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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Cell Phone Etiquette: The Two Text Rule
This product instructs students on cell phone etiquette by teaching the "two-text rule". Students will look at text message conversations and identify if the "two-text rule" was followed and what potential consequences are to future relationships if they do not follow and text too many times. The product includes example of exceptions to the "two-text rule". Each exception is explained and examples for students to engage in repeated practice. A note home is included. This product uses simplified
6th - 12th
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
You Mean I have to Ask?: Getting Permission Before Touching People's Things
This powerpoint teaches students about how you need to ask permission to touch people's things, what the consequences are for not asking, words they can use to ask permission and what to do if someone says "no". This includes worksheets that students can do in small groups or independently to practice skills and scenarios (with and without visual prompts) for repeated practice. Includes Powerpoint and Google Slides (please contact me directly if Google Slides link doesn't work). Objective: 1. St
6th - 12th
Social Emotional Learning
Cell Phone Etiquette Simplified
This product teaches individuals how often it is appropriate to text/call someone. Students look at text conversations/phone calls and identify the social rule was followed and consequences for following/not following the social rule. Students also practice this skill by reading a scenario and identifying how they should solve the problem (i.e. "You text your friend and they don't text back, what should you do?"). Lastly, students learn exceptions to the rule; if there is an emergency it is ok t
6th - 12th
Character Education, Social Emotional Learning
Getting Along with Coworkers: Talking and Sharing Information
This product can be used individually or in small groups. It can be taught in 3 small units or 1 big unit This unit is best used with individuals who require difficult concepts to be broken down, repeated practice and visuals to aid in comprehension. Students will: 1. Use a Social Behavior Map to identify how their behavior impacts how others feel and act towards them. 2. Identify topics of conversation that are too personal and those that are professional. 3. Identify how to respond if someo
9th - 12th
The Relationship Pyramid Possible Friendships
This is a powerpoint that describes the fourth level of the "Relationship Pyramid"- "Possible Friends". This product is best used with individuals who have high support needs and may need visuals to aid in comprehension. You can teach this in a single one hour lesson or two 30 minute lessons. Students will learn the following: - What a "Possible Friendship" is - How to differentiate between someone who is friendly versus a friend - What to do to and what questions to ask yourself to determine if
6th - 12th
School Counseling, Social Emotional Learning
Also included in:Â The Relationship Pyramid Bundle
Introduction to Red Flags Online
This is on of the first lessons in an online safety unit for neurodivergent teens/young adults. The first lesson helps students identify that dangerous things can happen online and what those dangerous things are. The second lesson introduces students to the concept of "Red Flags" and that being aware of red flags can keep them safe online. Detail of each red flag is in other units. This product includes pre/post assessments, video clips with quiz questions, a note home and a scripted lesson pla
7th - 12th
Social Emotional Learning
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
Neurodivergent Dating: Defining the Relationship
Relationships work best when both people have the same level of commitment. This product teaches students how, when and where to define the relationship. The lesson breaks complex concepts down, uses visuals and has opportunities to practice skills and identify appropriate/inappropriate ways to define the relationship. Objective: 1. Students will learn what it means to "Define the Relationship" 2. Students will learn when/where to have the conversation 3. Students will learn how to start the con
9th - 12th, Adult Education
Social Emotional Learning
Consent: What it looks like and sounds like
This powerpoint introduces the basic concept of consent or asking for permission. Students will learn a concept and then practice it by answering questions with initial color coded prompts and then color coded prompts are removed for later slides. Students answer questions in a field of two. Students will learn the following: 1. What consent means (very introductory concept) 2. What words give consent 3. What words do not give consent 4. What body language means that someone is giving consent 5.
6th - 12th
Social Emotional Learning
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
Cell Phone Etiquette: Texting in ALL CAPS
This product instructs students on cell phone etiquette by teaching the "don't text in ALL CAPS rule". Students will look at text message conversations and identify if the "don't text in ALL CAPS" was followed and what potential consequences there are to future relationships if they do not follow the follow the rule. The product includes example of exceptions to the "Don't text in ALL CAPS rule". Each exception is explained and examples for students to engage in repeated practice. A note home is
6th - 12th
Talking to Strangers Online: What are personal questions and how to respond
This product can be used individually or in small groups. This is best used for students who need concepts repeated in order to become fluent. Only three unsafe questions are addressed. Students practice identifying what those questions and how to respond. Powerpoint and Google Slides version are both available. Objectives: 1. Students will identify three questions from a stranger (what is your last name, what is your address, are your parents home?) that is not safe to answer. 2. Students will
9th - 12th
Quitting a Job: When, Why and How to do it
This product can be used individually or in small groups. It can be taught in 3 small units or 1 big unit This unit is best used with individuals who require difficult concepts to be broken down, repeated practice and visuals to aid in comprehension. This lesson includes slides with scripts to introduce concepts, graphic organizers to differentiate between things, problem solving questions and questions to ask for group or individual instruction. Students will: 1. Differentiate between good/ba
9th - 12th
Visuals Make it Easier: Solving Problems in Relationships
This product uses visuals to help students identify how to solve relationship problems in multiple contexts. The visual includes spaces for: - The context/setting - Your goal in the social situation - The other person's thoughts/feelings/actions - Potential solutions to the problem - Potential outcomes/consequences for each solution There are a total of 64 scenarios involving work, friends, romantic relationships and online friends. This product includes and example of how to use the visual with
8th - 12th
Social Emotional Learning
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
Time Management: Meeting Deadlines
Students will learn steps that can help them turn things in one time. Practice scenarios include initial visual prompts that are then faded. Practice card work on estimating what time to start activities to get them done on time to the hour, multiple hours and half hour. - Multiple Practice Scenarios - Visual Prompts - Prompts Faded as student's progress through them.
6th - 12th
Being Flexible Lesson 4: Plan A and Plan B
This lesson is best used for individuals with high support needs because it simplifies harder concepts, uses visuals and hands on learning. It teaches individuals that one way to be flexible is to come up with a Plan B. Slides will guide individuals through scenarios to practice the skills. This also contains video links and questions. A parent handout is included to send home. Students will learn: - What a Plan A is and what a Plan B is - How to come up with a Plan B - How coming up with a Plan
6th - 12th
School Counseling, Social Emotional Learning
Also included in:Â Be Flexible! Lesson Plan Bundle
Private Plus One: Teaching Privacy to Individuals with High Support Needs
This product uses simplified social stories and personalized worksheets to teach the concept of private places to individuals who have high support needs. This product includes neutral pictures/language. If you want access to visuals of anatomically correct body parts and anatomically correct words, please email me at tricia.lund@summitbehaviorconsulting.comThe downloadable slide is 33 pages, if you email for the FREE additional content, it is a total of 66 pages. Students will be guided throu
Not Specific
Health
Setting Boundaries: Saying "No" When You Are Uncomfortable
This product can be used individually or in small groups. It can be taught in 3 small units or 1 big unit This unit is best used with individuals who require difficult concepts to be broken down, repeated practice and visuals to aid in comprehension. Students will: 1. Identify what a boundary is. 2. Identify that they have the right to say "no" to things that make them uncomfortable 3. Identify what a "have to do" is. 4. Identify how to respond if you are asked to do something you have to do
9th - 12th
Showing 1-20 of 38 results
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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