Behavior Skills Packet!

Behavior Support is huge right now.  Some schools institute a school-wide intervention for encouraging positive behaviors.  All teachers organize a class wide behavior support system.  But even with that, some students still need more individualized approaches. Sometimes they need direct instruction related to behavior.  Autism Classroom has Behavior Skills Printables.  We also have I Need a Break Cards, Behavior Plan Packs and Transition supports.

The Behavior Skills Printables for Students with Autism & Similar Special Needs are available now. 

Behavior Skills Printables

 

  


They are also available in the Social Skills Bundle, with other resources here.

 

     


The Behavior Skills Printables offer easy, printable worksheets about for self-control, transitions, work behaviors in the classroom and guidance for being around others.

   

  


  


These behavior skills printables will work well for any students whose special needs include developmental delays or it may work for younger students in primary grades learning to be more aware of their behavior. Take a look below.

      

  


  
  

  


   

                 


The printables can supplement any curriculum or they can be used daily as a discussion starter for developing appropriate behavior skills. This packet includes behavior skills related worksheets that require variations in response styles for many answers. (Ex. matching, cutting, circling, and pasting.)

  


   


Use in order or out of order to address any skill that is needed at the time.

 

The skills are broken up into 4 sections: Self-Monitoring, Transitions, Work Behaviors and Being Around Others. These pages are included:

SELF-MONITORING

Self Control

Self-Control Cards

In Control or Out of Control?

Self-Control 2

Self Monitoring

Self-Monitoring Checklist 1

Self-Monitoring Checklist 2

Emotional Control

Staying Seated in Class

Is This Good Behavior?

Behavior Choices (Field of 2)

Breathe In, Breathe Out

Count to Ten

These are Things That Help Me…

These are Things That Calm Me…

How I Feel

What Should She Do?

Classroom Rules

Organize This Desk

TRANSITIONS

What Order is This?

A Change in the Schedule

Making A Schedule

Cards to Help with Change

Making a Reading Schedule

Make Your Own Reading Schedule

Ways to Ask for the Bathroom

Bathroom Routine

Groups

What’s the Deal with Transition?

During Math Tina Does This

Mini Schedule Template

Transition Phrases

Group Directions

Group Directions vs. Individual Directions

Waiting Area

Standing in Line

Who is Lining Up Correctly?

Hallway Behaviors

Transition Objects

Can you Carry That?

WORK BEHAVIORS

Finish the Pattern (Work First, Then Play)

I am Working For It !

Make Your Own Incentive Chart

Expected Behaviors for Work Time

Alternatives to Hitting

Behaviors for Work Time

Interfering Behaviors

Using Headphones to Cancel Noise

Request a Break

Off Task (Visual Cue)

Activity Schedule

First, Next Schedule

3 Steps to Following Directions

These are Things That I Would Work For…

Task Analysis

Avoid Task Avoidance

BEING AROUND OTHERS

Stamp Out Un-Expected Behaviors (Bring in Expected Behaviors)

Non-Edible Objects

Good Behavior

I Don’t Want to Do This

Hands Off

Aggressive Behaviors

You Want to get an Item: What Can you Do?

Nodding Yes or No

What is a Tantrum?

Why is He Doing This?

Giving Up a Turn on Technology

Drinking Your Own Drink

What Can I do With My Hands?

It’s Too Loud in Here

Not all of the Time

Exercise

What Helps Me Calm Down?

Behavior Words

Keeping Property Safe

Keeping Property Safe 2
 

               


Students can practice ways to answer yes and no appropriately. 

  

Or, think about why someone may engage in a behavior, offering a glimpse into why they might possibly engage in a behavior. There is also a chance for students to think about and express some positive ways they can try to calm themselves. 


  

 

  A full page look at the page related to ways to calm. 

    

 


Best,     

  

 

 
 
With the recent events occurring in the world, more and more parents have taken on the role of teacher.  For parents of students with special needs, that role has always been there, but has increased.  Parents of children with special needs are used to teaching new skills, encouraging communication and building independence in their children.  However, the added job of teaching "full-time" can cause a bit of concern.  Additionally, there are some parents who have decided to home-school altogether. Although many of you have a copy and are familiar with the AutismClassroom.com guide for setting up a work area at home, this blog post is designed to give the book a closer, more detailed look.
 
The book, How to Set Up a Work Area at Home for a Child with Autism (2nd Edition) was created to support families and in-home support providers with tools for creating a work space in a home environment for doing homework.  It has now been used by many families to bring the classroom into the home as well. 


 
The introduction helps to identify items to have on hand when you are first getting started or planning for the beginning of your teaching.

 
 
The next chapter briefly reviews different types of schedules. Also, it provides full color schedules that can be cut out of the book, laminated and used.




    
Data collection is always important.  It helps to let you know if what you are teaching is working. There is a chapter dedicated to that topic.

 
There are various types of data sheets included in the book in case you want to use them.
 
 
It’s always important to locate the type of data sheet that tracks the skill you are working on.  Although, if you want, a quick internet search can give ideas and templates for data collection and progress monitoring.

      
 
 
After the data discussion, this next chapter is on making work systems that children can monitor themselves…eventually.  Of course, they will need much guidance from you at first. In reality, teachers use some of these strategies to build independence even if the progress is gradual.
 
   

Some things to remember, these tasks have to goal of teaching children to follow through on a task. So, make the task very easy so that they will not have to ask for help. 
 
 
    
    
 
 
 
Also, add a visual work system schedule (included in the book) so that they will know what work to do and in what order.
 
 
 
Adult Directed Skills are those tasks that require us to set up, prepare and teach directly. Usually, this is a new skill or an emerging skill.
The book guides you to think about the skills you want to teach and develop your own teaching plan.   

For example, the teaching plan should include the following elements:
 
·         The Skill to be Learned
 
·         Materials Needed
 
·         Plan to Make the Materials
 
·         Ideas for Data Collection
 
·         Teaching Technique to be Used
 
·         Motivator/Preferred Item/Reinforcer
 
                
 
 
 
 
The next chapter focuses on strategies for teaching play skills. And, gives ideas about using visual supports during play time. A copy of two of the Autism Classroom Structured Play Communication Boards are included.


 
   
 
 
The area on Self-Help Skills helps parents and in-home care providers think about introducing these skills to children in a routine and methodical way.
 
    
 
 
  
Transitions are hard for a number of students. Having something your child really likes at the place where they have to transition might help them get motivated to go there. Carrying items to the place can help too.  Visual cues can help some children...and this book has some visual cues that can be cut out and used.

 
 
 The hope is that this can be a useful tool to families that are now teaching from home and for teachers who need to provide guidance to families who are teaching from home. 
-AutismClassroom.com
 


Links to the 2nd edition...only the 2nd edition has the full-color page layout.
(Source: How to Set Up a Work Area at Home for a Child with Autism 2nd Edition: A Manual for Parents, Family Members and In-Home Support Providers from AutismClassroom.com) – on Amazon here.

(Source: How to Set Up a Work Area at Home for a Child with Autism 2nd Edition: A Manual for Parents, Family Members and In-Home Support Providers from AutismClassroom.com) – on Barnes and Noble here.

Ebook- An electronic download of the book can be purchased at Autism Classroom's Teachers Pay Teachers Store here.
 

 

 

 

At this time, many parents and teachers are looking for activities and lessons for their students who are now at home and being instructed by parents. Although some families can use apps or print off lessons, not all families can.  AutismClassroom.com has created a 3-week long set of ideas for activities for teens with developmental disabilities and autism.  Many make use of everyday objects that are found at home. Activity ideas include executive functioning skills, reading, language, visual and performing arts, social skills, and chores. It is not easy to develop general plans for teens because their ability levels vary so much and each individual is so different. The goal is to spark ideas for families when deciding what to teach.

For tips for younger children click here.

 

 

Activity Ideas for Teens for April 2020         (c)2020 AutismClassroom.com

Activity

April – Week 2

Additional Supports:

Executive Functioning Skills:

Monday- Make a schedule for the day together. (No times are needed, just plan the routine of what will happen.) Use sticky notes or small 1-inch by 3-inch strips of paper.  Review the schedule by pointing to each activity or by reading the words aloud. Remember to stick to what the schedule says for the day.
Tuesday- Sequence things.  Make a set of 4 cards that say 1, 2, 3, 4.  Find 4 pictures of an activity in various stages.  Have them sequence the steps in the pictures to show what goes first, second, third and fourth. If needed, use the schedule from the day before to show what activities will go first, second, third and fourth. (If a break will be included in between activities, be sure to have that listed in the sequence.)
Wednesday- Rank things in order. Place number cards in vertical order with 1 and the top and 4 at the bottom.  Make a sign that says, “What is your favorite?” or “What do you like the most?” Provide 4 items. Have them rank their favorite as 1st , their second favorite as 2nd , etc. Comment to explain the words first, second, third and fourth. Praise and compliment their choices.
Thursday- Discuss waiting and options for waiting.  Waiting is difficult. Have them explore some ways to deal with waiting. Have them use a piece of paper to make a poster with five large circles on it. Write “What can you I while I wait?” at the top and write out these phrases and have them glue them in the circles.

·         work or play

·         draw or write

·         play with something

·         relax

·         think about something fun

Friday- Get 2 plastic bins and sort 20 index card sized pieces of paper (10 white and 10 blue.) Have them sort 10 white in one bin and 10 blue in another bin.    (c) 2020 AutismClassroom.com

More extensive Executive Functioning Worksheets from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/Executive-Functioning-Skills-Printables-3588776

Language & Reading:

Monday- Use a script to call relatives to make holiday greetings. Or, use a script, while you pretend to make phone call together to a relative to wish them a happy holiday

season.  Or, spend time making a sign on paper that shows the greeting and text or video it to a family member, teacher or friend.

Tuesday- Read a social story (check online or make one up) about plans changing. Build sentences with small strips of paper and words written on them.  Have them put the words in order to build a sentence about plans changing and how to deal with changing plans.  Write these words on ¼ of an index card sized piece of paper: Sometimes, plans, change, When, they, do, I, can, remain, calm, ask, for, help, use, a, fidget.  (Adults: add whatever words you want.) Be sure to have identical sets of word cards.  Also, use punctuation cards for the end of the sentences.

Wednesday- Have them label 20 pictures of common objects (by pointing, handing it to you, or saying the name of the object), given a reinforcer/reward to use for 10 seconds after each correct answer.  (Work on 5 words at one time, the move on to 5 more, etc.)

Hold the picture card up and say “What is it?” or “Point to the ____.”  If they are correct, give them a reinforcer/reward from a reinforcer box to play with for 10 seconds.  Quickly hold the next picture card up and say “What is it?” or “Point to the ____”

Thursday-  Read this story to them about Perseverance.
I Can Work Through Tough Challenges.

Sometimes I face tough challenges. The next time things are hard for me, I will remember to keep trying and not give up. Then, I remember what my (mom, dad, sister, teacher, etc.) said about working through difficult activities and problems. Some challenges are little and some are big. For example, sometimes I cannot understand my work. Other times, the work seems too confusing. I will tell myself, “You should keep trying.”
Make a “yes” and “no” card.  Have them answer yes and no questions that you make up about the story.

Friday- Sit and look a magazine article or book together. No reading required.  No questions from the adult. Only comments about the shared reading experience.  “I like that picture,” “They are moving slow,” instead of “Do you like this too?” and “How fast are they moving?” Set a timer for 5 minutes if you need to.

More extensive Reading and Language Printables from Autism Classroom are available at:

 

https://www.teacherspayteachers.com/Product/Autism-Teens-w-Autism-Apps-Lesson-Ideas-Common-Core-Reading-Connections-790348

 

or

 

https://www.teacherspayteachers.com/Product/Autism-Common-Core-Literacy-Anchor-Connections-for-Teens-wAutism-Special-Ed-1067319


or

 

https://www.teacherspayteachers.com/Product/Writing-Skills-for-Students-with-Autism-Special-Needs-Expressive-Writing-2153771

Social Skills:

Monday- Encourage conversation skills using a highly favored TV show or item. Begin by showing a picture first, then starting the conversation. Use words, pictures or symbols on a paper to help students communicate. Have them answer questions about a favorite movie or TV character.

Tuesday- Teach conversation skills by teaching them to take turns in the conversation,  Try numbering a paper 1, 2, 3 and having a “yes” and “no” written on the paper.  Try to them pay attention to the conversation for at least 3 turns (have them answer 3 questions.)

Wednesday-Given visual cues cards (make the cards ahead of time) with the answer, will answer the following questions (by pointing to the cards or using words):

                  a.)What is your name?

                  b.)How old are you?

                  c.) How are you doing?

Ask the question, then immediately hold the answer card up near your face to give the answer.  Drill this skill 5 times in a row for each question.  After they can consistently answer or point to the answer, using the visual cue cards, begin to ask the questions without using the cue cards and have them answer.

Thursday- Show them how to use a video game controller.  Make a diagram to show the buttons and what each button can do (without playing areal game at first.) Have them push on a button when you name it (ex. ”Press the A button” or “push A and C together.” Or, Practice taking turns with a favorite toy or items they like. Encourage sharing for 3 quick turns. Or, Given the questions without cue cards, will answer the following

questions:

                  a.)What is your name?

                  b.)How old are you?

                  c.) How are you doing?

Friday- Have the students create a graphic design to promote any book you are reading for the week. Then have them share a review using a picture of a “thumbs up” or “thumbs down”.

More extensive Social Skills Printables for Teens from Autism Classroom are available at:

 

https://www.teacherspayteachers.com/Product/Teens-Edition-Social-Skills-Activities-and-Printables-for-Students-with-Autism-2777652

 

Daily Living Skills:

Monday- Organize things. Organize the video games in the game area, the school items in the corner, or the games on the shelf together.

Tuesday- Before they are looking- (do not let them see you do this), spread a 10 papers and books or magazines on the table.  Have them organize the books or magazines in a pile and the papers in a folder or pile. If the books would be better on the bookshelf, that works too. 

Wednesday- Make a “map” for their work space. Draw out where items should go in the work space. Cut and paste the words under the picture. Place the real items on their workspace as you want them to be set up. Hang up the “map” or place it somewhere safe to help them refer to it when cleaning up after the work time.

Thursday- Look through a magazine or make your own cut-outs or 5 separate cans of food. Look through a magazine or make your own cut-outs or 5 separate boxes of food.   On paper, draw a rectangle with 3 divisions to represent a shelf.  Label one shelf cans and the other boxes.  Have them sort the cut out items on the correct shelf.

Friday- Get 2 plastic bins and sort clean laundry.  Label one of the bins “pants” and the other “shirts.” Or, sort with the system that works for your home.

We do not have more extensive Daily Living Skills from Autism Classroom, however, we do have worksheets with minimal writing required:

 

https://www.teacherspayteachers.com/Product/Morning-Work-for-Teens-with-Special-Needs-Year-long-Bundle-Distance-Learning-2921405

 

or

 

https://www.teacherspayteachers.com/Product/Personal-Life-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-4146147

Visual and Performing Arts:

Monday-  Work on staying on task with a coloring activity. Make a design with 10 large circles and 15 small circles. Have them fully color the large circles a light color. Have them fully color the small circles a dark color.

Tuesday- Have them practice drawing their favorite TV logo. Take a picture of it or print a small picture of it if you can.  Have them copy or trace the logo. (Give the maximum amount of help to have them get it correct so that they do not learn the wrong way to draw the lines.)

Wednesday- Practice drawing “wow” face emojis. (Show them a sample first.) Circles within circles.
Thursday- Practice tracing the outline of everyday objects (plastic cup, remote control, marker, book, etc. ) using a pencil and paper.  Make fun sounds as you make the lines. 
Friday- Create a maze with dotted lines from one point to another.  Have them use a finger to go to the end. Then have them trace the line.

More extensive Fine Motor Worksheets for Teens from Autism Classroom are available at:

 

https://www.teacherspayteachers.com/Product/Fine-Motor-Writing-and-Scissor-Work-for-Teens-with-Special-Needs-2931796

 

Chores:

Monday- Clean up the paper from any projects they worked on this day by throwing un-needed items in a clear plastic bin on the table. (This is so you can make sure that all items being thrown away are in fact, things you want thrown away.) Use a sign that says clean up. Praise them for their work.

Tuesday- Encourage productivity by giving them a picture schedule of a chore with 3 or more steps. Encourage them to manipulate the schedule themselves to complete the steps in sequential order. Give only gesture prompts to help them finish the chore so that they do not begin to rely on your verbal prompts to do their chore.  When they are done, praise them for their work.

Wednesday- Read a short no baking needed cooking recipe (ex: jelly sandwich, cheese and crackers, etc.) Discuss how the numbered sequences relate to each other and that they work together to make an entire product at the end. Have each recipe direction written on a piece of paper and place them out of order. Ask them their thoughts on the end product with the jumbled instructions. Then, have them re-order the recipe instructions in the correct order. (Make the recipe if you want.)

Thursday- Conduct an activity with messy materials that you may not normally do because of the mess. Have them use a broom or vacuum to clean up after themselves.

Friday- Have them make their bed. Use a song or visual pictures as a cue to help them see and understand the steps.                                                                        
(c) 2020 AutismClassroom.com

We do not have more extensive Chores resources from Autism Classroom, however, we do have resources related to behavior and supporting positive behaviors:

 

https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Behavior-Support-147325

 

 

Activity

April – Week 3

Additional Supports:

Executive Functioning Skills:

Monday- Look for pictures of clocks.  Match the time to the clock face. Or, match the number words to the number time shown.

Tuesday- Work on telling time. Make 5 or more flash cards with times on them.  Have them point to the time that you ask them to point to.

Wednesday- Play the memory game. Have them repeat your actions:

·         Yawn

·         Hands on hips

·         Touch your arm

·         Make arm circles

Thursday- Play Simon says or “Do what I do.”  Or, make one up a game with red, blue, green and yellow cards.  Have them push the color “buttons” in the same sequence that you push them.  Offer a fun reinforcer or praise when correct.

For “Do what I do”:

·         Place your hands behind your back.

·         Hands up in the air,

·         Turn 2 times.

·         Touch knees.

Friday- Look for emojis that symbolize feelings.  Draw 3 emojis for happy, sad, confused, excited or angry.

More extensive Executive Functioning Worksheets from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/Executive-Functioning-Skills-Printables-3588776

Language & Reading:

Monday- Have them practice asking for an item using words, pictures, sign language or gestures.  Find an item you know they will want and model how to ask for it (say the word, give a picture for the item or sign for the item, etc.) Once they request, provide the item.

Tuesday- Read directions to sequence two actions: Clap hands / touch thigh, Wave / put hands together, Arms up / hug self, Arms out / rub hands. Write the words on paper and have them point to the words before performing the actions.

Wednesday- Use a pacing board (or a piece of paper with 4 circles in a row) and adult modeling, will point to the circles on the board as you say each word to enunciate each word in the sentence.

Use a pacing board with 4 circles.  Have them point to the circles while talking or while you read the words so that each word gets its “own” circle.  Model this for them as you talk, then help them to remember to slow down and use his pacing board if needed.

Thursday- Match the same socks. Find 2 identical socks (or something else) each that are red, blue, and yellow and three identical bins. Ask them to match to the same color.

Friday- Have them look at pictures of family members at a recent family activity, and look at the pictures with them and tell them the details about what occurred. Create details of what is happening in the picture.  Make 4 cards: happy, surprised, sad, mad. Have them match feelings words to the people in the picture.  Or, choose a favorite video game. Teach them how to read the game directions to learn how to play the video game. Or, teach them how to read instructions that tell how to move to the next level on the game.

More extensive Reading and Language Printables from Autism Classroom are available at:

 

More extensive Reading and Language Printables from Autism Classroom are available at:

 

https://www.teacherspayteachers.com/Product/Autism-Teens-w-Autism-Apps-Lesson-Ideas-Common-Core-Reading-Connections-790348

 

or

 

https://www.teacherspayteachers.com/Product/Autism-Common-Core-Literacy-Anchor-Connections-for-Teens-wAutism-Special-Ed-1067319


or

 

https://www.teacherspayteachers.com/Product/Writing-Skills-for-Students-with-Autism-Special-Needs-Expressive-Writing-2153771

Social Skills:

Monday- Play music and have them imitate your dance moves.  Or, just have fun dancing together.

Tuesday- Have them practice making requests by using a communication system with pictures, drawings, cut outs (from the box of the item) or using words.  Have them build communication skills by communicating 3 or more times during a fun game. Or, try picture boards which are like sheets of paper with pictures or words related to a specific game, toy or activity.  They provide language that might be used during that activity and language for requesting and commenting about what is going on during the game or activity.  The picture helps trigger communication in many children who use them frequently.  The adult must model the use of the board and use it while doing the activity. They do so by pointing to a word as they are talking in a natural tone.  The expectation is that the child will model the adult, however, modeling the adult is not forced.  For some children it will happen naturally after a few days or weeks of seeing the adult model.

Wednesday- Practice self-calming techniques such as breathing in and out. Start with having them blow a piece or crumbled (don’t let them see you crumble it) paper across the table or floor. This might help teach the concept of breathing out. It may take time.

Thursday Again, practice self-calming techniques such as breathing in and out. Use a feather or something light across the table or floor. This might help teach the concept of breathing out. It may take time. Have them count to ten on a number line as they take 10 deep breaths.
Thursday-
Have them play an easy to play, age appropriate, game or non-traditional game (with 1 peer or adult).  Use a turn-taking wheel or turn-taking visual support, to have them take turns, give up a turn and wait in the area until his turn is up again, at least 4 times per game. Also, a card with the word “wait” or “I am waiting for my turn” could be given to them when it is not their turn.

Friday- Study some topics in exercise science. Practice several relaxation techniques to calm and relax such as meditation and yoga. Add visual supports as need. Have them attempt 3 yoga poses for at least 1 minute.

More extensive Social Skills Printables for Teens from Autism Classroom are available at:

 

https://www.teacherspayteachers.com/Product/Teens-Edition-Social-Skills-Activities-and-Printables-for-Students-with-Autism-2777652

 

Daily Living Skills:

Monday- Using a visual schedule and seated structured work task (ex. match socks, pick up items and place in a container, fold paper, sort items) at a desk or table, have them will complete 3 tasks with only gesture prompting (no verbal prompting on these tasks) for 3 or more minutes. The tasks should easy tasks, with the sole purpose of having them start a task, stick to it and complete the task on their own (at first with gesture prompting, and no words).  Give them a visual schedule that shows the pictures of the tasks they will work on, the schedule will show the order of what to do.  Without many words, help them develop a system systematic way to work so that you can interchange tasks, but use the same system.

Tuesday- Practice the procedure for various activities that occur throughout the day. Show them the expectations of each activity. Make a video to model the specific skills you want them to learn. Show the video, then, re-practice the skill.

Wednesday- Be engineers. Draw out a plan for a large building, then use paper to construct the building.

Thursday- Practice sorting spring clothes and winter clothes in pictures.

Friday- Talk to them about how they might make a nutritious sensory lunch. Using the food pyramid, try to plan a future meal that has smells, tastes, textures and “sounds” and is healthy. Have them draw or paste pictures of the meal.

We do not have more extensive Daily Living Skills from Autism Classroom, however, we do have worksheets with minimal writing required:

 

https://www.teacherspayteachers.com/Product/Morning-Work-for-Teens-with-Special-Needs-Year-long-Bundle-Distance-Learning-2921405

 

or

 

https://www.teacherspayteachers.com/Product/Personal-Life-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-4146147

Visual and Performing Arts:

Monday- Using a sheet of paper, make an invitation for a family member or teacher to join you on a video-phone call or a on a regular phone call.  Add a specific time.  Practice folding paper into 6 folds. Use 2 pieces of paper so that you can use one and they can use one.  Put their name on it.  Send the invitation in a text or video.
Tuesday- Practice drawing horizontal lines by folding the paper in half and using five 3-inch lines on the top and five 3-inch lines on the bottom. Turn the paper over and have them practice some more. (Give the maximum amount of help to have them get it correct so that they do not learn the wrong way to draw the lines.)
Wednesday- Make a pretend flyer for a missing dog.  Add phone numbers at the bottom and cut offs for people to take. Or, use musical instruments or improvised instruments to have them imitate your actions. Play a song and/or sing a song.
Thursday- Make a “party favor” with index sized paper.  Use it to thank the person for the video-phone call or regular phone call. Fold it down on the edges.  Inside, glue a thank you statement.  Give them 3 choices for the statement. Have them pick the one they want to use.
Friday- Draw 15 small dots on paper. (Use 15 pre-cut circles) have them place the pre-cut circles onto the dots one by one. Or, use 5 index cards that look like mail envelope.  Draw a square on the top right corner. Have them place stickers on the top right square.

More extensive Fine Motor Worksheets for Teens from Autism Classroom are available at:

 

https://www.teacherspayteachers.com/Product/Fine-Motor-Writing-and-Scissor-Work-for-Teens-with-Special-Needs-2931796

 

Chores:

Monday- Sort spoons and forks.
Tuesday- Wipe tables after a snack using a picture schedule. (Clear dishes, Get napkin, Get water, Clean table, etc.)
Wednesday-
Practice lacing and tying shoes using colorful shoelaces.
Thursday- Sort various colors of paper.  (10 sheets each)
Friday-
Fill a bin with 12 pairs of loose socks.  Match the socks and fold them together. 

(c) 2020 AutismClassroom.com

We do not have more extensive Chores resources from Autism Classroom, however, we do have resources related to behavior and supporting positive behaviors:

 

https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Behavior-Support-147325

 

Activity

April – Week 4

Additional Supports:

Executive Functioning Skills:

Monday- Remind them that even when they feel angry, they can find a calm way to ask for what they want. Read each strategy to them.

I can be in charge of my own emotions. If I am upset, I can:

1.    Count to five.

2.    Take 3 deep breaths.

3.    Walk around inside the house/apartment.

4.    Think calm thoughts.

5.    Look at pictures of things I like.

Find 5 pieces of paper and have the pieces of paper represent these 5 options by drawing, writing, tracing or using pictures from a magazine that show the options. (If you want, make it a book that they can look at later.)

Tuesday- Cut and paste the matching phrase to the identical phrase.

Adults, make 2 sets of each phrase.  Have them match the phrases.

Count to five.

Take 3 deep breaths.

Walk around inside the house/apartment.

Think calm thoughts.

Look at pictures of things I like.

Wednesday- Look through a book or magazine to see who is “invading personal space” or “keeping a friendly distance.” Hold up an index sized card that says “too close” or “friendly distance.”)  Try it for 15 pictures. Show what it means to invading personal space or keeping a friendly distance by acting it out 2 times.

Thursday- Make a 5 sentence script of a problem situation that they are facing (do not mention the inappropriate behavior). For example, instead of “saying sometimes I hit others.”  Say, “sometimes it’s difficult to keep my hands to myself.” In the script, write 3 alternate ways to handle the problem appropriately.  Read the script. Have them make a mini-poster showing alternate ways to solve the problem.

Friday- Make a worksheet about problem solving.   There are other ways to tell people your feelings. Some people use words, sign language, pictures, or a raised hand to tell their feelings. Have them practice using one of these methods to say I’m hungry, I need help or I want a ______.

More extensive Executive Functioning Worksheets from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/Executive-Functioning-Skills-Printables-3588776

Language & Reading:

Monday- Make pretend cell phone on paper.  Write a message and have them read, point to or trace the message:

Hi Friend,

OMG! Did you see that video? LOL.

C U L8ter

 

Discuss action words. See if they can act out the words: pick up the phone, dial number, write a text, answer the call, talk to someone, wave high on video-chat, etc.

Tuesday- Create a family tree using pictures or photocopies of family pictures. Have them label the person’s name on the tree.

Wednesday- Focus on go and stop.  Use a green piece of paper with go on it and a red piece of paper with stop on it. Play music when you touch the go card. Stop the music when you touch the stop card. Let them try. Or, make silly movements when you touch the go card. Stop the silly movements when you touch the stop card.

Thursday- Look for pictures of sleep, eat, cook, cry, smile and walk in a book or magazine.  Write the words on paper and have them point to the word when they see the action. Or, look for pictures of Safety Signs (stop, pedestrian crossing, restroom signs, etc.) and have them point to the signs when they see them.

Friday- Write the words that go with the emoji. Look for emojis that symbolize feelings.  Have them draw 3 emojis for happy, sad, confused or angry.

More extensive Reading and Language Printables from Autism Classroom are available at:

 

https://www.teacherspayteachers.com/Product/Autism-Teens-w-Autism-Apps-Lesson-Ideas-Common-Core-Reading-Connections-790348

 

or

 

https://www.teacherspayteachers.com/Product/Autism-Common-Core-Literacy-Anchor-Connections-for-Teens-wAutism-Special-Ed-1067319


or

 

https://www.teacherspayteachers.com/Product/Writing-Skills-for-Students-with-Autism-Special-Needs-Expressive-Writing-2153771

Social Skills:

Monday- Play Simon Says.

Tuesday-  Write a book with each student called “My Favorite Things.” Ask them to share the book with their family when the book is completed.

Wednesday- Use role-play and video modeling to talk about personal space and respecting other’s personal space. Have them act out appropriate vs. inappropriate ways to deal with personal space. Have them make a “yes” card and a “no” card for them to answer questions with.
Thursday- Practice a greeting in whatever way you want (waving, saying hi, smiling, etc.) Give them a cue and use a visual direction to show them what to do.  For example, if you want them to wave after you say “hi”, make a piece of paper that says “wave” and has a drawing of a hand waving.  Hold that up after you say “hi” to give them a cue of what to do. Give 5 seconds of wait time, help them to wave. Try it several times. If you want, you can tell a very short story (1 minute) before you start about how people greet one another.
Friday- Sit and look a magazine article or book together. Set a timer. No reading required.  No questions from adults. Only comments about the shared reading experience.  “I like that picture,” “They are having fun,” instead of “Do you like this too?” and “Are they having fun?”

More extensive Social Skills Printables for Teens from Autism Classroom are available at:

 

https://www.teacherspayteachers.com/Product/Teens-Edition-Social-Skills-Activities-and-Printables-for-Students-with-Autism-2777652

 

Daily Living Skills:

Monday- Match words to pictures or various items in the kitchen that you want them to learn about.

Tuesday- Use crushed ice, fruit and other seasonal ingredients to make a smoothie fit for the season. Visual directions. Write out the instructions. Or, ask them to practice typing their name, address and phone number into the computer. Give a visual template to them to refer to when typing.

Wednesday- Play a game where they have to match clothing to the appropriate situation (ex. Relaxing at home vs. job interview or going to the movies vs. visiting the mayor.)

Thursday- Read a storybook that has a moral related to working hard. Ask them to study the work habits of the characters in the story by creating a visual storyboard that highlights work traits that are positive and show working hard.

Friday- “Open” zipper baggies, place in one thing then “close” the baggie correctly.

We do not have more extensive Daily Living Skills from Autism Classroom, however, we do have worksheets with minimal writing required:

 

https://www.teacherspayteachers.com/Product/Morning-Work-for-Teens-with-Special-Needs-Year-long-Bundle-Distance-Learning-2921405

 

or

 

https://www.teacherspayteachers.com/Product/Personal-Life-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-4146147

Visual and Performing Arts:

Monday- Over the weekend, adults make 4 “coupons” (with a large black rectangle outline) for fun inside of the house activities. Have them cut out the coupons.
Tuesday- Make your own identification card. Have them place a picture of themselves and contact information.  Use clear tape over the card to make it durable.

Wednesday- Have them practice drawing circles by copying from a picture of a circle you make. Have them make a “Personal Bubble” art activity by drawing whatever they would like in the “bubble.”
Thursday- Trace a stencil on paper.  Try several stencils.  Or, use a writing utensil, and have them write their name and spell words. Or, do a group line dance together where you both do the same dance moves.
Friday- Look through a magazine or newspaper to find one of their favorite singer, character, or group. Cut out the picture. Have them glue a picture of their favorite singer, character, or group onto paper.  Play the “follow the singer” game. Sing group Karaoke and have the “crowd” sing along with the person who has the pretend microphone. If you want, have them imitate the gestures and the silly sounds in the songs.

More extensive Fine Motor Worksheets for Teens from Autism Classroom are available at:

 

https://www.teacherspayteachers.com/Product/Fine-Motor-Writing-and-Scissor-Work-for-Teens-with-Special-Needs-2931796

 

Chores:

Monday- Practice folding washcloths and towels.  Fold 10 washcloths or towels together.
Tuesday- Write down the steps required in folding pants.  Have them read through each step to fold 5 pairs of clean pants.
Wednesday- Stuff 5 envelopes with paper.  Have them fold the paper in 3 parts, then place it in the envelope.
Thursday- Have them set plastic or paper plates, napkins and plastic cups out for their snack. Give a visual cue of where the items should go.  Pre-make a piece of paper with the visual “map” to show where the plates, napkins and cups should go.
Friday- Have them sweep up the floor in a small area of the house. Give them a spot to place the dirt (ex: near the dustpan that is left on the floor or in a small square marked by colorful tape).
(c) 2020 AutismClassroom.com

We do not have more extensive Chores resources from Autism Classroom, however, we do have resources related to behavior and supporting positive behaviors:

 

https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Behavior-Support-147325

 

AutismClassroom's Teachers Pay Teachers Store: A source for more extensive worksheets for older kids and teens can be found here

AutismClassroom.com Store:  Another source for more extensive worksheets can also be found here.

 

 

 

 

 

 

I see the signs all over the lawns.  They are there for college graduates, high school graduates, middle school achievers and more. It is a great symbol of appreciation and accomplishment.  A way to say we care for you and we miss you. Students with special needs need this too. Certificates can support this effort. These End of the Year Awards help to celebrate the accomplishments that your students have made this year in their social skills, interaction skills, behavior improvements, ability to follow directions and more.

 


We know it is so important to celebrate students for who they are. Every inch toward progress is counted.


 


 

Using colorful paper, each certificate can be personalized with the best color that fits.  This resource has 32 pages of certificates. (Some certificates have one with a picture of a boy and one with a picture of a girl.)  The list of included certificate titles includes:

Social Butterfly

Goal Master

Classroom Helper

The Mayor

Sunshine Ray

Ray of Sunshine

Independence Seeker

Friendly Classmate

Chore Regulator

Most Improved

Above and Beyond the Call of Duty

Socially Savvy

Living the Life

Daily Living Skills Champ

Reaching Out to Play

Working More Diligently

Increasing Independence

Following Directions

Improving Behavior

Teacher’s Assistant

Friendly Classmate

Computer King

Computer Queen

App Consultant

Never Gives Up

Always Keeps Trying

(And 2 Blank Forms)

  

 

Use colorful paper to add some fun!  These are some samples with the colorful paper.

 

  


On another note, sometimes, you just want to celebrate weekly. Or, at least more often than the end of the year.  These Special Education Classroom Certificates do that.  They are a simple way to say “I achieved a goal” or “I know I know my ABC’s” or to highlight other steps toward progress.



Sometimes we only have regular copy paper and need to print in black and white.  But, on those days when color is an option, they can look like this.

 

 

Included are 14 styles of certificates to acknowledge students throughout the year.

-I Mastered a Goal
-I Met a New Objective- Girl
-I Met a New Objective- Boy
-Star Student (4 variations)
-What a Great Day
-Reading Superstar
-I Love to Read
-ABC Queen (2 styles)
-ABC King (2 styles)
-You Rock
-I Had a Great Day

 Now that we are not using printing as much and are sending things electronically, these are my new favorite.  All of our ink is not needed to send virtual certificates.  These Student Certificates in PNG form are all about pops of color!

 

 

These certificates are for acknowledging students for having a great day. Now they are provided as png images to allow for the ability to add text over them, if text is wanted. And, I love the fact that I can add a personal message. Then they can be sent as a text or email image. Just remember to save them as an image or pdf so that your font stays the same.

 

There are a few styles with variations of each for you to choose the style that you like best. There are color certificates and some with a white background. There are large full-page certificates. There are also mini half-page certificates so you can add text.

   For more information about each type of certificate check out these images below:

 

                                                                                      

Best,

 

 

 

 

 

At this time, many parents and teachers are looking for activities and lessons for their students who are now at home and being instructed by parents. Although some families can use apps or print off lessons, not all families can.  AutismClassroom.com has created a 4- week long set of ideas for activities for young children with autism.  Many make use of everyday objects that are found at home. Activity ideas include phonics, language, social skills, play skills, fine motor, and sensory fun. A great deal of emphasis is on fostering skills related to playing and relating to others.  The goal is to spark ideas for families when deciding what to teach.

For tips for teens, click here

 

Activity Ideas for April 2020 for Young Children with Autism and Related Special Needs  ©2020 AutismClassroom.com

Activity (15 minutes each)

April – Week 1

Additional Supports:

Phonics:

 

Monday- Sing the alphabet song.  Point to the letters in the alphabet.
Tuesday- Use alphabet plastic letters to spell name or make letters in name with index card sized pieces of paper.
Wednesday- Identify pictures of words that start with the letter “A” using a magazine or a store circular. (Have a piece of paper with the letter on it available to reference.)
Thursday- Use a pretend microphone to practice making the letter A sound. Or, practice raising a hand when the letter A sound is heard in a story, song or poem.
Friday- Get 2 plastic bins and sort 10 letters (on index card sized pieces of paper) in one bin and 10 toys in another bin.  Emphasize letters make up the words we use.

More extensive Phonics Worksheets from Autism Classroom are available at: https://www.teacherspayteachers.com/Store/Autism-Classroom/Search:phonics

Language:

Monday- Ask them to imitate the following actions:  Pretend to drink from a cup
Pretend to pour from a cup, Brush doll's hair and hold doll, Make an action figure walk and make an action figure or toy stuffed animal jump.

Tuesday- Ask them to imitate the following actions: Pretend to scoop with a spoon and pretend to stir with a spoon, Roll a small squishy ball, Open a pretend door, Make a surprised face.
Wednesday- Have them imitate the action as you say the preposition. Use a large block and a plastic cup. “Take the block off of the cup like me. You do it. Great. That’s off.”

-off

-on
Thursday- Have them imitate the action as you say the preposition. Use a large block and a plastic cup. “Take the block out of the cup like me. You do it. Great. That’s out.”

-out

-under

-above
Friday- Have them imitate the action as you say the preposition. Use a toy car and a pretend bridge and pretend tunnel. “Take the car over the bridge.”

-over

-through

More extensive Language Printables from Autism Classroom are available at: https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Language-Skills-140406

And

https://www.teacherspayteachers.com/Product/Language-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-4301227

Social Skills:

Monday- Identify pictures of emotions.  Look at pictures of happy, sad, angry (mad) and fearful.  Point to the pictures.  Use words written on small pieces of paper to match the word to the picture of happy, sad, angry (mad) and fearful.

Tuesday- Have them imitate your face as you try to show different emotions.  Try: Happy, sad, angry (mad) and fearful or other emotions that you would like to teach.

Wednesday- Ask them to “Draw this face with me” as you draw a happy face and a sad face.  Don’t focus on the accuracy.  Focus on the idea of attending to the same task and working together. Identify pictures and label them after you draw them.  If you have a toy that has a happy or sad face, show the toy and describe it.

Thursday- Practice a greeting in whatever way you want (waving, saying hi, smiling, etc.) Give them a cue and use a visual direction to show them what to do.  For example, if you want them to wave after you say “hi”, make a piece of paper that says “wave” and has a drawing of a hand waving.  Hold that up after you say “hi” to give them a cue of what to do. Give 5 seconds of wait time, then, help them to wave. Try it several times. If you want, you can tell a very short story (1 minute) before you start about how people greet one another.

Friday- Find an online poster of emotions or look for a magazine with various pictures. Point to the pictures and have them copy you as you point to happy, sad, angry (mad) and fearful or any other emotions that you want them to learn.

More extensive Social Skills Printables from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/Social-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-2353018

Structured Play:

Monday- Practice letting them lead. Adult- imitate their actions with toys.  Give them a choice of 3 toys or items. Follow their lead as long as the action is safe. This is a chance to let them lead the interaction with the toys.

Tuesday- Continue to practice letting them lead. Adult find 2 of the same toy - imitate their actions with toys using your similar toy.  Follow their lead as long as the action is safe. This is a chance to led them lead the interaction with the toys. You do what they do.  Comment with limited words, for example “oh, you want the car to go over.”

Wednesday- Continue to practice letting them lead. Adult find 2 of the same toy again- imitate their actions with toys using your similar toy.  Follow their lead as long as the action is safe. This is a chance to led them lead the interaction with the toys. You do what they do.  Comment with limited words, for example “the doll gets a hug.”

Thursday- Have them imitate you as you move your head side to side, nod, shrug shoulders, smile and do a high five. Find 2 similar toys, one for you and one for them. Next, say “Do what I do” as you put a toy on, off, over, under, through a pretend tunnel or box.

Friday- Find pictures of a lion, lamb and frog. Pretend to be a lion, then pretend to be a lamb.  Make their animal sounds. Play spring related songs and jump around like a frog.

More extensive Play Skills Printables from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/Play-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-2495195

Or

https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Play-Skills-Social-Skills-165192

or

https://www.teacherspayteachers.com/Product/Special-Education-Autism-Interactive-Notebook-Play-Skills-Part-1-1660187

Fine Motor:

Monday- Use markers and color words to focus on colors. Fold the paper in 6 parts.  Write one color word in each rectangle: red, blue, yellow, green, orange, purple.  Have them (or help them) make a circle around each work using the corresponding color.  Say, “find red. Make a red circle.”
Tuesday- Fold the paper in 6 parts. Draw one large circle in each rectangle.  Have them color inside the circle.  Trying to stay within the lines. Say, “Color inside the circle.”

Wednesday- Lacing Cards. Use a paper plate or a paper circle.  Make 6 holes in the perimeter (without them seeing you do this). Have them use string or yarn to lace the string or yarn through the holes. Be sure to tie the string in a knot around one of the holes so that it can stay attached. Keep a very close eye on them as they do this task. Or just have them draw a line from each hole to the other hole.
Thursday- Create a tracing sheet with color words. Write the words clearly in black, then have them trace the color words using the correct color for that word. Give them a choice of 2, for example. “Which one is red? Use the red to write the word red.”
Friday- Stack 10 plastic or paper items (cubed shaped) to make a tower.  Take turns.

More extensive Fine Motor Worksheets from Autism Classroom are available at:

https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Fine-Motor-147327

Sensory Fun:

Monday- Play an emotions song or a feelings song for kids on you Tube. Or, make up a song and sing it while pointing to the pictures of emotions.

Tuesday- Use play dough or cut out strips of paper (eight 1 inch x 11 inch strips) to make the following shapes: square, rectangle, triangle and diamond.

Wednesday- Draw a tree.  Then have them draw their own tree.  Use something crafty to put leaves on the tree. Count the leaves when done.

Thursday- Draw a picture of a squirrel or bunny and have them glue cotton balls or white paper circles on the picture to make the tail. Allow them to do the work even it if takes a while. (Howevr, you control the glue.)

Friday- Do some “spring cleaning” with soapy water and a sponge. Or, tape paper cut outs of birds on a large blue sky using copy paper and crayons.

More extensive Sensory Fun Printables from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/The-Wrecked-Printable-Sensory-Lessons-for-FALL-Speaking-and-Listening-CC-2800202

 

©2020 AutismClassroom.com

 

 

Activity (15 minutes each)

April – Week 2

Additional Supports:

Phonics:

 

Monday- Practice making the B sound and pointing to the letter B in a store circular or magazine.

Tuesday- Write out a list of words that start with B (ball, broom, bat, bin, block and boat).  Have them point to the word as you say it. 

Wednesday- Read or write 5 words that start with B.  Have them point to the letter B in each word. Sing a song about the letter B.

Thursday- Make a large B on a piece of paper.  Have them glue 6 small pictures of the letter B onto the larger B.

Friday- Get 2 plastic bins and sort 10 letters (on index card sized pieces of paper) in one bin and 10 numbers (on index card sized pieces of paper) in another bin.  Label one of the bins “letters” and the other “numbers.”

 More extensive Phonics Worksheets from Autism Classroom are available at: https://www.teacherspayteachers.com/Store/Autism-Classroom/Search:phonics

Language:

Monday- Have them practice asking for an item using words, pictures, sign language or gestures.  Find an item you know they will want and model how to ask for it (say the word, give a picture for the item or sign for the item, etc.) Once they request, provide the item.

Tuesday- Have them sequence two actions: Clap hands / touch thigh, Wave / put hands together, Arms up / hug self, Arms out / rub hands.

Wednesday- Have them sequence two actions: Arms forward / touch head, Shake arms / touch nose, Jump up / touch ground, Jump forward / squat.

Thursday- Match the same colors. Find 2 identical items each that are red, blue, and yellow and three identical bins. Ask them to match to the same color.

Friday- Play the verb game. Hop, like a bunny. Roll, like an egg. Stand, like a carrot.  Run, like the wind. Bloom, like a flower.

More extensive Language Printables from Autism Classroom are available at: https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Language-Skills-140406

And

https://www.teacherspayteachers.com/Product/Language-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-4301227

Social Skills:

Monday- Explain what sharing means by modeling it. Start using phrases such as “I am going to share with you,” “We are sharing,” or “Time to share.” Model sharing with a sibling or another family member at first and use the vocabulary word “share” often.

Tuesday- Again, explain what sharing means by writing out the word and pointing to it each time you use the word for this 15 minute block. Continue using phrases such as “I am going to share with you,” “We are sharing,” or “Time to share.” Model sharing with a sibling or another family member at first and use the vocabulary word “share” often.

Wednesday- Have them share a non-favorite item. Randomly, have them play with something that’s not one of their favorites, and then say ask them to share. Give it right back at first.  Over time, play with it for longer periods of time.

Thursday- Practice sharing writing utensils.  Color a picture together, but share one crayon or marker while you’re coloring a page. Make sure, at first, you share for a short period of time and then say, “thank you, it’s your turn” and give the item back.

Friday- Learning to share takes time.  Keep working on it. Have them choose a toy or item.  Ask them to share while you point to the word share.  Praise them if they share.

Find and read a short social story about taking turns with toys and games. Have fun.

More extensive Social Skills Printables from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/Social-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-2353018

Structured Play:

Monday- Play imitation games.  Have them imitate your actions by saying “Do this.” (Hands together, hands up, arms to the side, arms out front, shake your hands, laugh)

Tuesday- Play imitation games.  Have them imitate your actions by saying “Follow me.” (Hand on head, shoulders, knees, toes.) Sing the song “Head, Shoulders, Knees and Toes” slow, then sing medium speed, then sing it fast while doing the motions.

Wednesday- Make 2 paper airplanes.  Have the airplanes make circles, have them go up, have them go across the sky, them have them race. 

Thursday-. Use dolls or toy figures.  Have them pretend to take an airplane ride using the paper airplanes from the day before.  Or, have them pretend to go for a walk over a pretend bridge, through a pretend tunnel, in a pretend school and to a pretend park.  Imagine things they may see.

Friday- Complete a puzzle together.  Or, use an unused magazine page and cut it into 8 pieces to make a puzzle.  Complete it together.

More extensive Play Skills Printables from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/Play-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-2495195

Or

https://www.teacherspayteachers.com/Store/Autism-Classroom/Search:Structured+Play+Communication+Boards+for+Children

or

https://www.teacherspayteachers.com/Product/Special-Education-Autism-Interactive-Notebook-Play-Skills-Part-1-1660187

Fine Motor:

Monday- Practice folding paper into 6 folds. Use 2 pieces of paper so that you can use one and they can use one. 
Tuesday- Practice drawing vertical lines by folding the paper in half and using five  3-inch lines on the top and five  3-inch lines on the bottom. Turn the paper over and have them practice some more. (Give the maximum amount of help to have them get it correct so that they do not learn the wrong way to draw the lines.)
Wednesday- Practice drawing vertical lines by drawing five 6-inch lines. Turn the paper over and have them practice 5 more. (Give the maximum amount of help to have them get it correct so that they do not learn the wrong way to draw the lines.) 
Thursday- Practice curvy lines using a marker and paper.  Make fun sounds as you make the lines.  Have them move a toy car or toy figure over the curvy lines.
Friday- Use 2 plastic small containers to hold 10 cubes.  Have them use tongs or 2 spoons to move the cubes from one container to the other.

More extensive Fine Motor Worksheets from Autism Classroom are available at:

https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Fine-Motor-147327

Sensory Fun:

Monday- Make mud by mixing brown paper and water. Just play with the “mud” in a large bucket. Or, use paint to washable paint a picture.

Tuesday- Place pictures or draw pictures of carrots and place them various places on the floor or table and have a toy bunny hop on the carrots.

Wednesday- Make handprints on paper with washable paint or water on blue paper. Or, trace your hand on the paper and color it in.

Thursday- Make a sock puppet of a bunny, sheep, frog and other spring animals. Have a puppet show.

Friday- Trace the letters of the alphabet with a marker. Then, make a small picture of a bunny rabbit and have it hop from letter to letter.

More extensive Sensory Fun Printables from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/The-Wrecked-Printable-Sensory-Lessons-for-FALL-Speaking-and-Listening-CC-2800202

©2020 AutismClassroom.com

 

 

Activity (15 minutes each)

April – Week 3

Additional Supports:

Phonics:

 

Monday- Look for pictures of words that start with C.  Make 6 cards that have the letter C on them.  Have them place the C card on any picture that starts with C. Or, have them match the letter C to the letter C.

Tuesday- Review the following C words buy writing them clearly on a chalk board or poster paper or regular paper: cat, cup, cap, cake, can and carrot.

Wednesday- Make a mini-book of the letter C. Have them look for pictures in an old magazine of things and words that start with C. Glue them in the mini-book.  Read the book.

Thursday- Make a large hallowed C on paper. Fill in the letter C with pictures of things that start with C from a magazine color the C.

Friday- Cut 15 small circles to glue onto a written letter C on construction paper.

More extensive Phonics Worksheets from Autism Classroom are available at:
https://www.teacherspayteachers.com/Store/Autism-Classroom/Search:phonics

Language:

Monday- Discuss action words. See if they can act out the words: knock, clap, stand, turn around, wave and sit down.

Tuesday- Make an action words book.  Use 6 pages.  Find pictures of actions or draw pictures of actions. Compile the book.

Wednesday- Read the action words book together. Act out the actions.

Thursday- Look for pictures of sleep, eat, cook, cry, smile and walk in a book or magazine.  Write the words on paper and have them point to the work when they see the action.

Friday- Focus on go and stop.  Use a green piece of paper with go on it and a red piece of paper with stop on it. Play music when you touch the go card. Stop the music when you touch the stop card. Let them try. Or, make silly movements you touch the go card. Stop the silly movements when you touch the stop card.

More extensive Language Printables from Autism Classroom are available at: https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Language-Skills-140406

And

https://www.teacherspayteachers.com/Product/Language-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-4301227

Social Skills:

Monday- Play music and have them imitate your dance moves.  Or, just have fun dancing together.

Tuesday- Have them practice making requests by using a communication system with pictures, drawings, cut outs from the box of the item or using words.

Wednesday- Practice self-calming techniques such as breathing in and out. Start with having them blow a piece or crumbled (don’t let them see you crumble it) paper across the table or floor. This might help teach the concept of breathing out. It may take time.

Thursday Again, practice self-calming techniques such as breathing in and out. Use a feather or something light across the table or floor. This might help teach the concept of breathing out. It may take time.
Thursday-
Practice a greeting in whatever way you want (waving, saying hi, smiling, etc.) Give them a cue and use a visual direction to show them what to do.  For example, if you want them to wave after you say “hi”, make a piece of paper that says “wave” and has a drawing of a hand waving.  Hold that up after you say “hi” to give them a cue of what to do. Give 5 seconds of wait time, then, help them to wave. Try it several times. If you want, you can tell a very short story (1 minute) before you start about how people greet one another.

Friday- Use 2 toy cars to highlight the concepts of loud/quiet, fast/slow, and forward/backward. Have them imitate as you give an example of the car being loud/quiet and moving fast/slow, and forward/backward.

More extensive Social Skills Printables from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/Play-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-2495195

Structured Play:

Monday- Work on directional words by playing Freeze Dance. Play the music and have them dance, when the music stops, have them freeze. Emphasize the word “Dance” and “Freeze.”

Tuesday- Show a picture of a bear. Pretend to be a bear waking up from hibernation. What would he see, what would he do, what would he eat?

Wednesday- Use musical instruments or improvised instruments to have them imitate your actions. Play a song and/or sing a song together.

Thursday- Practice dressing in spring clothes. Put on rain boots, rain jackets and open umbrellas to play pretend.

Friday- Act out nursery rhymes that relate to spring such as Little Bo Peep, Rain, Rain Go Away and Itsy Bitsy Spider.

More extensive Play Skills Printables from Autism Classroom are available at: https://www.teacherspayteachers.com/Product/Play-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-2495195

Or

https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Play-Skills-Social-Skills-165192

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https://www.teacherspayteachers.com/Product/Special-Education-Autism-Interactive-Notebook-Play-Skills-Part-1-1660187

Fine Motor:

Monday- Practice folding paper again into 6 folds. Use 2 pieces of paper so that you can use one and they can use one. 
Tuesday- Practice drawing horizontal lines by folding the paper in half and using five 3-inch lines on the top and five 3-inch lines on the bottom. Turn the paper over and have them practice some more. (Give the maximum amount of help to have them get it correct so that they do not learn the wrong way to draw the lines.)
Wednesday- Practice drawing horizontal lines by drawing five 6-inch lines. Turn the paper over and have them practice 5 more. (Give the maximum amount of help to have them get it correct so that they do not learn the wrong way to draw the lines.) 
Thursday- Make a curvy line on paper.  Have them place pieces of cereal on the line. Count them as you go. 
Friday- Draw 15 small dots on paper. (Use 15 pre-cut circles) have them place the pre-cut circles onto the dots one by one.

More extensive Fine Motor Worksheets from Autism Classroom are available at:

https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Fine-Motor-147327

Sensory Fun:

Monday- Use a fun fidget toy.
Tuesday- Cut out a large letter C. Have them add glue and crumble tissue paper on the letter C.
Wednesday- Make a face with shapes. Use a square, triangle, circles and crescent.  
Thursday- Find a safe sensory substance to play in. Make the letter C in the sensory substance.
Friday-
Fill a bin with socks.  Add 6 small cutouts of the letter C.   Have them reach through the bin and locate the C cards. 

More extensive Sensory Fun Printables from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/The-Wrecked-Printable-Sensory-Lessons-for-FALL-Speaking-and-Listening-CC-2800202

©2020 AutismClassroom.com

 

Activity (15 minutes each)

April – Week 4

Additional Supports:

Phonics:

 

Monday- Have them spell out the letters in their name using index cards with each letter on it.

Tuesday- Have them practice tracing their name. (Give the maximum amount of help to have them get it correct so that they do not learn the wrong way to write the letters.) 

Wednesday- Look for pictures of words that start with D.  Make 6 cards that have the letter D on them.  Have them place the D card on any picture that starts with D. Or, have them match the letter D to the letter D.

Thursday- Make 5 sight word cards for words you want them to know.  Make a second set. Have them match one set of cards to the other. Use the word cards from yesterday. Have them point to a word when you say the word.

Friday- Use the index cards from Monday.  Have them spell their name.

More extensive Phonics Worksheets from Autism Classroom are available at: https://www.teacherspayteachers.com/Store/Autism-Classroom/Search:phonics

Language:

Monday- Have them point to real objects in the house(Clothes, Remote, Purse, Plastic Cup, Soap, CD, Lego)

Tuesday- Have them point to the objects in the house (Brush, Key, Paintbrush, Ball, Phone, Chair, Tape, Glue)

Wednesday- Have them point to the objects in the house (Jacket, Sweater, Shirt, Backpack, Towel, Pencil, Table, Chair, Table, Comb)

Thursday- Have them locate different places in the house (kitchen, bedroom, bathroom, play room, basement, etc.)

Friday- Discuss the difference between “empty” and “full” using two clear plastic containers with pom-poms or cotton balls inside one container with the other empty. Ask them to point to the correct container when asked which is full/which is empty? Use one index card with the word full and one index card with the word empty. Show the full and empty container. Ask them to label adjectives or point to the adjective to describe the container contents when asked “What is this?” (Ex: full or empty.)

 

 

More extensive Language Printables from Autism Classroom are available at: https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Language-Skills-140406

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Social Skills:

Monday- Play Simon Says.

Tuesday- Play the jumping game. Hold their hands as you guide them as they jump.  Count 1,2,3 stop. Repeat.  Then pause in between jumps. See if you can get them to say go or to sign “more” to start jumping again.

Wednesday- Play the tickle game. Hold their hands as you guide them as they jump.  Count 1,2,3 stop. Repeat.  Then pause in between tickles. See if you can get them to say go or to sign “more” to repeat.
Thursday- Practice a greeting again in whatever way you want (waving, saying hi, smiling, etc.) Give them a cue and use a visual direction to show them what to do.  For example, if you want them to wave after you say “hi”, make a piece of paper that says “wave” and has a drawing of a hand waving.  Hold that up after you say “hi” to give them a cue of what to do. Give 5 seconds of wait time, then, help them to wave. Try it several times. If you want, you can tell a very short story (1 minute) before you start about how people greet one another.
Friday- Practice “turn-taking” while playing with a favorite toy.

More extensive Social Skills Printables from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/Play-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-2495195

Structured Play:

Monday- Have them imitate your actions with 3 toys of your choice. Say “do this.”

Tuesday- Have them imitate your actions with a toy rabbit or toy spring animal and a box for the following motions: on, off, over, under.

Wednesday- Use pretend play to go for a hike.  Have a scavenger hunt along the way to look for various items.

Thursday- Pretend to be animals.  Act out the various motions that animals make. (Snake, elephant, duck, penguin, etc.)

Friday- Use paper to make color squares on the table and have them jump a toy figure on the color you call.

More extensive Play Skills Printables from Autism Classroom are available at:

More extensive Play Skills Printables from Autism Classroom are available at: https://www.teacherspayteachers.com/Product/Play-Skills-Printables-for-Students-with-Autism-Similar-Special-Needs-2495195

Or

https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Play-Skills-Social-Skills-165192

or

https://www.teacherspayteachers.com/Product/Special-Education-Autism-Interactive-Notebook-Play-Skills-Part-1-1660187

Fine Motor:

Monday- Practice folding washcloths and towels.  Fold 10 washcloths or towels together.
Tuesday- Practice drawing circles by folding the paper in half and using five circles on the top and five circles on the bottom. Turn the paper over and have them practice some more. (Give the maximum amount of help to have them get it correct so that they do not learn the wrong way to draw the circles.)
Wednesday- Practice drawing circles by copying from a picture of a circle you make. Turn the paper over and have them practice 5 more after they see you model it. (Give the maximum amount of help to have them get it correct so that they do not learn the wrong way to draw the circles.) 
Thursday- Trace a stencil on paper.  Try several stencils. 
Friday- Draw 15 small dots on paper. Have them place stickers on the dots one by one.

More extensive Fine Motor Worksheets from Autism Classroom are available at:

https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Fine-Motor-147327

Sensory Fun:

Monday- Play with bubbles.
Tuesday- Pop bubbles.  Say 1,2,3 pop as you pop bubbles. Or, pretend to blow bubble using a pretend wand and pretend bubbles.  Clap your hand together to make the 1,2,3, pop sound. 
Wednesday- Make a “Water painting” picture using blue or green construction paper, water, paint brushes or cotton swabs.  
Thursday-Use paper to make a star and place a letter D on the star.  Use a marker to color it in.
Friday- Write the letter D on construction paper using stickers, cereal or small circles.

More extensive Sensory Fun Printables from Autism Classroom are available at:

https://www.teacherspayteachers.com/Product/The-Wrecked-Printable-Sensory-Lessons-for-FALL-Speaking-and-Listening-CC-2800202

©2020 AutismClassroom.com

 

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