Psych47

Friendship lessons help students learn how to build and maintain positive relationships with others. Through discussion, modeling, and practice, students learn important skills such as kindness, cooperation, communication, and problem-solving. Understanding friendship skills supports social-emotional growth, builds confidence, and helps students feel connected and included at school and beyond.

Students do get mad sometimes, but they can be taught to use more accurate words—like frustrated—to describe how they’re feeling. Do your students ever get frustrated? Then this lesson is for you! It includes videos and engaging activities they can use in a social skills group.

An Expected vs. Unexpected social story helps students understand how their choices affect others. It shows examples of expected behaviors—actions that help everyone feel comfortable and ready to learn—and unexpected behaviors, which can make situations confusing or uncomfortable. Through simple language and relatable scenarios, students learn what behaviors are expected, why they matter, and how to make positive choices in social situations.

This powerpoint helps students understand the difference between big and small problems with the use of youtube videos.

Grounding techniques help students manage big emotions and feel more in control during stressful moments. These strategies support self-regulation by helping students focus on the present, calm their bodies, and reduce anxiety. Teaching grounding techniques empowers students to recognize their feelings and use tools that help them return to a ready-to-learn state, both in the classroom and in everyday life.

With visual cues, this simplified powerpoint helps students differentiate between big and small problems.

This story helps children understand the importance of wearing underwear even if it feels weird for them and they do not like to do so.

Social story to help students who benefit from assurance that it is safe to use the bathroom even when the loud flush noise bothers them.

Play a game or read a story about personal space—your choice! Start by having the adult select a visual from page 2. Next, the student spins the wheel to see if the response shown is an expected or unexpected choice based on the selected visual. For example, if the adult chooses the "handshake" visual and the spinner lands on “Please stop,” ask the student: “Is it expected to say ‘Please stop’ when someone shakes your hand?” Probably not—it’s usually okay to shake hands. But if the visual is

"Closing Circle: What Did We Learn & What Did We Like?"At the end of each playgroup session, gather the children in a circle for a short debrief called “Closing Circle.” This time reinforces the learning goal, supports memory recall, and encourages emotional expression. Topic Check-In: Ask: “Who remembers what we talked about or practiced today?” Use these visual cues to prompt responsesFavorites Round: Ask: “What was your favorite part of group today?” Allow each child to share, or offer p

Teaching students how to identify their interoceptive and proprioceptive levels helps them figure out which strategies and tools they need to calm their body so they are able and ready to learn. *Check out my other resources for various strategies and behavior plan ideas.

When someone uses a tone of voice that affects you, this story is right for you. It helps you find your voice and know what to do or say.

This visual is used for young children who need help understanding what strategies to use to help calm their little bodies down, which in turn helps them shift from sad to happy. E.g., "I see you are sad, you can try to take a deep breath, ask for a hug, or take a nap. Then you will feel happy."

Teaching students how to identify their interoceptive and proprioceptive levels helps them figure out which strategies and tools they need to calm their body so they are able and ready to learn. *Check out my other resources for various strategies and behavior plan ideas.

A schedule can be posted to the board, but having something in your hands to carry with you throughout the day is very helpful. It is also helpful for kids who have trouble with organization, executive functioning skills, etc.

Visual supports to help children identify and communicate their feelings.

Used as a break or reward for students

This form is utilized within a Dual Language school for students who need extra support managing their behaviors. It is used as a universal, Tier 1 intervention within the elementary school setting.

This social story can be for kindergartners or other students. This story was for a particular child who needed reminders to stay in class and learn. He was explained that he could only earn rewards if he stayed in his class, but if he was unsafe he would have to do his work in a quiet area with an adult. *You can copy and paste photos of other students in place of the emoji face in this sample.

At times, students may struggle with transitioning from preferred to less-preferred activities or subject to subject. They benefit from a visual schedule and countdown strip to remind them of what is coming next.