About the store
I am a BCBA and certified Special Education teacher. I have taught students with autism, developmental disabilities and co-occurring mental illnesses for over 10 years. My teaching experience has focused on teaching students in middle and high school. I have experience both in a school setting and non-school settings.
Additionally, I am a Certified Sexuality Educator through the American Association of Sexuality, Educators and Therapists. This means that I am qualified to teach people with disabilities about various aspects of sexuality. This includes; healthy relationships, body image, gender identify, reporting abuse, boundaries, consent, etc.
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Public, Private and Semi Private Places
This lesson was recently updated to include more content and a better outline. When you purchase the file, you will get the old lesson and the new lesson. This lesson includes content for direct instruction, a note home for parents, a scope and sequence with potential goals/objectives/how to teach and cards that can be printed out and used for receptive/expressive identification goals. The new lesson teaches the following objectives: - Students will identify public places in the community (i.e.
4th - 12th
Public and Private Scenarios: Teaching the Nuances of Privacy
This product is used to teach neurodivergent individuals that some places are more private than others. The file introduces a visual called the "Privacy Scale" to teach that privacy is not always black and white. Visuals are included for students to put on the "Privacy Scale" to indicate if a place is more/less private than another. The file has a picture of a location to show the student. Each location comes with A set of questions about what is appropriate/inappropriate in that settingQuesti
4th - 12th
Public and Private Actions
This product includes three units to teach about self care tasks that should be done in public places. Simplified language and opportunities for repeated practiced are included. Templates are included at the end so you can make your own worksheets that are personalized to meet client needs. Unit 1: Putting on and Changing Clothes Objective 1: Students will receptively identify clothes they can change in private places and clothes they can change in public places.Objective 2: Students will recep
1st - 12th
Having Uncomfortable Thoughts and Feelings: What do you do when things get tough
This lesson includes three lessons to help students with high support needs learn healthy ways to relate to both comfortable and uncomfortable feelings. These lessons can be repeated to increase fluency. All lessons use simple language and visuals to aid in comprehension of abstract concepts. Parent handouts are included. You will recieve a PPT presentation and a googe slide link Lesson 1: Students will identify how they respond to uncomfortable thoughts and feelings. Lesson 2: Students will id
4th - 12th
Be Flexible! Lesson Plan Bundle
This bundle includes lessons on why it is important to be flexible and how to be flexible in various situations- from having to wait for things we want to dealing with technology not working. Each unit includes 2-3 lesson plans with video links/activities and notes to send home. These resources are best used for individuals with high support needs who require visuals, simplified language and repetitive practice.
4th - 12th
Social Media Acronyms
Using acronyms when texting is an age appropriate way to interact. Not knowing what acronyms mean can lead to social blunders or even dangerous situations. In this file, students will learn what 32 different acronyms mean. They will have the chance to guess what it means, see when someone would use and then practice using it in a text message. Objectives: - Students will define what an acronym is and why people use them - Students will identify the meaning of common acronyms used on social media
5th - 12th
Being Flexible Lesson 7: Being Flexible Helps Me Figure Things Out
This lesson is best used for individuals with high support needs because it simplifies harder concepts, uses visuals and hands on learning. It teaches that being flexible is important because it can help you problem solve. Lesson can be done in an hour long session; or divided up into two 30 minute sessions. This lesson introduces the concept and other lessons go over how being flexible can help you solve the problem in social situations.Students will learn: - To identify flexible thoughts - Id
4th - 12th
Also included in:Â Be Flexible! Lesson Plan Bundle
Feeling the Feelings: Emotional Regulation Skills
This product has four lesson plans (with visuals and simplified language) to teach emotional regulation skills. Lessons can be done in 20-25 minutes, but should be repeated to help with fluency. Notes Home are included for each lesson to teach parents to use similar language to the ones being used in class. Files are in Powerpoint and Google Slides format Lessons Include: Lesson 1: Behaviors versus Feelings Students learn that behaviors and feelings are different. Behaviors are thing we do and w
4th - 12th
Social Emotional Learning
Being Flexible Lesson 6: How to Stay Flexible When Electronics Don't Work
This lesson is best used for individuals with high support needs because it simplifies harder concepts, uses visuals and hands on learning. It teaches how to be flexible when electronics/technology aren't working. Lesson can be done in a 45 minute long session; or divided up into three 15 minute sessions. Lesson 1: Electronics Don't Always Work Lesson 2: Problem Solving and Electronics Lesson 3: Asking for Help Objectives:- Students will identify why they need to be flexible when technology/ele
4th - 12th
Also included in:Â Be Flexible! Lesson Plan Bundle
Being Flexible Lesson 1: What does it mean to be flexible?
This lesson teaches the concepts of "flexible" and "rigid" using objects. It is best suited for individuals with high support needs because it simplifies complex concepts, uses repetition and visuals to aid in concept comprehension. It includes questions with answer choices in a field of two, a video, questions about the video and a parent note to send home. In this lesson students will: 1. Define what flexible means 2. Define what rigid means 3. Identify objects that are flexible 4. Identify ob
4th - 12th
Social Emotional Learning
Also included in:Â Be Flexible! Lesson Plan Bundle
Being Flexible Lesson 3: Being Flexible Makes Things Easier
This lesson is best used for individuals with high support needs because it simplifies harder concepts, uses visuals and hands on learning. It teaches why being flexible is important through activities/videos and guided learning. Slides will guide individuals through activities and use visuals (graphs/charts) to help students develop conclusions. A parent handout is included to send home. Students will learn: - To identify ways their bodies are flexible - Identify what would difficult if their b
4th - 12th
Also included in:Â Be Flexible! Lesson Plan Bundle
Being Flexible Lesson 2: Why is it important to be flexible?
This lesson is best used for individuals with high support needs because it simplifies harder concepts, uses visuals and hands on learning. It teaches the concepts of flexible and rigid using hands on activities. Slides will guide individuals through activities and use visuals (graphs/charts) to help students develop conclusions. A parent handout is included to send home. Students will learn - Conduct an experiment to identify that being flexible can be stronger - Conduct an experiment to identi
4th - 12th
Also included in:Â Be Flexible! Lesson Plan Bundle
Candy Consent Lesson Plan
This is a scripted lesson plan that teaches neurodivergent individuals about consent using hands on activities. Visuals are included. Objectives: - Students will learn that they can consent to an activity before it starts and while it is occurring. - Students will learn to use past information to determine if they would consent to a similar activity again.
K - 12th
School Counseling, Social Emotional Learning
Asking Permission: An Introduction
In this file, students are introduced to the concept of "asking permission". The lesson teaches them to define the word when given answer choices, identify examples of when it is occurring/not occurring and identifying consequences for not asking permission. This lesson is best used with individuals who have high support needs, require visuals, repetitive practice and simplified concepts. Objectives: - Students will identify what it means to ask for permission - Students will identify four thin
5th - 12th
Social Emotional Learning
Discrimination Training: Ages
This free product provides rationale/materials/potential goals and objectives and teaching strategies to teach discrimination skills, particularly in the area of ages. Materials include pictures of people of different races/ages in a field of 4 (but you can cut them out in order to decrease the number of distractors). There is also information about things to consider when making your own materials (for instance, there is a list of physical features students can use to help them determine someon
4th - 12th
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About the store
Experience
I am a BCBA and certified Special Education teacher. I have taught students with autism, developmental disabilities and co-occurring mental illnesses for over 10 years. My teaching experience has focused on teaching students in middle and high school. I have experience both in a school setting and non-school settings.
Additionally, I am a Certified Sexuality Educator through the American Association of Sexuality, Educators and Therapists. This means that I am qualified to teach people with disabilities about various aspects of sexuality. This includes; healthy relationships, body image, gender identify, reporting abuse, boundaries, consent, etc.
Teaching style
The interventions that I use with students who have disabilities is research-based. I take pride in using interventions that have been proven to work for my target population.
I also believe in the importance of teaching academic skills and functional skills. Academic skills are aligned to common core standards and come with sample goals and objectives.
Functional skills are taught using a variety of visual strategies and I use real pictures as often as possible. when teaching relationship safety I use medically appropriate terms.
My own education history
Certified Sexuality Educator 3/2023
Board Certified Behavior Analyst in 11/2015
Masters in Special Education received in 2014
Passed thesis defense in 2013
Started program to become a Board Certified Behavior Analysis 2013
Nonviolent Crisis Intervention Training 2013
Texas Educators License 2012
Finished Bachelors in Special Education in 2010
Utah Educators License 2010
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