This is a Digital 4 Core Word Books Bundle (You can purchase them individually as well). These drag and drop Boom Card Books will help students use and practice the Core Vocabulary words through Errorless Learning of matching the Core Word together. This digital version of my Core Vocabulary books is a fun way for … Continue reading
Digital Core Vocabulary Book (STOP) with Core Vocabulary from Words For Life pictures to support the AAC Language. This is a Digital Boom Learning Activity that requires the student to read the text, then drag and drops the Core Vocabulary Word “STOP” to match the word “Want” in the sentence. This is accomplished through Errorless … Continue reading
Digital Core Vocabulary Book (Get) with Core Vocabulary from Words For Life pictures to support the AAC Language. This is a Digital Boom Learning Activity that requires the student to read the text, then drag and drops the Core Vocabulary Word “Get” to match the word “Want” in the sentence. This is accomplished through Errorless … Continue reading
Digital Core Vocabulary Book (Want) with Core Vocabulary from Words For Life pictures to support the AAC Language. This is a Digital Boom Learning Activity that requires the student to read the text, then drag and drops the Core Vocabulary Word “Want” to match the word “Want” in the sentence. This is accomplished through Errorless … Continue reading
Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write. People with severe speech or language problems rely on … Continue reading
Kids with Autism often struggle in the area of Executive Functioning or “Organized Thinking.” Our kids can be very “smart” and have a cognitive black hole with regards to intuitively learning organized thinking and related skills spontaneously. Organized Thinking for our kids is about … Continue reading
Sensory Processing Disorder (SPD), exists when sensory signals are either not detected or don’t get organized into appropriate responses. Pioneering occupational therapist, educational psychologist, and neuroscientist A. Jean Ayres, PhD, likened SPD to a neurological “traffic jam” that prevents certain parts of the brain from receiving the information needed to interpret sensory information correctly. A … Continue reading
Helping my students to understand the importance of using fidgets appropriately and utilizing their strategies to help calm themselves down. A Quick Social Story Reminder for Calming Down Quick Visual Reminder that is placed about their Fidget Bin (My students want to grab ALL the fidgets and/or sit by the bin and play with them) … Continue reading
The following is based on the book: Think Social! A Social Thinking Curriculum for School-Age Students written by Michelle Garcia Winners, SLP ©2008 Think Social Publishing, Inc. All Right Reserved. www.socialthinking.com Nonverbal Communication is a HUGE area of difficulty for my high school students who have high-functioning Autism/Aspergers. This unit really worked on having the students analyze … Continue reading
My little preschool kiddos on the Spectrum are working on conversation skills. These kiddos have a specific diagnosis of Asperger’s Syndrome. I have developed visuals and comics to help them learn conversation skills. Here is a simplified visual that we started out with on how to respond to someone who greets them. More complex conversation visual … Continue reading
This Making Inferences Unit is part of the Social Thinking framework. This section is based on the book below: Think Social! A Social Thinking Curriculum for School-Age Students written by Michelle Garcia Winners, SLP ©2008 Think Social Publishing, Inc. All Right Reserved. www.socialthinking.com This lesson was developed to help my students use their eyes to find social clues (facts) that … Continue reading
Nonverbal Communication is a HUGE area of difficulty for my high school students who have high-functioning Autism/Aspergers. This unit was created by fading visual cues/supports throughout the lessons to promote independent mastery of recognizing non-verbal communication and understanding how to respond and how they come across to others. The following is based on the book: Think Social! … Continue reading
Providing a safe, loving school environment is essential for students with more severe disabilities/cognitive impairments. I have had the pleasure of teaching students with disabilities such as Autism, Down Syndrome, Angelman Syndrome, and Traumatic Brain Injury (TBI). Developing a method of communication is an essential life skill that needs to be developed and practiced constantly. … Continue reading
In developing a positive learning environment, a teacher needs to base their classroom management foundation off of the following two concepts: individualized behavior management and whole classroom management. Together these two concepts create an effective discipline in the classroom. In special education classrooms, students display many different types of behaviors such as ADHD, Autism/Cognitively Impaired, … Continue reading
Executive Functioning consists of the essential self-regulation skills needed to successfully participate and function in a classroom setting – and in life! Poor executive functioning shows up as an inability to prioritize tasks, maintain focus and cooperate with others. Problems with executive skills often go hand-in-hand with learning disabilities and attention problems, which are both … Continue reading
