Autism

15 Tips for Leading a Social Skills Group

March 5, 2018 by pathway2success Leave a Comment

As a middle school special educator, social skills have been one of my favorite areas to teach. These skills are so important but often get left behind, especially in the upper grades. These are a number of roadblocks to teaching social skills to kids and young adults, including now having enough time, difficulty scheduling a group, or just not having the right resources to get started. That’s why as a curriculum specialist now, I feel it’s so important to help educators find a way to teach these important skills. So many kids struggle with understanding others’ perspective, engaging in peer conversations, making friends, managing their emotions, dealing with conflicts, and much more. These are all critical skills that help kids have success in school, with friends, and for the rest of their lives.

Sometimes it might feel like there is not enough time in the day for social skills instruction due to scheduling, academics, and other needs throughout the day. Still, there are ways to fit it in. If a middle or high school student still needs social instruction, it’s critical they get it right away! Consider pulling a group out of study hall once a week for instruction, having a lunch group every day for a week, or structuring time for a morning meeting. It’s important to think outside the box to find a time that works. Once you figure out the timing, here are some tips and strategies for making social skills groups work for you and your students:

Identify social needs ahead of time. Consider the students you are thinking of and what specific social skills they need the most. Start with the most important skills first and work your way through. For example, if a young adult is getting into trouble for acting out in aggressive ways, focus on managing emotions first. If you have a student who is constantly arguing with peers because they only see things one way, focus on perspective-taking. The term “social skills” is really a huge umbrella, so work to be purposeful about what specific skills you are teaching.

Involve peer role models. This can’t be stressed enough! Inviting peer role models into a group can help kids feel more excited for the activities. Of course, it’s no secret that kids learn best from other kids. Peer role models are perfect supports to help give appropriate social responses throughout activities. You really need these learners around to help support the other students who need the social skills the most.

Communicate with other educators and professionals. Let the students’ teachers and other professionals know what skills the students will be working on. Encourage them to reinforce certain behaviors to help kids generalize the skills they are learning. I always found this extremely helpful because if I wanted to work on conversations with a group, the speech language pathologist could use strategies to help highlight the same skills. Communication and collaboration is key.

Give time to get to know each other. If students in your group aren’t already friends, it’s important to give time for them to develop relationships. Some students might feel nervous to meet in a small group with other kids they don’t know well. Use your first session to give kids time to just get to know each other and start to feel more comfortable. Let students share important facts about themselves through activities or games. My favorite is “Two Truths and a Dream”. In this activity, kids write down 3 things about themselves: two that are true and one that isn’t true yet but is a dream for the future. Have students read their three statements and see if others in the group can guess what is true and what is a dream. Whatever icebreaker activities you choose, it’s important to give that time so that all students can feel comfortable and open in the group.

Incorporate interests. Find out some interests for each student in your group. Work to incorporate those interests into your lessons. For example, if a few students love basketball, you can use references of playing on a team to teach about friendship skills and sportsmanship. If students are into art, you can teach acceptance by painting a picture and discussing how each of ours are different and unique. Adding those interests into the group will help kids feel more invested in the group, which of course leads to increased learning over time.

Teach social skills explicitly. Once you know exactly what skills you want to target, spend the time to explicitly teach those skills. Note that it’s most helpful to really define your group to focus on the skills your students need. “Social skills” is a huge umbrella, so it helps to narrow down what social skills really need to be targeted explicitly. Some of my favorite social skills units to teach include perspective-taking, communication skills, and managing emotions. If you are struggling with where to start, consider this complete set of social skills lessons with activities and more. Let students know what skill you are working on, why it matters, and give practice with each skill in action. Kids and young adults need to know exactly what skills they need to improve and how to get there.

Use role-play. One of the most fun and effective way to learn some of these social skills is acting them out! Students can work in partners or small groups to act out a variety of situations. Have students role-play having a group conversation at lunch. Encourage kids to act out how to solve a disagreement with a friend. Those are just a few small examples! The options are really endless. Best of all, with the added practice, this strategy can really help the skills stick over time.

Encourage real-life connections. Give time for kids to relate their new skills to what is going on in their real lives. You can ask questions to prompt these connections, such as, “When have you seen someone use this skill in your life?” or “When do you think you might need this?”

Incorporate hands-on activities. Middle and high school kids need something active to keep them focused and engaged in social skills groups! Have students create interactive crafts, color, act out situations, and just get up and move. Kids will always remember more when they are doing something!

Add incentives (and make them learning activities, too). Let your students know that they will get 10 minutes of activity time at the end of the group if you get through what you need to. Then, of course, plan that activity to be centered around critical skills! Give time to play basketball, but discuss and encourage turn-taking as kids play. Watch a funny (but appropriate) YouTube video and see if kids can use their self-control to not laugh right away. In the small amount of time educators get to support kids with social skills, we really need to make every minute count.

Discuss real-life scenarios. Real-life situations can help kids understand social skills in a meaningful way. My favorite way to do that is to give a scenario and pose a question. For example, “You notice your partner in math has their head down. How might they feel? What can you do?” In this situation, kids can work on learning social cues, building empathy, and developing social problem-solving skills all from one scenario. You can make your own or use sets already created for you.

Give encouragement. I can’t stress enough that learning new social skills will often take lots of practice, discussion, encourage, and repetition. Learning these skills is often challenging, especially for the kids who struggle socially. Know that it will take time, so provide lots of encouragement and positive reinforcement along the way.

Play games. Social skill learning can be tough for kids who struggle in this area. Sometimes kids even avoid participating because they are embarrassed or nervous to work on the skills head on. A perfect strategy for this is to play games. Blurt is one of my favorites to practice self control, while games like Pictionary can help encourage teamwork. I’ve even developed some games to specifically target skills like building empathy, improving social communication skills, or working on social problem-solving.

Provide follow-up. A few weeks after the group, check in with the students to see how they feel about what they’ve learned. Learning social skills is often an on-going and evolving process.

Get in the classroom. If possible, spend time in the students’ classrooms to see those social skills in action! This is the best place to provide extra encouragement and reinforcement to make sure our learners are following through with what we’ve taught them. This can also be a great way to provide support to the classroom teacher, too.

Teaching social skills can be lots of fun and extremely rewarding when you see kids making social gains. If you are teaching older kids, give this complete set of Social Skills Lessons and Activities for Older Kids a try! It includes units and activities teach about basic interactions, managing emotions, conversations, empathy, and perspective-taking. Just some of the lessons and activities target being respectful, following directions, accepting criticism, working with others, understanding emotions, dealing with anger, understanding perspectives, accepting different perspectives, flexible thinking, understanding social cues, developing empathy, using perspectives to resolve conflicts, and more.

If you’re needing resources for younger kids, try this set of Social Skills Activities for Younger Kids. It includes social skills task cards, lessons, worksheets, and social stories for teaching positive social behaviors. Skills targeted include basic interactions, conversations, empathy, friendships, dealing with conflicts, and more.

10 Mindfulness Activities You Can Try Today

January 4, 2018 by pathway2success Leave a Comment

All kids benefit from practicing mindfulness. Who wouldn’t love the kids and young adults we work with to become more focused, calm, in control, and self-aware? Mindfulness is a technique that can help teach and strengthen those abilities over time. By practicing mindfulness, people can learn to become more aware of their own thoughts, feeling, sensations, and the environment around us. It helps us to refocus and recenter on the present, rather than the past or the future.

If you’ve heard of mindfulness but aren’t sure exactly how to implement it with your learners, I’ve put together a few simple strategies you can try. Whether you are a regular education teacher, special education teacher, counselor, or parent, know that you have the power to teach mindfulness practices. You don’t need to be an expert. In fact, no one ever really “masters” mindfulness. Instead, we are all improving our practice the more we do it. Give the techniques a try and see what works for you! If you want to get started right away, consider these Mindfulness Activities or Mindfulness Activities for Little Learners.

Here are six simple strategies for practicing mindfulness with kids and young adults:

1. Mindful Coloring. You can use any coloring pages for this activity. I love to gather assorted coloring books with different themes and levels. Let kids choose their own coloring page, whether it is a page with dragons, cats, or just patterns. Give access to the coloring materials that best suit your needs. Colored pencils, flair pens, and gel pens are some of my favorites. Encourage kids to quietly color on their own. Tell them that if they’ve made a mistake, just to breathe and move on. Mindfulness is about just letting the experiences pass us by without making judgements about them.

2. Connect with Nature. Take a ten minute nature walk to help kids breathe in fresh air and experience the outdoors for a change. While you are out there, encourage kids to look around and take in the environment with their senses.

3. Dragon Breathing. A huge component of mindfulness is learning how to control our own breathing. A way to get younger kids to buy in to this is making it fun. With dragon breathing, kids will sit up straight, breathe in, stick their tongue out, and breathe out like a dragon. It might feel super silly at first, but it helps to bring the idea of deep breathing down to their level! This is a great activity to do before tests or after recess.

4. Smell the Flowers Breathing Activity. This activity combines mindful coloring and deep breathing. Introduce scented markers and explain that this is a special activity you can only do with those markers. This is an important point so that students don’t smell other markers that aren’t safe. Have students color and breathe in through their noses to smell as they go.

5. Practice Yoga. Spend ten minutes practicing some simple yoga postures, like tree, warrior, and half moon pose. If you’re not sure about how to teach the postures, you can always search for a video and play it while you practice together. I always love to end yoga practice with a relaxing pose of laying on our backs. It’s a great way to incorporate meditation, too!

6. Mindfulness 5-4-3-2-1. Use this technique to ground kids and young adults. This is an especially great activity to help kids manage anxiety or anger. Have students look around their current surroundings and find five things they can see, four things they can tough, three things they can hear, two things they can smell, and one thing they can taste. By the time they get through listing all of those, they will be more present and calm.

7. Recite Positive Affirmations. I’m a huge advocate for teaching kids and young adults positive self-talk. Not only is it uplifting, but it provides a sense of calm when students read their positive affirmations to themselves. You can use this free list of positive affirmations to have students read from.

8. Practice Guided Meditations. Have kids find a spot on a rug or yoga mat and lie down. Have them close they eyes and just breathe in and out. Read a guided meditation to help kids visualize a soothing beach or a calm walk through the forest. You can find one online or make up your own! Within a few minutes, kids will find themselves more calm and relaxed.

9. Use Breathing Visuals. Some kids and young adults need a more concrete and visual method for practicing breathing. A “breathe board” is just a set of shapes or lines that kids can follow with their fingers as they breathe in and out. Different shapes will work differently for different kids, so it’s helpful to try a few!

10. Listen to music. Play your choice of nature sounds, classical, or any acoustic music. You can play the music while kids are doing something independently or allow kids to just sit down and relax while mindfully listening to the music.

I hope you are as excited about practicing mindfulness with kids and young adults as I am! It’s a quick and simple activity you can add to your routine to help kids improve focus, develop self-control, become more self-aware, and just feel better about themselves. I have developed these activities and several more to practice mindfulness with kids and young adults. If you are interested, consider checking out my Mindfulness and Coping Strategies Mega Bundle filled with mindfulness and coping strategies resources for all ages. Feel free to share what other ways you practice mindfulness with your learners!

How to Create a Coping Strategies Notebook

June 1, 2017 by pathway2success 5 Comments

A coping strategies binder is a resource to help calm kids and young adults who are feeling angry, anxious, sad, or stressed. Within the binder, kids add coping strategies that work best for them, such as listening to music, drawing, practicing yoga, or using positive self-talk. Those really are just a few out of many coping strategies that can work for kids. The pages in the binder can include pictures, drawings, or steps to help remind them about the strategy. Best of all, the binder can be housed at a calm down center. Kids can also create duplicate binders to keep in specific classes, the office, the counseling area, or even at home.

If you already love this idea and want an easy way to get started right away, check out my Coping Strategies Notebook. It includes pre-made coping strategies notebook pages for over 20 strategies, such as listening to music, chewing gum, taking deep breaths, writing in a journal, and so much more. If you are working with older students, consider the Coping Strategies Notebook for Middle & High School.

Whether you choose to purchase a pre-made notebook or make your own, coping strategies notebooks can be a great tool for teachers, counselors, administrators, and even parents.

Here is how to make a coping strategies notebook:

1. Gather 1 binder for each student who will be making a coping strategies notebook. While it is possible to have one classroom coping strategies notebook, it’s best for each child to have their own. The reason for this is so that each child or young adult can select their own individualized coping strategies to add into the binder.

2. Have students design a cover page for their binder. This is important to help kids take ownership of their individual binders.

3. Explain and discuss coping strategies. You can use a free list of 100 coping strategies or develop a list of your own.

4. Identify specific coping strategies that will work for the child or young adult. It’s great to let kids choose their own strategies, but an adult might need to guide kids, too. You will probably have a good idea about what will work best for the student and the setting.

5. Create one notebook page for each strategy. Use this free Coping Strategies Notebook Sampler to print a coping strategies template page, along with sample cover pages. Have students list the steps for performing the coping strategy. It’s helpful for students to take this time to think about how the strategy will help them, too.

6. Take time to practice each strategy. It’s critical to practice coping strategies when the child is calm, so that they can use the strategies in times of stress. While practicing, you can even take a picture of the child performing the coping strategy and add it into the binder. For example, if listening to music is a strategy that helps, take a photo of the child listening to music with headphones on. Print it and add it right to the notebook.

7. Continue with several coping strategies that may work for the student. It’s great to try a variety of strategies so see what works best for each individual student. It’s very important to note that what works well for one child may not work well for another.

8. Keep the binder in a calming zone or place the child can go during times of anger, anxiety, or stress. Encourage students to use the binder to remind them of their strategies when they are feeling upset or stressed.

To get started right away, try this Free Coping Strategies Notebook Sampler with sample pages you can fill out and use with your students. If you need pre-made coping strategies notebook pages and differentiated materials, consider the Coping Strategies Notebook for elementary kids, or the Coping Strategies Notebook for middle and high school kids. Both the elementary and middle/high school versions include everything a counselor, teacher, or parent needs to implement a coping strategies notebook of their own.

10 Truths Kids with Disabilities Should Know

May 1, 2017 by pathway2success Leave a Comment

As a special education teacher, I see kids with all types of disabilities and learning challenges. Sometimes, we are so busy teaching and working on critical skills that we don’t spend enough time talking to kids about their actual disabilities. By starting to talk to kids about their disabilities, we can empower young learners to understand who they are and give them confidence to achieve their greatest goals. Here are 10 Truths Kids With Disabilities Should Know:

1. You are unique. You have your own learning profile with individual strengths and weaknesses. That is true for every person, whether they have a disability or not. Learn to embrace your strengths while always working on your challenges along the way.

2. Your disability is just one piece of you. You are not a “disabled person” but “a person with a disability”. It is just one part of who you are. You have many other strengths and positives that shine through each and every day that are bigger parts of you as a person. While your disability is important, it is just a part of you and not the whole thing.

3. You are your best advocate. You know yourself best. You know what you need to do your best and what will help you to accomplish a task. With that, you’ll need to stand up for yourself at times and make sure you get those things. Sometimes it will be easy to get what you need and other times you may need to fight for it.

4. Many people around the world also have disabilities. About one-fifth of the world’s population have disabilities. That is over 100 million people. You are not alone.

5. You won’t outgrow your disability, but you will develop strategies. As you learn and grow, you will learn strategies to help you cope and compensate for the challenges you deal with. These strategies will help you become a stronger person. While you can’t “outgrow” your disability, you can most certainly get better at dealing with the challenges it brings.

6. Some people still do not recognize or understand disabilities. While many people have knowledge about disabilities, there are still many who do not. Some misconceptions about disabilities still exist. Remember not to take this personally. Instead, use it as an opportunity to educate others.

7. Not all parts of your disability are bad. Many times, a disability helps to highlight or bring forth other strengths inside of you. Kids and young adults with ADHD, for example, are often very creative and innovative. They are known to think outside the box. Those with autism can be known to have a particular attention to detail like no one else. Kids with learning disabilities may have a special drive and determination, able to overcome the biggest challenges. Others might have lots of empathy or compassion. Those are just a few small examples. Simply put, there are positives to each disability, so make sure to find yours.

8. Everyone has challenges. When you have the label of a disability, it’s easy to feel different or singled out. Keep in mind that everyone experiences difficulties and challenges in some form, whether or not they are labeled as a disability. Just because you can’t see it, doesn’t mean someone else isn’t struggling. We all have challenges we deal with every day.

9. It’s okay to be open about your disability. Keeping disabilities secret and hidden have created a feel that they are taboo or bad. When you are ready, it’s okay to open up to loved ones and friends about your disability. The people who care about you will understand and can be there to listen when needed. Take your time and share at your own pace, but when you do finally open up, it’s going to set you free a bit.

10. You can be anything you aspire to be and more. Hold on to your hopes, goals, and dreams. You are a unique person who is capable of anything. Believe in yourself, work hard, and you can do anything in this world.

Get the FREE printable “10 Truths Kids with Disabilities Should Know” and use it today! It includes a reflection sheet for kids and young adults to reflect upon the 10 truths. It would be a great activity in a resource class, small counseling group, or just at the beginning of the year.

I am a special education teacher who loves working with kids and young adults with disabilities. Consider checking out some of my free and paid resources for kids with special needs here at my store.

10 Best Times to Practice Mindfulness in the Classroom

April 17, 2017 by pathway2success Leave a Comment

Mindfulness means being present in the moment with your thoughts and feelings without making judgements. It is being aware of what is happening but not being overwhelmed. Practicing mindfulness on a regular basis can help you feel calmer, happier, and be more in tune with yourself. People of all ages and abilities can practice mindfulness, including kids and young adults. Some people practice mindfulness for different reasons, too. If a child gets nervous before a test, it can help calm them down and regain focus. If a young adult struggles with controlling their anger, it can help them control emotions. And if someone just wants to feel a bit happier (who doesn’t?), it can help take away negative thoughts. Overall, practicing mindfulness can be helpful in so many different ways.

There are many different ways mindfulness can be practiced. Some strategies include practicing slow breathing, mindful observance, mindful listening, walking meditation, yoga, or even mindful coloring. If you need specific materials to start teaching mindfulness, consider this ready-to-go mindfulness activities guide. The mindfulness activities include listening to music, coloring, making crafts, and much more. Best of all, activities are specifically tailored to kids and young adults.

Here are the 10 best times to practice mindfulness in the classroom:

1. At the beginning of a morning meeting. Start the day together with a positive intention. This helps kids to get centered for the day ahead while leaving any emotional challenges they have at the door. It’s a great way to begin a fresh start.

2. After lunch or recess to help bring the class back together. It’s easy to say that lunch and recess are two of the biggest sensory-overloads kids experience all day. Rather than trying to fight that, turn the day around by meditating for a few minutes. It can become a signal that “we are back in the classroom now”.

3. Before high-stakes testing to help focus and calm the mind. So many kids and young adults get extremely stressed over high-stakes testing. Even the ones who don’t say anything may be experiencing a high level of anxiety and worry. Spending a few minutes mindfully relaxing can help kids de-stress and do their best on the test.

4. In small group counseling sessions to promote relaxation. Many kids and young adults just do not know HOW to relax. Much of their time is spent at school, playing sports, playing games, being online, and checking their phone. Unfortunately, none of those activities promote relaxation. Arrange a small group of kids that meets on a regular basis to practice mindfulness strategies. Anyone can do this, including a special education teacher, counselor, psychologist, social worker, or even regular education teacher. By setting up this small group to practice mindfulness, you can explicitly teach these relaxation skills that so many kids desperately need to cope with stressors in their lives.

5. In between class transitions to provide a mental break. Transitioning from one task to another can throw an entire class off. Transitions provide the perfect natural break to practice mindfulness and relaxations.

6. At the beginning of a resource class or independent work session. One of the greatest elements to mindfulness is that it can help clear the mind. Dedicate five minutes or so to practicing mindfulness just before an independent working session and the benefits will last.

7. Small group counseling sessions to teach strategies for anxiety. Kids and young adults with anxiety need to learn coping strategies to help them through their challenges. Mindfulness and meditation are some of the best ways to deal with anxiety. Remember to try several different techniques to help find ones that work best for individual students. Also, note that many kids struggle with “invisible anxiety” and may benefit from these strategies without ever having the actual anxiety label documented.

8. Let partners or small groups practice before a test or quiz. Any type of assessment can be overwhelming for a number of students. Practicing mindfulness techniques just before a test or quiz can help kids get their thoughts together and feel more confident before they take on an assessment.

9. Just before an assembly or guest speaker. Big assemblies can be extra-challenging for many kids. Some students may feel anxious about the change in schedule, while others may have an extreme difficulty in keeping their thoughts to themselves for that whole time. Try practicing some mindfulness and relaxation strategies before such an effort to reduce challenges.

10. Anytime (just for no reason) to show that mindfulness can be done anytime and anywhere. While there are many times that are ideal to practice mindfulness strategies, it’s important to recognize that you can practice it anywhere and anytime! Use it when the class is getting a bit loud, a group of students are having trouble focusing, or you just need to set a calm tone. Sometimes just taking a mindfulness break can do the trick. And best of all, you don’t really need a reason to do it.

Use this Mindfulness Activities resource to teach and practice mindfulness with kids and young adults right away!

Using Task Cards to Teach Social Problem Solving

February 9, 2017 by pathway2success 3 Comments

Social problem solving is the process of figuring out how to deal with social situations and challenges. It involves understanding the situation, identifying a problem, considering solutions, and choosing the best way to handle that specific situation. While many kids and young adults figure out how to maneuver through these social challenges on their own, others often needs lots of help. These are the kids who get into arguments with others, can’t deal with disappointments, become upset easily, or have difficulty making (or keeping) friends. The good news is that social problem solving skills can be learned and developed over time.

The best way to learn social problem solving skills is to practice over and over through multiple situations. This allows kids and young adults to go through the process and develop their social thinking skills. Task cards are a great way to practice a variety of scenarios for social problem solving.

Here are some strategies for using task cards for teaching social problem solving:

1. Put together a variety of social situations on task cards. You can make your own with index cards or use a pre-made set, like the Social Scenario Problem Solving Task Cards. Remember to include lots of different situations, such as times with friends, at recess, in the classroom, with family, at lunch, and any other scenarios that may be important for that child. They key is having many different social scenarios that involve dilemmas or challenges, so that kids can think through each problem in a new way.

2. Put the cards on a ring. You can choose to just keep one set for yourself or give sets to partners and groups. Flip through them in a small group, during morning meetings, or during partners and group practice.

3. Give time for group discussions. Kids learn best from other kids! Allow time for lots of talk on each task card. Discuss things like “What would you do?”, “Why would you do that?”, and “What are some other options you could consider?”. Kids and young adults will disagree sometimes, and that’s okay. Allow for kids to explain their thoughts and really think through their social reasoning. This gives opportunity for social and emotional growth while learning from others.

4. Set up cards at centers. Have a center for each different type of scenario. Have kids work through each center in small groups. Then, after a certain amount of time (10 minutes or so), have each group move to the next center. It’s a fun way to practice social problem solving while allowing some movement, too.

5. Remember to include older kids, too! Middle and high school kids can also greatly benefit from learning social problem solving skills. Make sure to tailor the situations to your age group. For older kids, it’s helpful to focus on friends, relationships, online and texting, in classes, and during less structured time like lunch and in the hallways. Older kids will have just as much fun practicing social situation task cards as long as they are age-appropriate.

Get Started!

If you want to get started practicing social problem solving skills with elementary-age kids right away, try using Social Scenario Problem Solving Task Cards for Elementary. The cards are organized into five different sets that target different situations: With friends, with family, in the classroom, at recess, and at lunch.

If you need to practice this skill with older kids, try using Social Scenario Problem Solving Task Cards for Middle and High School. The social situation cards are organized into five different sets specific for older kids. Those situations include: With friends, with family, in classes, in the hallway and cafeteria, and online and texting.

Practicing Coping Strategies (with a craft!)

January 13, 2017 by pathway2success 7 Comments

Having a “toolbox” of coping strategies is critical for a child or young adult to deal with challenging emotions. Sometimes the emotions are due to anxiety, depression, anger, stress or other strong feelings. Regardless of the reason, it’s important to teach, practice, and choose coping strategies that work for each individual child.

Using a Coping Strategies Fortune Teller can help with all of those things in a fun, interactive, and hands-on way.

It’s best to have an example fortune teller already made for students to view and play with. Show your students how it works and explain that coping strategies are listed inside.

Next, share the list of coping strategies with your students. Discuss the strategies in small groups or partners. Have students identify their top 8 coping strategies. Remind them to choose activities that they think will help them personally. It’s okay that everyone has different coping strategies!

Hand out the Coping Strategies Fortune Teller. Have students fill it in with colors and their top 8 coping strategies. It’s fun to color the entire fortune teller, too.

Students will cut out their fortune tellers and then use the directions to fold their craft together. Let students practice their coping strategies by playing with their fortune tellers in partners or groups. Encourage students to read each others’ coping strategies and even practice them, when appropriate. This can be a great activity in small groups to discuss strategies and identify what works best for each individual student.

Best of all, kids can keep their Coping Strategies Fortune Teller for times when they need extra support. They can use it to help them pick a coping strategy when they are feeling anxious, stressed, sad, or angry.

Get your Coping Strategies Fortune Teller Craft to make with your students or clients. You can decide whether you want kids to make their own with individualized strategies or you can use the template already provided. It’s fun, easy, and will have lasting effects for kids and young adults who need support with coping strategies.

How to Progress Monitor Goals and Objectives

January 7, 2017 by pathway2success 2 Comments

As a special education teacher, I work to stay on top of my progress monitoring for the kids on my caseload. Between juggling IEP meetings, parent phone calls and emails, collabing with regular education staff, prepping, and teaching my daily lessons, it gets challenging. This problem is even more difficult at the middle and high school level, when the kids need their valuable resource room time to focus on complex homework assignments and projects they genuinely need help with. So, to solve this problem, I developed a Weekly Goals Worksheet that you can download for free and use right away. The idea is really simple: I give each student one worksheet a week on Friday. I make the worksheets far ahead of time, using their individual goals and objectives from their IEPs (Individualized Education Program). That way, I keep track of data on all goals and objectives for all my students throughout the year.

Here is how I do it:

Get your free Weekly Goals Worksheet

1. I make several copies of the Weekly Goals Worksheet. Download the free Weekly Goals Worksheet if you don’t have it yet! I always keep extra copies on hand. Essentially, you’ll need at least 2 per objective, so the number will depend on your students.

2. I print out my students’ IEPs. I personally love having a paper copy to reference, but you’re welcome to just work from the online document if that works for you. Working on one student at a time, I go through their goals and objectives.

3. On the Weekly Goals Worksheet, I write the first goal and first objective on top of the page. Then, I’ll create 5 sample problems for that specific objective. For example, if the student’s math objective is to add and subtract fractions with common denominators, I would write out 5 different problems on the worksheet. I always make at least two separate Worksheets for the same objective. I make copies of them, too. That way, I can reuse the same worksheets for the student, as needed.

4. I continue this process for each goal and objective. I then place all the worksheets into a student binder and label it “Weekly Goals”. Using simple tab dividers helps you separate the different sections.

5. On any specific day (I choose Fridays), make it a routine for your students to complete a Weekly Goals Worksheet in their data binders. For most students, you can probably assign which page to complete. For students who are more work-avoidant, you can allow them to work on any page of their choice.

For some goals/objectives that are more difficult to measure this way, I’ll ask the student to turn in a piece of work to me. For example, let’s say the objective is to “Answer open-ended text response questions by turning the question around”. I will ask the student for a piece of writing that would require this, such as history textbook questions or reading response questions. I’ll choose the first 5 questions. Then, on the Weekly Goals Worksheet, I use those 5 questions to assess his or her progress on the objective. How many of those questions did the student actually turn the question around? If it was 3/5, the score would be 60%. I staple the student page to the Worksheet (or make a copy if he/she needs it back!).

I will admit this does take some time and work to prep ahead for. However, once you do the work, you are all set to take all the data you need. Best of all, it allows you to be totally prepared with data for all the IEP meetings and parent conferences. Of course, this makes it so much easier to write specific goals and objectives for the next annual review. You can start small by choosing just 2 or 3 students you know you need to collect the most data on. Then, once you get more comfortable, you can grow from there.

If you are a special education teacher needing ideas for more progress monitoring, consider my Special Education Teacher Binder. Materials focus on IEPs and team meetings, progress monitoring of academics and behavior, classroom materials, building a classroom community, planning, lessons, organization, and other forms to make the life of the special education teacher easier. For many forms, there are two different versions so that one is editable for your individual need as an educator.

Using Social Scripts for Autism

August 14, 2016 by pathway2success 2 Comments

Social scripts, also known as stories, are one of the most effective and simple ways to provide support to kids with autism. A social script is a short narrative written in first person that discusses one problem situation. So, they come in especially handy for really any situation that comes up. Sometimes a teacher might use a social script to prepare a child for a scenario or situation, such as: riding the bus, beginning morning work, washing hands after using the bathroom, or working with partners. They can also be implemented when a specific problem situation arises, such as a student who acts out when confused on work or a student who struggles to initiate playing with peers during recess.

Social scripts are an exceptional intervention for kids with autism because they provide structure and routine to situations that may seem scary and overwhelming for the child. They really play on the strengths for kids on the spectrum, while supporting their weaknesses. It should be noted, though, that these scripts can be used with any kids in need. I have used them with kids struggling with Oppositional Defiant Disorder (ODD), ADHD, and Intellectual Disabilities (ID).

You can either write your own social script for your student or find pre-made social script. One benefit to making your own social scripts is that you can individualize the script for your student. This can be quite time consuming for busy teachers, though, so pre-made scripts are also a plus.

Once you have at least one social script ready to use, here is how you can easily implement them in your class:

1. Make a special binder just for that child. Put the stories in sheet protectors and then place them in the binder.

2. Show the student his or her binder. Find a special place for it in the room. Then, allow the student to decorate the cover. The idea is that this binder is specially for the student. It’s important that he or she develops a connection with the binder (because it will be an important intervention in times of distress).

3. First introduce one social script at a time. Introduce that script by reading it with your student at a time when the child is calm. In other words, don’t introduce a “Feeling Angry” social script when your student is upset. Similarly, it won’t help to introduce a “Staying in My Seat” script when the student is getting out of his or her seat during a lesson. It should be first introduced long before at a time when the child isn’t in crisis or struggling. The intervention needs to be started before the child actually “needs” it, or it won’t have the same effect.

4. The following day, re-introduce the same social script and have the student read it aloud. Ask questions and discuss the social script. Use this as both an intervention and teaching time. Continue with this for a few days until the student becomes more comfortable with the script. Let the student know that you will ask him or her to read the script sometimes. Explain that it will help when he or she is having a difficult time.

5. Finally, when the student is in need (i.e. feeling angry, going on a field trip, etc.), direct him or her to their binder and have the student read the story again. You can follow up with questions such as, “What should you do?” or “What does the story tell you?”

6. Go ahead and implement other scripts this same way. Simple!

More Tips for Using Social Scripts

Give lots of praise and positive reinforcement after the student reads the story or script. Be specific, such as, “Great job reading your story when you were feeling angry! I bet that helped you figure out how to feel better.” This will build on the understanding that the social scripts are a positive way for the student to help him or herself. Some prompting, encouragement, and rewards may be necessary in the beginning. If the student refuses to read the story, you may need to incorporate incentives. Set up a plan that include, “When you read your story when told, you will get to ______” (their preferred activity, such as coloring or music).

The goal is that the child will read the story completely on his or her own when needed. Ultimately, you will be able to phase out any prompts and the student will use this intervention as a tool on their own.

If you want to try out this intervention right away, I have worked on creating specific scripts for kids with autism. The first S ocial Scripts for Autism – Emotions is focused solely on emotions, including feeling angry, confused, bored, nervous, and more. Other sets include social scripts for Friendships, School, and Life Skills.

If you love them all, consider buying the bundle. Keep in mind that while these scripts are an ideal intervention for kids with autism, any child with needs can benefit from them.

Give social scripts and try and see what they can do for the students in your classroom!