Autism Awareness Month: Free Cookie Number Matching Printable

Cookie-Jar-Number-MatchingIf Cookie Monster could play any math literacy game, we’re sure this free Cookie Jar Number Matching activity would be the winner! This free printable from Totschooling.net includes three representations of numbers one through ten to help build counting and number recognition skills.

To play, all you have to do is print all the pages and cut out each cookie individually. You can then have the student either match cookies to the jar containing the written names of the numbers or the jar containing the corresponding numerals.  If you want to make the activity even more challenging, you can print out an extra numeral jar or an extra number name jar page and cut out each circle to create more options to match!

cookie-matching 2You can download the free printable by clicking here and don’t forget to share with us all the other creative ways you and your students build math literacy skills!

Autism Awareness Month: Free Social Circles Program

Help teach your students on the spectrum about social distance and intimacy using this free Circles Program from the Geneva Centre for Autism! The program is based on six concentric circles that represent varying degrees of closeness, from the relationship one has with oneself to strangers.

circles 1

The program includes:

  • A reminder card that details the meaning of each concentric circle
  • Six individual circle cards that identify common behaviors, feelings and actions appropriate to each circle
  • As well as a tip sheet to help instructors use the visuals effectively

To download the reminder card, circle cards and tip sheet, click here and don’t forget to share what activities and visuals have helped your students’ social learning by leaving a comment below!

 

Autism Awareness Month: Free Social Skills Fortune Teller Activity

IMG_0882-764x1024While these fortune tellers may not be able to tell your future, they are sure to help your children with autism develop their social skills!  This free printable, created by Joel Shaul from Autism Teaching Strategies, makes social learning fun by having students pair up and offer conversation starters using a Social Skills Fortune Teller.  All you have to do is print, cut, fold and play!

The activity comes with separate templates to make six different fortune tellers.  Each of the templates help students work on the following skills:

  • Asking questions
  • Giving compliments
  • Talking about emotions
  • As well as self-help strategies for teasing and bullying.

For further tips, instructions for use, and to download this free printable, click here and don’t forget to share all the other fun ways you and your students have fun developing social skills by leaving a comment below!

Autism Awareness Month: Free Crayon Number Sorting Activity

crayon 1Get creative with this free number sorting activity designed by Lavinia Pop from In My World! This crayon inspired printable includes five different representations of a single number.  These symbols include line segments, dots, words, finger counting, as well as numerals.

To create the crayon pouches, simply cut around the outer edges and fold along the dotted center line.  Then glue, tape or staple the remaining bottom and side edges.  Once complete, cut out all the crayons and mix to start sorting!crayon 2We recommend printing the activity on cardstock or laminating the crayons and pockets for longer use.

To download this free printable click here and for more math literacy activities and ideas, you can read the full post from In My World here!

Autism Awareness Month: Free Owl Opposites Flashcard Activity

Encourage your students’ cognitive, language and word recognition skills with this free Owl Opposites Flashcards Printable from 1+1+1=1!

owl 1The entire set features an adorable pair of owl friends who demonstrate the following sixteen different opposites:

  • Short/tall
  • Hot/cold
  • Slow/fast
  • White/blackowl 2
  • Big/small
  • Clean/dirty
  • More/less
  • Dry/wet
  • Same/different
  • Light/heavy
  • Low/high
  • Hard/soft
  • Short/long
  • Front/back
  • Empty/full
  • Weak/strong

Laminate or print on cardstock for longer use and attach on a metal ring to keep the cards all together.

To print out your free Owls Opposites Flashcards, click here. We hope you and your students have a hoot with this printable!

The Social Problem-Solving Model: Promoting Greater Social Independence – Part II

In continuing our exclusive social problem-solving series, Drs. Gordon and Selbst, developers of the new POWER-Solving® Curriculum, have addressed the importance of social information processing as a framework for understanding how children and adolescents get along with their peers and adults.

The Social Problem-Solving Model: Promoting Greater Independence – Part II
Steven B. Gordon, PhD, ABPP & Michael C. Selbst, PhD, BCBA-D

Social Information Processing (SIP) is a widely studied framework for understanding why some children and adolescents have difficulty getting along with their peers and adults.

A well-known SIP model developed by Crick and Dodge (1994) describes six stages of information processing that individuals cycle through when responding to a particular social situation:

  1. encoding (attending to and encoding the relevant cues);
  2. interpreting (making a judgment about what is going on);
  3. clarifying goals (deciding what their goal is in the particular situation);
  4. generating responses (identifying different behavioral strategies for attaining the decided upon goal);
  5. deciding on the response (evaluating the likelihood that each potential strategy will help reach their goal, and choosing which strategy to implement);
  6. and performing the response (doing the chosen response).

These steps operate in real time and frequently outside of conscious awareness. Many studies have demonstrated that children and adolescents have deficits at multiple stages of the SIP model which impact their development of appropriate peer interactions and the development of aggressive behaviors (Lansford, Malone, Dodge, Crozier, Pettit and Bates, 2006).

As a result, they have difficulty attending to and interpreting social cues, adopting pro-social goals and utilizing safe, effective and non-aggressive strategies to handle conflict situations. The development of strong social skills has been shown to contribute to the initiation and maintenance of positive relationships with others.

POWER-Solving BooksThe POWER-Solving® Curriculum (Selbst and Gordon, 2012) is heavily influenced by the components of the SIP model as seen in the five steps of POWER-Solving, easily learned in the acronym POWER:

  • Put the problem into words;
  • Observe your feelings;
  • Work out your goal;
  • Explore possible solutions;
  • Review your plan

The curriculum is comprised of several modules, each with their own materials for facilitators and students. While it is critical for the student to learn the POWER-Solving® Steps first (i.e., the “toolbox”), the facilitator can determine the sequence of the subsequent modules. For example, one may prefer to move to the Anger Management module after the introduction. Alternatively, one may decide to move to Social Conversation or Developing Friendships. The goal is for students to learn valuable POWER-Solving skills that they can apply to an infinite number of social situations throughout their lives.

REFERENCES

Crick, N.R., & Dodge, K.A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74–101. doi:10.1037/0033-2909.115.1.74.

Lansford, J.E., Malone, P.S., Dodge, K.A., Crozier, J.C., Pettit, G.S., & Bates, J.E. (2006). A 12-year prospective study of patterns of social information processing problems and externalizing behaviors. Journal of Abnormal Child Psychology, 34, 715-724.

Selbst, M.C. and Gordon, S.B. (2012). POWER-Solving: Stepping stones to solving life’s everyday social problems. Somerset, NJ: Behavior Therapy Associates.

ABOUT STEVEN B. GORDON, PHD, ABPP

Steven B. Gordon, PhD, ABPP is the Founder and Executive Director of Behavior Therapy Associates, P.A. He is a clinical psychologist and is licensed in New Jersey. Dr. Gordon is also Board Certified in Cognitive and Behavioral Psychology by the American Board of Professional Psychology and is a Diplomate in Behavior Therapy from the American Board of Behavioral Psychology. Dr. Gordon has co-authored three books, published numerous articles, presented papers at local and national conferences, and served on editorial boards of professional journals. Most recently, Dr. Gordon and Dr. Selbst have co-authored the new social-emotional skills program POWER-Solving: Stepping Stones to Solving Life’s Everyday Social Problems. Dr. Gordon’s professional interests range from providing assessment and treatment for individuals diagnosed with Autism Spectrum Disorders, AD/HD and other disruptive behavior disorders associated with childhood and adolescence. He has co-founded and is the Executive Director of HI-STEP® Summer Program, which is an intensive five-week day program for children to improve their social skills and problem solving ability. In addition, Dr. Gordon has had extensive experience providing clinical services not only for children diagnosed with phobias, stress, selective mutism, obsessive compulsive disorders and depression, but also with adults coping with anxiety,depression and relationship difficulties. Dr. Gordon is a member of the American Psychological Association, the Association for Behavioral and Cognitive Therapies, and the New Jersey Psychological Association.

ABOUT MICHAEL C. SELBST, PHD, BCBA-D

Michael C. Selbst, PhD, BCBA-D is Director of Behavior Therapy Associates, P.A. He is a Licensed Psychologist and a Certified School Psychologist in New Jersey and Pennsylvania. He is also a Board Certified Behavior Analyst at the Doctoral level. Dr. Selbst has co-founded and is the Executive Director of HI-STEP® Summer Program, which is an intensive five-week day program for children to improve their social skills and problem solving ability, and the Director of the Weekend to Improve Social Effectiveness (W.I.S.E.). He has extensive experience working with pre-school aged children through adults, including individuals who have social skills deficits, emotional and behavioral difficulties, learning disabilities, gifted, and children with developmental delays, including those with Autism and Asperger’s Syndrome. Dr. Selbst consults to numerous public and private schools, assisting parents, teachers, and mental health professionals, and presents workshops on all topics highlighted above, as well as Parenting Strategies, Depression, and Suicide Prevention. Dr. Selbst and Dr. Gordon have co-authored the new social-emotional skills program POWER-Solving: Stepping Stones to Solving Life’s Everyday Social Problems. Dr. Selbst is a member of the following professional organizations: American Psychological Association; National Association of School Psychologists; Association for Behavioral and Cognitive Therapies; Association for Behavior Analysis International; Association for Contextual Behavioral Science; New Jersey Psychological Association; and New Jersey Association of School Psychologists.

The Social Problem-Solving Model: Promoting Greater Social Independence – Part I

This week, in continuing the spirit of Autism Awareness, we’re excited to feature a two-part expert article on a social problem-solving intervention method by Steven Gordon, PhD, ABPP, and Michael Selbst, PhD, BCBA-D, who are the founder and directors of Behavior Therapy Associates, P.A.  Here in Part I, Drs. Gordon and Selbst have addressed the outcomes of different types of social skills training and what an effective social skills teaching program encompasses in order to promote independence in learners.

The Social Problem-Solving Model: Promoting Greater Independence – Part I
Steven B. Gordon, PhD, ABPP & Michael C. Selbst, PhD, BCBA-D

Students with social skills deficits often have difficulty in many of the following areas: sharing, handling frustration, controlling their temper, ending arguments, responding to bullying and teasing, making friends, and complying with requests.

These impairments require direct instruction to address the deficits. In addition, these impairments are exacerbated for those with a mental health diagnosis of Autism Spectrum Disorder, Attention Deficit/Hyperactivity Disorder, Oppositional Defiant Disorder, and Nonverbal Learning Disorder.

A large body of research indicates that social skills training produces short and long term positive outcomes. The improvement in social skills has many benefits: an increase in students’ positive behavior, reduction in negative behavior, improvements in academic performance, more positive attitudes toward school, and increase preparation for success in adulthood.

Children Hanging Together

Social skills learning programs have yielded significant benefits in many studies conducted to date. “The ultimate goal of a social skills program is to teach the interpersonal, problem-solving, and conflict resolution skills that students need relative to interpersonal, problem-solving, and conflict resolution interactions. In a generic sense, then, students with good social skills are unlikely to engage in inappropriate internalizing or externalizing behaviors” (Knoff, 2014). In one important meta-analysis by the Collaborative for Academic, Social and Emotional Learning (CASEL), it was concluded that social and emotional programs are effective in both school and after-school settings, for students with and without behavioral and emotional problems, for racially and ethnically diverse students from urban, rural, and suburban settings across the K-12 grade range.

Social and Emotional Learning (SEL) interventions improve students’ social-emotional skills, attitudes about self and others, connection to school, and increase positive social behavior while reducing conduct problems and emotional distress. CASEL’s review also indicates that school-based programs are most effectively conducted by school staff (e.g., teachers, student support staff) and suggest that they can be effectively incorporated into routine educational practice. In light of CASEL’s positive findings, it has recommend that federal, state, and local policies and practices encourage the broad implementation of well-designed, evidence-based social and emotional programs in schools. Continue reading

Autism Awareness Month: DIY Spatial Awareness Button Buddy

sugar aunts 1Looking for a simple tool to help improve your student’s handwriting skills? Check out this super easy, DIY solution from Sugar Aunts called the Spatial Awareness Button Buddy!  This tool helps youngsters accurately space letters and words within a sentence using a small Popsicle stick and a button.

Simply glue a button to one end of a Popsicle stick and instruct the student to lay the Button Buddy on its side to indicate where they should place the next letter as shown in the photo below.

sugar aunts 2

 

Once the child has completed a word, ask them to lay the Button Buddy flat on their paper, with the button right next to their last letter.  Show them that the space between each word is as long as the width of a button and have them write their next word on the opposite side of their Button Buddy.

Continue on until your little writer has mastered their new spatial awareness skills and can write full sentences without their Button Buddy!

For more spatial awareness activities and ideas, read the full article from Sugar Aunts here.  Otherwise, let us know what other crafts and activities you have come up with to help your students improve their handwriting in the comments section!

Facilitating Social Groups for Students with Autism

In honor of Autism Awareness Month, we’re pleased to highlight an NYC-based agency called East Side Social this week! Alicia Allgood is a BCBA and co-founder of East Side Social. With her co-founder Kimia Tehrani, BCBA, they organize social groups and also provide a wealth of additional services for both parents and practitioners in the field of autism. Alicia was kind enough to provide some very comprehensive answers to our BCBA consultant Sam Blanco’s questions about facilitating social groups for learners with autism. You can learn more about East Side Social here.


Autism Awareness Highlights: Interview with Alicia Allgood, MSEd, BCBA
Co-founder of East Side Social, New York, NY

Facilitating Social Groups for Students with AutismSam: What prompted you to begin East Side Social?

Alicia: I co-facilitated social groups in San Diego in the early 2000’s with an amazing group, Comprehensive Autism Services and Education. They provided a number of other services, but the social group was the directing psychologists’ pet project, and you could really tell for the quality. It was wonderful to see these quirky, amazing kids that were struggling socially come into this group and make friends. They engaged with one another in significant ways that impacted their sense of well-being and confidence, all the while learning how to be more and more socially appropriate. I was inspired. When I met Kimia in New York, she and I found we worked very well together. I mentioned my interest in starting such a group in New York, and Kimia held me to it. We both saw a need for these services here, but there really wasn’t much being offered at the time, and that which was being offered didn’t have a behavior analytic approach. In our mind, this suggested they weren’t objectively verifying the effect of their programs, nor were they necessarily using evidence-based practiced to teach the skills these kids needed to learn. We saw a need, we were inspired, and so made the necessary movements to begin East Side Social.

Sam: What is the primary challenge to organizing social skills groups? How have you addressed it?

Alicia: We were both private practitioners prior to starting this social group. Starting a business is a whole other beast in its own right, and being a good technician doesn’t necessarily mean you’re prepared to grow that skill into an actual business. We were caught a bit by surprise by all that would be necessary on the back end. From marketing to balancing the budget and handling insurance billing, we were not prepared to take all of that on while maintaining our private clients and actually preparing for and leading the social group. Realizing our deficits along the way, we’ve hired consultants and people to support the back end, and that is what has really made this possible. We couldn’t do what we do without the support of a small group of really wonderful people. It’s also been extremely challenging to find a way to collect data on target behavior during our groups. We’re suddenly extremely sympathetic to classroom teachers who are asked to collect data on their students. We have tried data collection systems into our token economies. We’ve also used time sampling data, and once when feeling highly ambitious and having approval of all parents, we video-taped all groups and spent hours upon hours watching and re-watching these videos, tracking target group behavior and individual learner behavior. This is a continuous work in progress that we feel dedicated to on account of our commitment to ethical behavior analytic practice. It’s also a bit fun to solve this puzzle. Continue reading

Autism Awareness Month: Free Gum Ball Alphabet Matching Activity

Gumball Activity 1Start Autism Awareness Month on a sweet note with this gum ball alphabet matching activity! This free, easy-prep printable from lifeovercs.com and 123 Homeschool 4 Me helps young learners build strong letter recognition skills by asking them to match lowercase letter gumballs with uppercase letter gumball machines. All you have to do is print, cut and play!

Once your student gains mastery and confidence in their letter matching skills, consider asking them to complete the following more advanced tasks:

  • Sort the letters alphabetically
  • Sort vowels from consonants
  • Flip all the cards over for an instant memory letter matching game!

Gumball Activity 2To make sure that your letters last, we recommend printing the activity on cardstock or laminating the letters for longer use.

You can download this free printable here, but don’t forget to let us know in what other ways you and your students utilized this alphabet activity in the comments section!