When I Need Help

Neat visual with steps to remind students of ways to help themselves when they are stuck.

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Student Participation Strategy

For students who don't like to participate in group discussions, try this neat tip I picked up from CHAMPS creator Randy Sprick:

Give student a certain number of paper clips to use during a class discussion.  Explain privately that you understand that they don't tend to share during group much, but you know they have some really great comments or answers to add to the discussion.  Tell them you'd like for them to move a paper clip from one pocket to another each time the speak out in group discussion.  You've set a goal for how many times you'd like by the number of clips given.  As they get more comfortable, the number can be increased, and eventually, the strategy discontinued.  

Brain Breaks

Regularly incorporating short movement activities into the instructional day not only allows children to get their ‘wiggles’ out, but energizes them and increases their ability to focus on the next learning activity as well. Check out these fun brain breaks I've come across online...

The Happy Teacher writes these brain break ideas on craft sticks and draws them out when her class is having a hard time attending.

1. Simon Says: It’s a classic and students love it!

2. Crab Walk around the Room: Put on a song and have students walk in the CRAB POSITION around the room.  At some point, have students go in reverse. 

3. Macarena: Teach students the hand movements for the old-school song!   You can find the song for free on YouTube.

4.  Ants Go Marching: Most kids know this children’s song.  Play the song and let the kids march around the room at different speeds...Slow-motion march, fast march, etc.

5. Cupid Shuffle: This dance isn’t just fun at weddings!  You can find the song and dance on YouTube.  It may take students a few tries to learn it, but you will inevitably have a natural dancer in the group that can help other students learn.

6. Doodle Time: Give students some blank paper and markers and let them DOODLE and talk for five minutes.  It sounds simple but students love to draw and doodle.

7. Dance Party: Turn on the radio and let students DANCE until the song ends.

8. Tic-Tac-Toe: Give students some blank paper to play tic-tac-toe with a friend.  It’s a simple game that won’t cause a mess or a distraction for your neighbors!  J

9. 50 Jumping Jacks: Get students’ heart rates up with this QUICK physical exercise. 

10. Bingo: Depending on time…the song OR the game!

11. Heads Up, 7-Up: Another classic that is easy and exciting for students!

12. Cha-Cha Slide: Find the lyrics and dance moves on YouTube!

13. Stretching: Choose a student to come up and lead a minute of stretching.  All of the kiddos know various stretches from gym class, and they will enjoy leading their peers!

14. Congo Line: Turn the radio on and form a Congo line to move around the room.

15. Push-Up/Sit-Up: Have students pick a partner and let them count out each other’s push-ups and sit-ups.  Another great physical exercise for kids that will provide a break from learning and strengthen their muscles at the same time!

16. Pantomime: Choose a student to act out an activity WITHOUT talking.  The class must mimic the leader and then guess what the activity is.  (Swimming, flying, sleeping, laughing, jogging, singing, etc.)

17. Mirror-Mirror: Have students pair up and mirror the actions of their partner.  Students will get a kick out of this activity!

Koo Koo Kanga Roo Dance Party

Thriller Practice

Miss Smartie Pants shares her ideas for brain breaks.

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 Jamie Skrip shares her ideas

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Being Inspired shares ideas

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 Rachel Lynette shares her mini-break cards and 20 (3 min.) brain break ideas some will work through middle school.

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1. 5-4-3-2-1. In this simple game, students stand up and the teacher (or leader) has them do five different movements in descending order. For example the teacher would say: "Do five jumping jacks, spin around four times, hop on one foot three times, walk all the way around the classroom two times, give your neighbor one high-five (pausing in between each task for students to do it).


2. Trading Places Have students stand behind their pushed-in chairs. Call out a trait and everyone who has that trait must change places with someone else (students who do not have the trait stay where they are). Examples: "Everyone with curly hair." "Everyone who ate cereal for breakfast." Everyone who is wearing stripes." 


3. Six Spots Number six spots around your room from 1-6. Have students each go to a spot of their choice. Choose a student to roll a die (if you can make a big one out of foam, it adds to the fun). All the students at the number rolled must go back to their seats. Students that are left go to a new spot and the die is rolled again. Continue until only a few students are left.


4. Mingle, Mingle, Group! In this game students mill about the classroom saying, "mingle, mingle, mingle" in soft voices until the teacher says "Groups of 5," at which point the students must quickly group themselves into groups with the correct number of people. Students who are left over must do three jumping jacks before the next round starts. The teacher can call out any number for the group size. You can also add rules such as: as soon as a group is complete, all members must sit down in a line. 


5. Dance Party! Put on some rockin' music and dance! If you can make the room semi-dark and have a black light or other special effect, your kids will love it! 


6. Freeze Dance! Similar to Dance Party except that every so often the music stops and students must freeze and hold the position they are in until the music begins again. 


7. Name Moves Students stand behind their chairs. In turn, each student says his or her name accompanied by a special movement. For example a student might say, "Kayla!" while dramatically dropping to one knee and doing Jazz Hands. After the student does his or her move, the rest of the class says the students name in unison and imitates the move. Then it is the next student's turn. 


8. Keep it Up: Students must keep a beach ball from hitting the ground. Add two or three balls to make it even more fun.


9. Simon Says An oldie but a goody! 


10. Movement Songs Sing a song with whole-body movements such as, Head, Shoulders, Knees, and Toes, Father Abraham, Toe-Knee Chest-Nut, Shake Your Sillies Out (Raffie), Grand Old Duke of York, My Bonnie Lies over the Ocean etc. 


11. Recorded Movement Songs Older students might enjoy a simple Zumba routine, YMCA, or the Macarena. 


12. Animal Pretend Younger children will enjoy pretending to be various animals (or even objects such as lawn mowers or airplanes). Call out a few in sequence.


13. Would You Rather Ask a would you rather question and have students show their choice by moving to one end of the room or the other. Have a few kids share why. Here are 20 free Would You Rather Questions to get you started. 


14. Find it Fast  Call out a color or other trait (something round, something made of wood), and students must find an object in the room that fits the trait and get to it quickly. 


15. Physical Challenges Challenge students to do something physically difficult such as standing on one foot with arms extended or this one: grab your nose with left hand and grab your left earlobe with your right hand,then quickly switch so that your right hand is on your nose and your left hand is grabbing your right earlobe. Yoga poses could also be a good variation. 


16. Plates Give each student a paper plate. Students must walk around the room balancing the plates on their heads. If a student drops his or her plate, the student must freeze until another student picks it up and places it back on the student's head (while keep his or her own plate in place, of course). 


17. Line Up! Have students line up using a specific criteria such as age (use day and month, not just year), height, alphabetically by middle name, hair length, etc.


18. Limbo All you need is a long stick and a pair of kids to hold it. Music is nice too. 


19. Human Knot Divide students into groups of about eight students. Have students each grab right hands with someone who is not directly next to them. Then do the same with left hands. The challenge is to untangle and become a circle without releasing hands. 


20. Jump Skip Counting Have students count by twos, fives, tens etc. while jumping with each count. You could also practice spelling words this way.

Six Critical Life Messages

I want to send thanks to Diana Detwiler who shared a neat quote with me that she uses with her guidance lessons.  This is taken from a book by Barbara Colorosa.  I believe we feel this way about our students, but this quote allows us to have our philosophy written out to share with them.  I wanted to pass it on...

I believe in you

I trust you

I know you can handle it

You are listened to

You are cared for

You are very important to me

click here for printable version

Check out this excerpt from Barbara Colorosa regarding parenting and teaching with wit and wisdom. The first 2 pages are for parents, the 2nd 2 pages for teachers.

Meaningful Work for Students

I had the privilege of listening to Randy Sprick, one of the authors of the CHAMPS program and author of the Safe and Civil Schools series, at a conference.  He spoke about giving students, especially "at risk" students, an opportunity in the buildings to have a meaningful job in school.  These were the students who were being disciplined with traditional methods, with a high rate of repeat offenses.  They resented discipline and didn't own their problems.  The school created a job posting board for students to apply.  A board may look like this one...

Adults volunteered to mentor students that they didn't have in class (this kept the conversations based on things other than schoolwork or something that they did in class).  The mentors would give feedback and value student contributions.  The students participated in problem solving sessions, set goals and celebrated successes.  These jobs were only contingent upon doing the job up to the standards expected, not upon behavior in school. 

One key component of the program's success was that they taught the staff and students exactly what was expected for each job.  For ex. a student who had the job of taking coffee mugs back to the cafeteria was taught, how to enter the classroom, waiting quietly until the teacher was able to pause, and then ask if they had anything for him to take.  The staff was taught to say the student's name and then either no, thanks, maybe tomorrow, or yes, etc.  The rest of the students were hearing the student's name and becoming familiar with them in a positive light.  

The staff at one particular school found that the "at risk" students' behavior completely turned around.  These students wanted to be at school because they didn't want to let anyone down if they weren't there to do their job.  They found that relationships with staff and peers improved as everyone started to see the students in a more positive light.   

To learn more about it, check out Randy's PowerPoint which includes a lengthy list of possible jobs.

Attention Grabbers

Choose one of the below attention grabbers to use in your class tomorrow as we welcome all the excited new students into our rooms!  I found this first fun idea on the blog, Adventures in Teaching, over the summer. Scroll down to view examples for middle and high school age students...




 Kathy Morlan, a high school teacher, has used this idea with her English class:

She uses her iPod touch's clock feature. (This feature is also available on the iPhone, and iPad).  I'm guessing all smart phones have some version of a timer.  Kathy says, "I set the timer for 1 minute, and set the sound for crickets chirping or a duck quacking. When I set the timer, the kids hear this weird sound, I tell the class to finish their thoughts, and a minute later here's this "quack, quack" and we wrap up." 

View this 1 min. video clip to see an easy example used in a middle school.  This would also work great at any grade level.
 

*Guidelines For Setting Limits

1.  Be sure that your statement is enforceable.

Unenforceable Statement:  Be nice to each other.  Quit fighting.
Enforceable Statement:  You guys are welcome to come back as soon as you work that out.  Good    luck.

2.  Know how you plan to enforce the limit before you state it.

3.  Avoid "Fighting Words."  Fighting words are a call to battle, and include:

a. Telling the student what to do.
    "You get to work right now!"
b.  Telling the student what you will not allow.
     "You're not going to talk to me that way!"
c.  Telling the student what you won't do for him/her.
     "I'm not letting you leave for recess until your work is done!"

4.  Use "Thinking Words."  Thinking words include:

a.  Telling a student when he/she can do something.
     "Feel free to go out to recess as soon as your work is done."
b.  Telling the student the conditions under which the adult will do something.
     "I'll be glad to help you with your work when you go to your seat and raise your hand."
c.  Describing the choices a student has.
     "Feel free to participate with the group, or do the assignment on your own time."

*Adapted from Jim Fay's Love and Logic

Big, Medium, and Little Problems

Have you ever had a student overreact to a situation?  Do you have students who seem to do this repeatedly?  If so, today's blog can help.  Sometimes we just need to have a better perspective on events to realize if they are a big, medium, or little problems.  I found the perfect tool to help teach this perspective from Jill Kuzma's Social & Emotional Skill Sharing site.

The colorful visuals can be hung in your room to refer to once the skill is taught.  There are 2 graphics to choose from.  They are similar, however, one provides some actual examples of the different levels of problems.

Big, Medium, Little Problems Chart 1
Big, Medium, Little Problems Chart 2

Tracking PBIS in your school

In a previous post, I gave some examples of ways to incorporate PBIS (Positive Behavioral Interventions & Supports) into your classroom or school by teaching expected behaviors that are respectful, responsible and safe.  Today's post will cover how one school tracks violations of those behaviors.

Colman Elementary, in St. Joseph MO, uses a system of minor and major discipline referrals.  To view examples of these forms, check out these links:
Minor Referral Form
Major Referral Form
A student's 3rd minor write up, becomes a major.  A student receives a major on their first offense, if the behaviors are such that are outlined on the referral form as being major.

These forms make it very clear to teachers and students what behaviors constitute a referral.  They can also be used to track the effectiveness of PBIS interventions that are used either by certain classrooms or school-wide.  Check out these graphs that show how you can use the information to collect data.

Students who display  positive behaviors, that fit with the school's definition of expected behaviors, can earn a PAWS slip.  The schools mascot is a cougar, so they chose the word PAWS to define their expectations of Practice Safety, Accept Responsibility, Work Hard, Show Respect.

Coleman Elementary PBIS brochure  

Thanks to Mike Otto, Coleman Elementary Principal, for sharing his school's PBIS materials with me!

More Examples of Referral Forms:

Positive Discipline Referral
Positive Discipline Referral 2
ODR Elementary
ODR Secondary
ODR Wanamaker Elementary
ODR With Follow up 
Referral Form Definitions

Talking To Children About Violence: Tips for Parents And Teachers

I received these tips from a friend that is a retired school psychologist and served on a school districts crisis response team.  I thought in the wake of the weekend's events, this may be useful to share.  They were originally printed from the National Association of School Psychologists (NASP) and can be found on their website that is linked at the bottom of this post.

High profile acts of violence, particularly in schools, can confuse and frighten children who may feel in danger or worry that their friends or loved-ones are at risk. They will look to adults for information and guidance on how to react. Parents and school personnel can help children feel safe by establishing a sense of normalcy and security and talking with them about their fears.
 

1. Reassure children that they are safe. Emphasize that schools are very safe. Validate their feelings. Explain that all feelings are okay when a tragedy occurs. Let children talk about their feelings, help put them into perspective, and assist them in expressing these feelings appropriately.
 

2. Make time to talk. Let their questions be your guide as to how much information to provide. Be patient. Children and youth do not always talk about their feelings readily. Watch for clues that they may want to talk, such as hovering around while you do the dishes or yard work. Some children prefer writing, playing music, or doing an art project as an outlet. Young children may need concrete activities (such as drawing, looking at picture books, or imaginative play) to help them identify and express their feelings.
 

3. Keep your explanations developmentally appropriate.
     • Early elementary school children need brief, simple information that should be balanced with reassurances that their school and homes are safe and that adults are there to protect them. Give simple examples of school safety like reminding children about exterior doors being locked, child monitoring efforts on the playground, and emergency drills practiced during the school day.
     • Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Discuss efforts of school and community leaders to provide safe schools.
     • Upper middle school and high school students will have strong and varying opinions about the causes of violence in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. Emphasize the role that students have in maintaining safe schools by following school safety guidelines (e.g. not providing building access to strangers, reporting strangers on campus, reporting threats to the school safety made by students or community members, etc.), communicating any personal safety concerns to school administrators, and accessing support for emotional needs.
 

4. Review safety procedures. This should include procedures and safeguards at school and at home. Help children identify at least one adult at school and in the community to whom they go if they feel threatened or at risk.
 

5. Observe children’s emotional state. Some children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can indicate a child’s level of anxiety or discomfort. In most children, these symptoms will ease with reassurance and
time. However, some children may be at risk for more intense reactions. Children who have
had a past traumatic experience or personal loss, suffer from depression or other mental
illness, or with special needs may be at greater risk for severe reactions than others. Seek
the help of mental health professional if you are at all concerned.
 

6. Limit television viewing of these events. Limit television viewing and be aware if the television is on in common areas. Developmentally inappropriate information can cause
anxiety or confusion, particularly in young children. Adults also need to be mindful of the
content of conversations that they have with each other in front of children, even
teenagers, and limit their exposure to vengeful, hateful, and angry comments that might be
misunderstood.
 

7. Maintain a normal routine. Keeping to a regular schedule can be reassuring and
promote physical health. Ensure that children get plenty of sleep, regular meals, and
exercise. Encourage them to keep up with their schoolwork and extracurricular activities but don’t push them if they seem overwhelmed.
 

Suggested Points to Emphasize When Talking to Children
 

• Schools are safe places. School staff work with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.) to keep you safe.
• The school building is safe because … (cite specific school procedures).
• We all play a role in the school safety. Be observant and let an adult know if you see or hear something that makes you feel uncomfortable, nervous or frightened.
• There is a difference between reporting, tattling or gossiping. You can provide
important information that may prevent harm either directly or anonymously by telling a
trusted adult what you know or hear.
• Don’t dwell on the worst possibilities. Although there is no absolute guarantee that
something bad will never happen, it is important to understand the difference between the
possibility of something happening and the probability that it will affect our school.
• Senseless violence is hard for everyone to understand. Doing things that you enjoy, sticking to your normal routine, and being with friends and family help make us feel better and keep us from worrying about the event.
• Sometimes people do bad things that hurt others. They may be unable to handle
their anger, under the influence of drugs or alcohol, or suffering from mental illness. Adults
(parents, teachers, police officers, doctors, faith leaders) work very hard to get those people
help and keep them from hurting others. It is important for all of us to know how to get
help if we feel really upset or angry and to stay away from drugs and alcohol.
• Stay away from guns and other weapons. Tell an adult if you know someone has a
gun. Access to guns is one of the leading risk factors for deadly violence.
• Violence is never a solution to personal problems. Students can be part of the
positive solution by participating in anti-violence programs at school, learning conflict
mediation skills, and seeking help from an adult if they or a peer is struggling with anger,
depression, or other emotions they cannot control.
 

NASP has additional information for parents and educators on school safety, violence
prevention, children’s trauma reactions, and crisis response at www.nasponline.org.
©2006, National Association of School Psychologists, 4340 East West Highway #402,
Bethesda, MD 20814

Behavior Resources and References for Teachers and Consultants

Below is a list of resources that provide tools for teaching behavior skills to students that are struggling with managing their behavior.  Check out the PBIS section to find tools for setting 

up Positive Behavior Supports school-wide, or class-wide.

 

General Behavior:

Behavior Lesson Plans:  Lessons for teaching 1.  Rules 2.  Procedures 3.  Social Skills 4.  Character Traits

behavior lesson plans

Intervention Central:  website that provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention

http://www.interventioncentral.org/

Behavior Management Help Center website:  Student Discipline & Behavior Management Help and Advice

behavior help center

Behavior Blog: ideas, articles, and reproducible items related to behavior management Jennifer's behavior blog

Instructional Strategy Video examples for elementary, middle, and high school:  videos showing the basics of effective instruction and classroom management that formulate the universal level of PBS and RTI in the school and classroom

video examples

Dr. Mac's Amazing Behavior Management Advice website: classroom behavior management strategies

behavior advisor

Kansas MTSS (Multi-Tier System of Supports) behavior resources: 

http://www.kansasmtss.org/resources_behavior.html

Challenging Behavior: Technical Assistance Center on Social Emotional Intervention for Young Children website

http://challengingbehavior.org/

Smart Classroom Management:  simple, effective, tips and strategies

http://www.smartclassroommanagement.com/about-michael-linsin/

Behavior Tool Box:  This is a collection of interventions that Green Hill AEA have found to be effective with a wide range of learners

behavior tool box

Data Collection Resources:  These tools may support you in conducting functional behavior assessments and progress monitoring intervention efforts

data collection

Problem-Solving Workbook:  (available for check out through Jennifer Gnau-SEC) helps children become master detectives at solving their own problems such as being teased, being different, family problems, and school problems

Technical Assistance Center on Social Emotional Intervention:  takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day

http://www.challengingbehavior.org

Class Dojo:  free software to improve specific student behaviors and engagement by awarding and recording real-time feedback

http://www.classdojo.com/

Fun Charts and Awards:  free chore charts, custom awards, certificates, coupons, treat bags and more

charts and awards 

Positive Behavioral Interventions and Supports (PBIS):

PBIS World:  browse interventions by behaviors or broken into tiers, access to data tracking charts
http://www.pbisworld.com/  

Positive Behavioral Interventions and Supports: effective schoolwide interventions

http://pbis.org/

Florida Positive Behavior Support:  Click on Resources, then Tier 1 to find school examples of: developing expectations and rules, developing a system for teaching appropriate behavior school wide, developing school wide rewards, developing effective responses/consequences to problem behavior

http://flpbs.fmhi.usf.edu/ 

Links to my favorite PBIS sites:  This is a link to the Symbaloo page I created with all my favorite PBIS sites and videos.  You can view it as it is, or download it to your Symbaloo, if you have an account.  Your page will update anytime I add something to mine.
Jennifer's PBIS favorites 
 

 

 Attention/Impulse Control:

Impulse Control Workbook for Middle School:  (available for check out through Jennifer Gnau-SEC) reproducible worksheets to help school children learn how to “be the boss” over their impulses

Cuss Control Acadamy:  teach awareness of the negative impact of bad language and help individuals reduce or eliminate use of profanity

http://www.cusscontrol.com/

ADD in School:  classroom interventions for students with ADD/ADHD

http://addinschool.com/

Bullying:

Second Step Bullying Prevention Unit:  (available for check out through Jennifer Gnau-SEC, or check with building principal or counselor for copy in each elementary building)
http://www.cfchildren.org/BullyingPrevention/tabid/383/Default.aspx


Beyond Bullying:  (available for check out through Jennifer Gnau-SEC) workbook to teach children what bullying is, and ways to deal with bullies

Bully Prevention Curriculum for Elementary:  Giving students the tools to reduce bullying behavior through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct

elementary bullying curriculum 

Bully Prevention Curriculum for Middle Schools:  Giving students the tools to reduce bullying behavior through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct
MS bullying curriculum 

Kids and Teens Against Bullying:  interactive program for children regarding bullying
http://www.pacerkidsagainstbullying.org/#/home 

The Tough Kid Bully Blocker Shorts:  (available for check out through Jennifer Gnau-SEC) 6 video lessons providing a look at skills and strategies that address bullies, victims, and bystanders.  
bully blocker  

Social Skills:

Ripple Effects Social Skill Software: (available for check out through Jennifer Gnau-SEC) helps build key social-emotional abilities such as: self-understanding, empathy, impulse control, management of feelings, assertiveness, decision-making and connection to community

http://www.rippleeffects.com/

  

Second Step Social/Emotional Skills for Early Learning Curriculum: (grades K-5 available for check out through Jennifer Gnau-SEC, 6-8 through Meegan Shuler-SEC) Scripted, media rich lessons for classroom teachers or other staff to teach skills such as empathy & skills for learning, emotion management, and problem solving

http://www.cfchildren.org/second-step.aspx

Social Skills Comics for Teens:  (available for check out through Jennifer Gnau-SEC) real teens show how to behave in real social situations (includes DVD)

Social Skills Lessons and Activities for grades 7-12:  (available for check out through Jennifer Gnau-SEC) ready to use curriculum based on real-life situations to help you builod childrens self-esteem, self-control, respect for the rights of others, and a sense of responsibility for one’s own actions

Teaching Social Skills to Youth:  (available for check out through Jennifer Gnau-SEC) a step-by-step guid to 182 basic to complex skills including a CD with reproducible social skills posters for instructional use

Teaching Friendship Skills (primary students):  (available for check out through Jennifer Gnau-SEC) workbook to teach skills necessary to make and keep friends

Teaching Friendship Skills (intermediate students):  (available for check out through Jennifer Gnau-SEC) workbook to teach skills necessary to make and keep friends

Improving Social Behaviors in the Classroom (Preschool-2nd Grade):   (available for check out through Jennifer Gnau-SEC) an easy curriculum for teachers of young children with Autism, Developmental Disabilities, and typical children
http://drlbooks.com/shopsite_sc/Improving-Social-Behaviors.html 

Anger Management:

Get Your Angries Out:  Anger management tips and techniques to decrease anger  http://www.angriesout.com/

The Power of Anger Control Workbook:  (available for check out through Jennifer Gnau-SEC) workbook for students of all ages to teach why we get angry, the difference between the feeling and our actions, and appropriate ways to manage our feelings
view book 

The Self Control Patrol Workbook:  (available for check out through Jennifer Gnau-SEC) worksheets used to teach elementary age students about anger and techniques to reduce it

Anger Management Role Play:  This program, along with the accompanying materials, is a hands-on program that teaches anger-management skills to young adolescents. The style of the program is modeled on a TV music channel, with the material presented in a casual, light-hearted way to hold students’ interest and attention. Students learn how to identify their anger triggers and anger cues, understand the consequences of their behavior, express and manage anger effectively and constructively, and respond to anger directed at them.
anger management role play 

Anxiety/Stress

Teen Stress workbook:  (available for check out through Jennifer Gnau-SEC) reproducible self-assessments, exercises and educational handouts

Teen Conflict Management Skills Workbook:  (available for check out through Jennifer Gnau-SEC) reproducible self-assessments, exercises and educational handouts

Social Stories:

ASD Fact Sheet:  information regarding how to put a social story together along with some prewritten social story examples

http://www.autism-help.org/communication-social-stories-autism.htm

 The Watson Institute:  prewritten social stories covering areas for both school and home environments

Watson Institute

Speaking of Speech:  social stories that support development of social skills and pragmatics

http://www.speakingofspeech.com/Social_Skills_Pragmatics.html

Jill Kuzma’s SLP site:  stories and information covering social and emotional skills

http://jillkuzma.wordpress.com/

TASN:  autism and tertiary behavior support site

TASN

TASN: social narratives for classroom support

TASN social stories

Region 2 Digital Lending Library:  social stories, information & resources

http://region2library.org/SocialStories.htm

One Place for Special Needs:  social stories covering everything from behavior to toilet training

http://www.oneplaceforspecialneeds.com/main/library_social_stories.html

Kids Can Dream:  social stories covering a range of topics

 Kids Can Dream

Autism Solutions:  social stories covering a range of topics

http://www.slatersoftware.com/autism.html

Little Tor Elementary School:  social stories covering a range of school topics

http://www.ccsd.edu/LittleTor.cfm?subpage=5804

Do To Learn:  provides  social skills and behavioral regulation activities and guidance, learning songs and games, communication cards, academic material, and transition guides for employment and life skills

http://dotolearn.com/

 Autism Resources:

Autism Spectrum Blog:  ideas, articles, and visuals related to Autism Spectrum Disorders Meegan's autism blog

Behavior 1 Flashcards :  video of flashcards teaching appropriate behavior

behavior flashcards

Behavior 2 Flashcards School:  video modeling character education for students with autism

behavior flashcards 2

ABC Teach:  This website has lots of good info.  You just have to create a user name and password, but it is free. 

http://www.abcteach.com/ 

Autism Lending Library:  This document is a list of all materials the district has available through Meegan Shuler.  Please contact Leann Kroft to inquire or check out materials.
437 lending library

Positively Autism:  free resources , lesson plans, teaching materials

http://www.positivelyautism.com/links.html