to