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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.