Content Objectives

By definition, Autism, or Autism Spectrum Disorder is a neurological and developmental spectrum disorder.  It is characterized by challenges with social skills, repetitive behaviors, speech and communication deficits (Mayo Clinic, 2025). Because it is a spectrum disorder, there are a wide range of symptoms and varying severities, making it essential to be able to differentiate most lessons.  Inside a typical Autistic Support classroom, many students struggle with social skills or communication but these difficulties often present themselves very differently in each individual. This makes Autism a complex disorder to understand and difficult to support and makes it difficult to ensure each child is receiving the special education services that they need.

Autism diagnoses are on the rise. Today, 1 in 36 children are born with an Autism Spectrum Disorder. This is up from 1 in 44 children, just four years ago in 2021 (Autism Speaks, 2023). On average, children in the United States are diagnosed around the age of 5, right around the start of Kindergarten. With this concerning rise in Autism diagnoses, schools need to be prepared to meet the needs of our diverse learners. It is important to note that this increase may be due to more awareness and better screening tools, not necessarily a true indication of the presence of Autism in children. There are many research documents concerning the causes of Autism and the reason for the rise. Some research focuses on factors such as environmental factors,  while others focus on  hereditary causes or even vaccinations but that is not the focus of this paper and will not be addressed in this paper (Mayo Clinic, 2025).

Autism is just one of thirteen disability categories for special education as defined by the Federal Law, the Individuals with Disabilities Education Act, or IDEA (US Department of Education, 2024). According to the National Center for Educational Statistics, in the 2022-2023 school year, the disabilities with the highest percentage of students included Specific Learning disability, speech or language impairment, Other health impairment, and Autism, with 13% of the students with a disability diagnosed with Autism Spectrum disorder. Autism Spectrum disorder is also recognized as a disability under the Social Security Administration (SSA) and under the American with Disabilities Act (ADA).

Federal law, the IDEA,  provides that all children have access to a free appropriate public education, (FAPE) in the Least Restrictive Environment (LRE) possible (Us Department of Education, 2024). Having an Autism diagnosis does not determine placement for school age children. In each case, the Individual Education Program (IEP) team will meet to determine what FAPE looks like for each student.  The most common placement options are self-contained or inclusive settings. In a self-contained setting,  students receive their specially designed instruction in a special education class.  In an inclusive setting,  students learn alongside their general education peers.  There are also blended programs where students may spend some time in general education and some time in a special education setting. It is important to remember that all Individual Education Plans (IEPs) are individualized for each student and some students may spend most of their day in an Autistic Support classroom and others may only push into Autistic Support for social skills training.

There is much debate and research around whether inclusion or self-contained classes are better for students with an Autism Spectrum Disorder. Because federal law mandates students be offered a free appropriate public education in the least restrictive environment possible, the goal is to keep students in the general education setting with their peers as much as possible and provide them with the support needed.  This is often referred to as inclusion or mainstreaming. If individuals need more support, they may receive services in a self-contained classroom (Wagner, 2020).  It is important to note though, that Individual Education Plans are fluid documents and placements can be changed to meet the specific needs of students at any time.  It is not uncommon for a student to be placed in an Autistic Support classroom at first and then switch to a more blended program where they can attend general education classes with their peers.  IEP meetings are held every year at a minimum, but the IEP team can reconvene at any time they believe they need to make changes.  Since students may receive services in either a general education setting or an Autistic support classroom, it is important that both general education teachers and special education teachers get adequate training and support to properly support the diverse needs of students with Autism. Some students with Autism Spectrum Disorder receive one to one support and may have a paraprofessional assigned to them. These paraprofessionals may be needed to address academic needs but could also be needed for behavior needs.

When there are concerning behaviors, the Individual Education plans (IEPs) must include functional behavior assessments (FBAs) and Positive Behavior Support Plans (PBSPs). An FBA includes interviews and a set of observations of a student to give the observers a better understanding of the function of the behavior (PaTTAN – Functional Behavior Assessments (FBAs) and Positive Behavior Plans (PBSPs), 2024). According to the Department of Education, one reason an FBA must be done is if a behavior is interfering with a student’s learning or the learning of others and requires additional information to assist in creating the appropriate educational setting. Observations should be done over a period of days and in different settings.  For example, a student can be observed in math in the morning on one day, during lunch and recess on another day and maybe during a special like Art or Computers in the afternoon on a different day.

Completing a functional behavior assessment includes identifying the antecedents, or what occurs directly preceding the behaviors of concern. It also involves looking at the consequences of the behavior, or what happens directly after the behavior to determine the function of the behavior.  Some of the main functions of behavior include attention, escape, access and sensory (How to ABA, 2023). Attention seeking behavior may include a student acting out to get the attention of an adult or a classmate.  Examples might include making funny noises or throwing things that belong to the teacher.  Escaping behavior might include a student walking out of class to avoid a difficult assignment or having a tantrum when it is time to work with the teacher. Access might involve a student doing something to gain access to an item or place. For example, if a student knows that when they throw a tantrum they get a break that involves computer time, they may continue that behavior in order to gain access to the technology time. Behaviors with a sensory function are behaviors that provide students with sensory relief. Examples of this include, but are not limited to, students making repetitive noises, rocking or stimming, bouncing or fidgeting.

Once a function is determined, a Positive Behavior Support plan is created to determine strategies to address the behaviors identified in the FBA. The plan includes antecedent strategies, replacement behaviors, consequences for the replacement behavior, and consequences for the behavior of concern.  Antecedent strategies are strategies that work to prevent the behavior of concern from happening.  Replacement behaviors are the behaviors that are directly taught to replace the behavior of concern.  Consequences for the replacement behavior includes the positive reinforcement for doing the replacement behavior.  Consequences for the behavior of concern are the direct consequences for reinforcing the behavior of concern.

Brain Structure and Function

There is no single medical  test for Autism. Autism spectrum disorder (ASD) is diagnosed through a process that includes assessments and  observations of  a person’s social skill ability, communication skills and behaviors by a professional psychologist or psychiatrist.  The process also includes individuals, parents, teachers, and healthcare professionals that provide input. In order for an individual to meet the diagnostic criteria for ASD, according to the DSM-5, they must have persistent deficits in each of three areas of social communication and interaction, plus at least two of four types of restricted, repetitive behaviors (CDC, 2024).

MRIs are Magnetic Resonance Imagines that are medical imaging tools that use strong magnetic fields and radio waves to create detailed images of the body’s internal structure (Can MRIs Diagnose Autism? Will Autism Show on MRIs?, n.d.). MRIs cannot be used to diagnose Autism but there is research that shows there are differences in the brain structure and function of individuals with Autism compared to neurotypical individuals.  There is some research that suggests there are structural differences in individuals with ASD. These differences though are not specific only to Autism so they cannot be used as a diagnostic tool for Autism (Autistic Brain vs Normal Brain, 2022).

Some studies show that children with Autism have larger brains and there are differences in white matter connectivity.  White matter is responsible for transmitting signals between the brain regions so this may be a factor in communication and sensory processing issues for individuals with ASD (Can MRIs diagnose Autism?, n.d.). Other studies show that children with ASD have larger amygdalas, which are involved with emotions and social information (Amygdala-Linked Brain Areas Grow Differently in Autism, 2022). Other studies have found differences in the thickness of some cortical areas among adults with Autism.  These cortical areas are related to processing sensory information and decision making (Can MRIs diagnose Autism?, n.d.).

The Theory of Mind

The Theory of Mind is the ability to understand other people, their emotions, feelings and thoughts (Watson, 2014).  Students with Autism Spectrum disorder struggle with social skills and communication, so  theory of mind  is often a difficult concept for them to understand.  The term “Mindblindness” is used to describe the absence of theory of mind or a delay in theory of mind that is often associated with Autism.

According to Psychology today, children begin to develop the theory of mind between the ages of 3 to 5. It is not something children are born with, and instead is something that will develop or change over time (Theory of Mind | Psychology Today, n.d.). The first step in developing this occurs when a baby is able to detect faces and understand the meaning of different facial expressions.  Later, babies and children continue to develop the theory of mind when they learn what to expect from watching others.  Around age 4, children can begin to understand people may have false beliefs and can believe things that are not actually true. Theory of mind continues developing through childhood and into adolescence. According to Victoria Prowse, a researcher, children with a strong sense of Theory of Mind by age 8 are more likely to have academic success in adolescence (Theory of Mind | Psychology Today, n.d.).

The most common way to measure theory of mind in children is to use a false-belief task.  In a false-belief task, children are told a story where one character is mistaken about something. If children are able to determine why the character is mistaken, they pass the theory of mind test. Another test for Theory of Mind is known as the Sally-Anne test.  In this test, individuals are presented with a scenario where someone has a false belief about the location of an object and the individual must predict where the person should actually look for the item. In this well known experiment, a girl named Sally hides a marble in a basket and Anne moves it when Sally walks away.  When Sally returns, individuals are asked where Sally will look for the marble. They should understand that since Sally has a false belief about the marble, she will look in the basket.  She is unaware Anne moved it (Theory of Mind | Psychology Today, n.d.).

Improving theory of mind leads to improved social interactions and is associated with academic achievement.  There are some strategies that have been proven to help improve theory of mind.  They include reading social stories and asking students to predict the outcome.  This can be difficult but with support and explicit instruction, it can be accomplished.

Perspective taking is a strategy often associated with Theory of Mind because it is basically the skill that allows someone to understand another person’s perspective or understand that not everyone has the same beliefs. It helps students with and without Autism Spectrum Disorder to participate in perspective taking exercises to improve communication and understanding of others.

Intolerance of Uncertainty

Many people struggle with change, but  individuals with Autism Spectrum disorder often have a strong intolerance of uncertainty, which means they have a strong preference or need for predictability.  This intolerance can lead to behavior concerns because they are unable to regulate their emotions and may feel anxious or frustrated. Research shows there is a strong correlation between intolerance of uncertainty and anxiety in students with ASD. It is estimated that just under 50% of all people with ASD have experienced a comorbid anxiety disorder (Jenkinson et al., 2020)

There are certain behaviors that are associated with a high level of intolerance of uncertainty.  Individuals may experience extreme anxiousness and try to avoid certain situations that may be novel. If they cannot avoid it, they may try to procrastinate.  They may show signs of extreme worrying and need frequent reassurance.  In some situations, individuals with a high level of intolerance of uncertainty may try to take control to limit the amount of uncertainty.

There are several strategies that can help students with intolerance of uncertainty.  The easiest thing teachers can do is to keep students informed of any changes in the daily schedule.  Students like predictability and if there is a known schedule change, they would benefit from having advanced notice of the change and be given time to adjust.  If visual schedules are used, the change should be shown on the visual schedule.

Visual Supports

Visual supports are effective tools used to support students with Autism Spectrum Disorder (ASD). Some examples of visual supports include visual schedules, first- then boards, social stories,  and even Augmentative and Alternative Communication (AAC) devices.  AAC devices can be high tech devices that generate speech or low tech communication boards like Picture Exchange Communication Systems (PECS) which presents physical pictures or symbols which are often laminated (CCC-A, n.d.).

Visual schedules are used to help students understand their schedule by providing pictures or images of upcoming activities.  A visual schedule can help reduce stress and anxiety by providing students with some control and predictability.  This is especially helpful for nonverbal students. It can be helpful to involve students in the creation of the schedule to encourage more buy in.  Schedules can be posted vertically or horizontally and usually start with 3 or 4 images and then be extended to add more activities to the daily schedule.

First-then boards have proven to be effective tools that help students with ASD complete tasks they may not generally want to complete.  The first-then technique is based on the Premack principle that states that any response can reinforce another response and a more desirable activity can be used as a reward or motivator.  For example, in school, a child can be told they can have playdoh, which is a very desirable activity after they do their math worksheet, which is not a desirable activity.  At home, a child can be told they can watch tv which is a very desirable activity after they clean up their toys, which is not a desirable activity.

Augmentative and Alternative Communication (AAC) devices are tools to assist children with limited communication skills to communicate.  They used visuals like pictures or symbols to support students and improve their ability to communicate.  When people talk about AAC devices, the most common is an app that is downloaded onto a tablet. Most of them use pictures but some offer a keyboard to type. Some popular AAC apps include Proloquo2Go, Touch Chat HD, and Speech Assistant AAC.

Although AAC devices are a great benefit for some students, learning spoken language is still the ultimate goal.  Research shows that individuals with Autism Spectrum Disorder that are verbal are more successful in general education settings in school and in their community (Lofland). AAC devices are not meant to replace time spent learning to understand and use spoken language. AAC devices also don’t necessarily help students to learn language.  One main problem with AAC devices is the time required to learn it.  Students receive a limited number of speech therapy sessions in the school setting and parent support is critical in students becoming proficient.

PECS boards stand for Picture Exchange Communication Systems and are a simple AAC device that can be implemented for students with ASD.  PECS allows students with little to no communication abilities to use pictures to communicate. Individuals with ASD can use this to communicate a request, a thought, or a need simply by touching the corresponding picture or symbol. According to research, PECS is based on behaviorism theory and learning is a result of receiving a reward. The reward reinforces the behavior and the child will repeat the behavior in order to continue receiving the reward (Zohoorian et al., 2021). There are many sites online that offer free printable images to create your own PEC board.

Incorporating PECS boards in the classroom is a six step process (Zohoorian et al., 2021). Phase one is the initial communication phase where an individual is taught to pick up a single picture and hand it to the adult. It is recommended that a second adult provide physical prompts as needed.  Phase two is when the individual is taught to approach the communication board without prompting and hand the picture to an adult, increasing the distance between the board and adult as time goes on. Phase three is when the individual realizes that different images lead to different outcomes. First individuals are presented with a desired item and a less desired item to make the selection easier.  Eventually, the individual is given two items of similar value to choose from. Phase four is when the individual is taught to put icons on a strip to make phrases or sentences.  They may add “I need” or “No” before other words like bathroom or ball. Phase five is when individuals use the pictures to respond to questions.  The final phase, phase six is when individuals spontaneously answer questions or make comments.

Social Stories

Social Stories were introduced in 1991 by Carol Gray, a Michigan School Teacher, and are still used today  to help individuals with Autism Spectrum Disorder to understand social situations and expectations. These stories can be written for any age band to address a wide range of difficult topics. Some examples of topics include being a friend, staying safe, keeping your hands to yourself, and dealing with tragedies.  Carol Gray has published a 25 question informal screening instrument to determine if stories can be classified as a social story.  This tool can also be used to modify stories to make sure they meet all the criteria of a social story. Social stories can be found in bookstores, but can also be found online, many can be downloaded for free at sites such as Epic.

Role Playing and Scripting

Social Skills training, also known as SST is a behavior therapy that works to improve interpersonal skills, communication, and social interactions.  The focus of SST is to teach specific social skills like making eye contact, tone of voice and appropriate social responses.  Role-playing can help teach these skills. Role playing has proven to be a successful tool in many situations but may be even more beneficial for students with Autism Spectrum Disorder.  It allows individuals to practice appropriate social interactions and handle difficult social situations in a safe environment. Role playing can  help to build confidence and allows individuals to practice important social skills needed in everyday life.

Scripting is another strategy that helps individuals to learn appropriate social interactions.  Scripting is similar to role playing because it allows individuals to practice appropriate social responses, but it is different because it provides individuals with a provided response for specific situations.  This helps individuals with limited communication skills to be able to communicate in a meaningful way and to feel more comfortable in the process.

Scripting is normally repetitive and individuals will repeat specific words or phrases in response to specific situations.  Many students with Autism Spectrum Disorder engage in echolalia.  This is when they repeat words or phrases they hear from others. Some individuals display immediate echolalia, where they repeat the phrase right after hearing it.  Others engage in delayed echolalia, where they repeat the word or phrase at a later time (What Is Autism Scripting?, n.d.)

Although scripting can help individuals engage in typical conversations with others, it can also limit their ability to engage in any type of spontaneous conversation. Scripting also does not help in unfamiliar or novel situations.

Structured Routines

Structured environments and routines are important for all students but even more important for students with ASD that deal with a high level of intolerance of uncertainty.  Teachers need to work on establishing structure in multiple ways.  The first way is to create a structured environment in the classroom.  This can be done by setting up specific areas in the classroom for specific tasks and by posting visual schedules.

Routines are a way to help build independence.  When an individual does something repeatedly, they are often eventually able to do it themself.  At home, a morning routine might include getting dressed, brushing your teeth, eating breakfast and getting ready for school.  At school, a morning routine might include hanging up a jacket and book bag, getting breakfast, cleaning up, and joining classmates for morning meeting time.

Transitions and changes in schedule are often challenges for students with ASD.  Transitions happen multiple times a day so there should be some routines placed around transition times. Visual schedules, timers and verbal cues and countdowns can be used to alleviate some anxiety surrounding transitions (Brighter Strides).  Some changes cannot be avoided but steps can be taken to make it easier.  When possible, changes should be added to the visual schedule and discussed in a timely manner.  When possible, changes should be made gradually to allow individuals time to adjust and accept the change.

ABA/ Reinforcement Learning

Applied Behavior Analysis (ABA) is a research based behavior therapy used for individuals with Autism Spectrum Disorder. A major part of ABA is knowing the ABCs of a behavior.  The A stands for antecedent or what happens immediately before a behavior.  It can be something verbal or physical or could be something like a person or topic. The B stands for behavior . This is the person’s response to the antecedent.  It can be a verbal or physical action or something else.  The C stands for consequence, which is what happens right after the behavior (ABA, 2025).

Positive reinforcement is a major part of ABA therapy.  Reinforcement learning focuses on reinforcing desired behaviors and reducing negative ones using rewards and punishments. Reinforcement learning is crucial to understand, especially for students receiving special education that have any type of behavior concerns. The goal is to reinforce desired behaviors like making eye contact, taking turns, and following directions and to reduce undesired behaviors like repeating words or phrases, ignoring directions, and not interacting with classmates.  Praises and rewards can be used as a form of positive reinforcement.  Negative reinforcement can also be included and that involves removing something negative when a behavior occurs.  This can often be confused with a punishment but it is very different in that negative reinforcement takes away something negative to increase the likelihood of something occurring.  Punishments typically involve taking away something positive or giving .  An example of a negative reinforcement would be when students are provided with noise cancelling headphones as a means to avoid being exposed to loud noises.

Another part of ABA involves ‘shaping ‘ which is a technique that teaches stars with a task analysis where a desired behavior is broken down into small manageable steps.  The first step in shaping is to determine the goal for the student and then breaking that goal into smaller attainable steps. The person providing the therapy would provide positive reinforcement for each step as it is mastered.  This is a great way to help children from feeling overwhelmed and being able to achieve success and be motivated to continue.

Perspective Taking Exercises

Perspective-taking exercises can help individuals with autism because they struggle with mind blindness and these exercises focus on understanding other people’s thoughts and feelings. When individuals understand other people’s perspectives, it helps improve their social interactions with them.  One strategy to teach perspective taking is to be direct and teach students to recognize the emotions of others. Videos and social stories can also be used to teach perspective taking to students (How to ABA, 2018).

This unit will provide teachers and paraprofessionals with teaching strategies that best support students with Autism and includes exemplary lessons that address the social skills and communication skills that many students are missing. The strategies included in this unit include differentiated instruction, visual supports, limiting sensory overload, and Applied Behavior Analysis (ABA, 2025).

Differentiated instruction is essential in general education classes, as well as in special education classes in order to meet the needs of all students.  Since Autism is a spectrum disorder, not all students have the same learning needs.  There are a few ways to differentiate instruction.  It can be differentiated based on content, process, product, or learning environment. Content refers to the material that is learned.  Process refers to changing the order or method needed to learn the content.  Differentiating the product means changing the end product or outcome needed to show mastery.  Differentiating the learning environment means creating spaces to maximize student learning and limit distractions.

Visual support and schedules can be beneficial for all students, but especially for students with Autism Spectrum disorder.  Visual supports help students by using pictures or symbols to help students with ASD by reducing anxiety and improving their ability to communicate.  Some examples of visual support include visual schedules, social stories, choice boards and first then boards.

Classrooms can be overwhelming for students with ASD.  Some strategies to calm sensory overload, include using noise-cancelling headphones, allowing access to sensory toys, weighted blankets and just providing students with a calming environment and giving them space when needed.  It also helps to limit exposure to things that may be overstimulating like bright lights, busy classrooms or loud noises.

Sensory toys are designed to help students calm by engaging with various senses.  It often helps them calm down and regulate their emotions (Esposito, n.d.). Sensory play is beneficial because it engages different areas of the brain and helps with cognitive development and more (Zauderer, 2025).

Applied behavior analysis, or ABA is a type of therapy used to manage behaviors for children with ASD.  ABA works by using rewards and incentives to reinforce positive behaviors. Although there are educational requirements to become a certified ABA therapist, any teacher can implement the basic ideas of ABA and use positive reinforcement in the classroom.

Lesson 1: Role Playing (Perspective Taking)

Timeline: 30 minute lessons presented across multiple days to address all the scenarios listed.  Estimated days 5

Objectives:

The student will be able to identify social cues and respond appropriately during a role-playing scenario.

Standards:

CC.1.5: Speaking and Listening:
Students are expected to participate in collaborative conversations, ask and answer questions, and express themselves clearly. They also need to understand and respond appropriately in formal speaking situations and group discussions.

AL.1 K.C Engage in elaborate, interactive play sequences that include acting out roles and negotiating play themes.

Materials:

Index cards with one role playing scenario on each card.

Steps:

1. Read through a list of scenarios that you will be role playing.  See below for a list of ideas:
   1. Ask a classmate to play at recess.
   2. Ask someone for a turn playing with a specific toy or tablet.
   3. Ask the teacher for help with something. (putting on coat, taking a break, dong a worksheet, etc)
   4. Practice introducing yourself to someone.
   5. Take turns being the line leader.
   6. Take turns at the Smartboard selecting the next activity.
2. Act out one of the scenarios with students before asking them to try on their own.
   1. Ex:  Student A: That looks like fun.  Can I have a turn?

Student B: Sure, I am almost done,  you can have a turn.

1. Allow  students to work in groups of 2 to role play a scenario.  Read the scenario card aloud.
2. Have students switch roles and try the role playing again.
3. Focus on one scenario a day.

Follow up questions for students:
1. How do you think that went?

2. How do you think they felt when you said that?
3. Were you comfortable asking that?
4. What do you think would make that better? Should we try it again?
5. How would you feel and respond if they said something else? (For example, if they said you could not take a turn. How would you feel?  What would you do or say?)

Accommodations:

• Provide students with a script for the role playing activity.
• Provide prompts to assist students in responding
• Allow students to use puppets during the role play activity
• Read a social story related to role playing activities that day. (Example: Taking turns) Social stories can be found free online.

Lesson 2: Interactive Social Stories / Identifying others Emotions (Theory of Mind Lesson)

Timeline: 30 -45 minutes per story

Objectives:

The student will be able to identify the emotions of others using facial expressions and social stories.

Standards:

CC.1.5: Speaking and Listening:
Students are expected to participate in collaborative conversations, ask and answer questions, and express themselves clearly. They also need to understand and respond appropriately in formal speaking situations and group discussions.

16.1 K.A Distinguish between emotions and identify socially accepted ways to express them.

Materials:

Social Stories of your choice or from Epic at www.getepic.com

PECS images to include emotion cards for happy, sad, confused, mad

(Note: PECS images can be found through an online search or at canva.com)

Steps:

1. Talk with students about the importance of understanding the emotions of other people.
   1. Ask students:
      1. How do you know when someone is happy, sad, confused, or mad?
      2. Show me what face you would make if you were happy, sad, confused or mad.
      3. Show me the card in front of you that shows someone that is happy, sad, confused, or mad.
   2. Tell students that this week we were going to practice identifying the emotions of others.
2.  Part 1: Listen to classroom scenarios and hold up the card that shows what emotion they are feeling.
   1. Ask students to listen to the following stories and hold up the card that shows how that person must be feeling.
      1. James walks into his class and the room is empty and he doesn’t know where they are.  Do you think he is happy or confused? Hold up the card to show how James feels. (confused)
      2. Sophia got a 100 on her Math test.  Is Sophia mad or happy?  Hold up the card to show how Sophia feels.
      3. Tykeem lost his phone during recess.  Do you think Tykeem is sad or happy?  Hold up the card to show how Tykeem is feeling.
      4. Seven told her teacher that someone in the cafeteria threw her lunch away.  Does Seven feel mad or happy?  Hold up the correct card to show how Seven is feeling.
3. Part 2: Listen to a social story and when the teacher pauses, hold up the correct card to identify the emotion.
   1. Any social story about emotions  can be used for this lesson, but the story below can be used online for free on the Epic Website.
   2. The On-Again Off-Again Friend
   3. Read the story and stop at various points to ask how the character is feeling.  See example questions for The On-Again Off-Again Friend:
      1. On page 4, Grace is heading to school ? How does she feel?  How do you know?
      2. On page 10, how is Grace feeling after seeing her friend?  How do you know?  What does she look like?
      3. On page 17, when Grace is home, how is he feeling/  How can you tell?
      4. How do you think Grace is feeling on page 23 when she returns to school? How can you tell?
   4. Optional comprehension questions:
      1. How does Grace feel about the first day of school?
      2. Why doesn’t Grace see Jade when she gets to class?
      3. How does the new girl treat Grace?
      4. Why do you think Grace wants to stay home the next day?
      5. Do you think Jade should have stood up for Grace?  What would you have done if you were Jade?

Accommodations/ Extensions

• Make part one more challenging by giving the option of all 4 emotions instead of limiting them to 2.
• Use different social stories that work to show emotions
• Act out the scene at recess when Jade and the new girl are jumping rope. How could the ending be different?

Lesson 3: Calming Techniques

Timeline: 30 minute lessons for each technique

Objectives:

The student will be able to learn and practice calming techniques to be used when they are dealing with change or uncertainty or other frustrating situations.

Standards:

CC.1.5: Speaking and Listening:
Students are expected to participate in collaborative conversations, ask and answer questions, and express themselves clearly. They also need to understand and respond appropriately in formal speaking situations and group discussions.

AL.1 K.C Engage in elaborate, interactive play sequences that include acting out roles and negotiating play themes.

Materials:

Social stories that deal with change

Smartboard or projector for guided meditation

Calming Jars- plastic jar or water bottle with lid, clear glue, hot water, glitter, food coloring, optional sensory items

Steps:

1.  Read a social story that deals with change or being flexible.  Some options can be found at https://autismbehaviorservices.com/social-stories/
2. Discuss how the characters were flexible and made good choices.
3. Discuss options and strategies that we can use when we are feeling frustrated with changes and we don’t want to be flexible.

Day One : Calming Jars

Students will make calming jars to be used when they need a break because they are frustrated or feeling overwhelmed..

Steps:

1. Give students jars with warm water filled ⅔. Add clear glue and shake with the lid on.
2. Allow students to add a few drops of food coloring and some glitter.
3. Add sensory items (beads or other small items)
4. Secure lid with glue and tape to prevent leaks.
5. Allow students to decorate bottles with their names.

Follow up questions for students:
1. How do the calming jars help you?

2. When can you use the calming jar?

Day 2: Guided Meditation

Timeline: One lesson 20-30 minutes

Explain to students that meditation can be a helpful strategy when we are frustrated.

Steps:

1. Gather students on the carpet, have them spread out on the floor.
2. Ask them to close their eyes and place their hands on their laps.
3. Walk students through taking deep breaths in and then slowly blowing out.
4. Allow them to try different guided meditation videos for children to practice.  Examples can be found at https://www.youtube.com/watch?v=iTrl2yxO79g and https://www.youtube.com/watch?v=EIRabf12InE

Accommodations:

• Allow for shorter durations at first
• Allow students to sit in flexible seating options

Day 3: Other Calming Strategies

Timeline: One lesson, 20-30 minutes

Talk to students about what helps them stay calm.  Make a list on Chart paper and model each one or explain how it can be used.

Some example may include the following;

Take a walk.  Explain that if you take a break it can be to get a drink or water, use the restroom, or maybe visit the counselor.  It should be 2-5 minutes and when you return to class, you return to your assigned area.

Use the calm down corner.  Show students the items in the calm down corner.  This might include fidgets or other sensory items.  Show students how to use the items and how to clean up when they are done.  You may want to have a timer in that area so once students have time in that area, they know they should return to the lesson.

Coloring. Give students access to coloring pages and crayons and explain how to request a break to use these items and clean them up when finished.  Consider hanging up their work in the calm down corner.

Use a weighted lap blanket. Show students where the blanket is stored and how to sit with it on their lap.

ABA, B. S. (2025, March 10). Unlocking Progress Through Structured Autism Routines. Brighter Strides ABA. https://www.brighterstridesaba.com/blog/autism-routines/

This article explains the benefits of providing students with structured routines and various ways they can accomplish this. It looks at the role consistency plays in supporting students with Autism.

Amygdala-linked brain areas grow differently in autism. (2022, July 13). The Transmitter: Neuroscience News and Perspectives. https://www.thetransmitter.org/spectrum/amygdala-linked-brain-areas-grow-differently-in-autism/

This article looks at how the amygdala is different in children with Autism and how the differences are more prominent in students with more severe social difficulties.

Autistic Brain vs Normal Brain. (2022, July 22). UCLA Med School. https://medschool.ucla.edu/research/themed-areas/neuroscience-research/the-developing-brain/neuroimaging-in-autism

This article is posted on the UCLA Health website and looks at how imaging can help diagnose and even predict the risk of developing Autism. It looks at the structure and function of the brain.

Autism Speaks. (2023). Autism Statistics and Facts. Autism Speaks; Autism Speaks Inc. https://www.autismspeaks.org/autism-statistics-asd

Autism Speaks was founded in 2005 and  provides information and statistics on Autism.  It also provides resources for individuals with autism that can be used throughout their lifetime.

Can MRIs Diagnose Autism? Will Autism Show On MRIs? (n.d.). Www.thetreetop.com. https://www.thetreetop.com/aba-therapy/autism-mri

This website explains what shows on MRIs of individuals with Autism.  It looks at the effect Autism has on multiple brain regions.

CDC. (2024, May 16). Clinical Testing and Diagnosis for Autism Spectrum Disorder. Autism Spectrum Disorder (ASD). https://www.cdc.gov/autism/hcp/diagnosis/index.html

This website provides an overview of ASD that includes signs and symptoms, screening, and treatment of ASD. It also promotes Autism Awareness and inclusion.

Council for Exceptional Children. (2022). Council for Exceptional Children. Council for Exceptional Children. https://exceptionalchildren.org/

CEC is an international organization that advocates for appropriate governmental policies, sets professional standards, provides professional development and provides resources for professionals to ensure students receiving special education receive services that are inclusive and equitable.

CCC-A, K. L., M. S. (n.d.). Should All Nonverbal Young Children with Autism Immediately Have AAC Taught To Them?: Articles: Indiana Resource Center for Autism: Indiana University Bloomington. Indiana Resource Center for Autism. https://www.iidc.indiana.edu/irca/articles/should-all-nonverbal-young-children-with-autism-immediately-have-aac-taught-to-them.html

This article addresses whether or not AAC devices should be used for all students with Autism.  It also examines who makes the best candidates for these devices.

Department of Education | Department of Education | Commonwealth of Pennsylvania. (2024). Pa.gov. https://www.pa.gov/agencies/education.html

The Pennsylvania Department of Education oversees 500 public school districts, more than 170 public charter schools, and public cyber charter schools across the state of Pennsylvania.  They also oversee Intermediate units, State Juvenile Correctional Institutions, preschools, headstart programs and Community Colleges.

Epic! Creations Inc. (2025). Social Stories Book Collection on Epic. Epic – Books for Kids. https://www.getepic.com/collection/585147/social-stories

This website is a collection of stories available to view and read for free. This research will look specifically at the social stories available on Epic!

Esposito, A. (n.d.). What are sensory toys and how do they help? Autism Speaks. https://www.autismspeaks.org/blog/what-are-sensory-toys

This article looks at how various sensory toys benefit children with Autism Spectrum Disorder.

Gray, C. (2015). What is a social story? Carol Gray – Social Stories. https://carolgraysocialstories.com/social-stories/what-is-it/

This website explains the history of Social Stories that were created by Carol Grey.

How to ABA. (2018, April 2). Teaching Compliance with First/Then (Premack Principle) – How to ABA. How to ABA. https://howtoaba.com/teaching-compliance-first-premack-principle/

This article explains the importance of first then boards and how to implement them with students with Autism Spectrum Disorder.

How To ABA. (2024, April 17). Theory of Mind and Perspective Taking – How to ABA. How to ABA. https://howtoaba.com/theory-of-mind-perspective-taking/

This article focuses on how to teach perspective taking to students. It explains the role of perspective taking in students with Autism.

Jenkinson, R., Milne, E., & Thompson, A. (2020). The relationship between intolerance of uncertainty and anxiety in autism: A systematic literature review and meta-analysis. Autism, 24(8), 136236132093243. https://doi.org/10.1177/1362361320932437

This site explains the relationship between uncertainty and anxiety.  It focuses on the need for predictability in students with Autism.

Mayo Clinic. (2025, April 19). Autism Spectrum Disorder. Mayo Clinic; Mayo Foundation for Medical Education and Research. https://www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928

The Mayo Clinic is a global healthcare organization that is known for providing education and research. They provide overviews of medical conditions and include symptoms and treatment options when available.

National Center for Education Statistics. (2024, May). Students with disabilities. National Center for Education Statistics. https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities

This website provides Annual Reports to produce the congressionally mandated Coalition of Education. It looks at the United States and compares statistics to other countries.

National University. (2021, September 21). 4 best teaching strategies for students with autism. National University. https://www.nu.edu/blog/4-teaching-strategies-for-students-with-autism/

National University is one of the largest private nonprofit Universities in the United States.  This article focuses on the top four strategies for students with Autism.  They involve limiting sensory overload, using rewards and incentives, providing appropriate feedback, and focusing on reading comprehension strategies.

Fletcher-Watson S, McConnell F, Manola E, McConachie H. Interventions based on the Theory of Mind cognitive model for autism spectrum disorder (ASD). Cochrane Database Syst Rev. 2014 Mar 21;2014(3):CD008785. doi: 10.1002/14651858.CD008785.pub2. PMID: 24652601; PMCID: PMC6923148.

This article provides interventions based on a Theory of Mind model for students with Autism Spectrum Disorder.

PaTTAN – Functional Behavior Assessments (FBAs) and Positive Behavior Plans (PBSPs). (2024). Pattan.net. https://www.pattan.net/Evidence-Based-Practices/Learning-Environment-Engagement/Functional-Behavior-Assessments-FBAs-and-Positive

PaTTAN is the Pennsylvania Training and Technical Assistance Network.  PaTTAN works with the Pennsylvania Department of Education to provide professional development to improve student results.

Theory of Mind | Psychology Today. (n.d.). Www.psychologytoday.com; Psychology Today. https://www.psychologytoday.com/us/basics/theory-of-mind

This article explains Why the Theory of Mind is important and its connection to people with Autism Spectrum Disorder.

Wagner, S. (2020, May 29). Inclusion Vs. Self-Contained Education for Children on the Autism Spectrum | CHOP Research Institute. Www.research.chop.edu. https://www.research.chop.edu/car-autism-roadmap/inclusion-vs-self-contained-education-for-children-on-the-autism-spectrum

This article looks at the difference between inclusion and a self -contained classroom. It takes a closer look at how special education services might look for individuals with Autism Spectrum Disorder.

What is Autism Scripting? (n.d.). Www.abtaba.com. https://www.abtaba.com/blog/autism-scripting

This site explains the different types of Autism Scripting and the benefits of using scripting.

Zauderer, S. (2025, March 15). How a Sensory Table Helps Autism: Transforming Sensory Experiences. Crossrivertherapy.com; Cross River Therapy. https://www.crossrivertherapy.com/autism/sensory-table-for-autism

This looks at how sensory play impacts cognitive development.

Zohoorian, Z., Zeraatpishe, M., & Matin sadr, N. (2021). Effectiveness of the Picture Exchange Communication System in Teaching English Vocabulary in Children with Autism Spectrum Disorders: A single-subject study. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1892995

This site looks at the effectiveness of PECS boards in students with ASD.

PECS

The websites below prove free printable PECS images:

http://www.mypecs.com/

https://www.teacherspayteachers.com/browse/free?search=pecs

https://abaresources.com/free3/

First-Then Board Example

Social Stories Resources

The following resources provide free printable social stories that can be used in the classroom.

Autism Behavior Services https://autismbehaviorservices.com/social-stories/

ABA Educational Resources https://abaresources.com/social-stories/

And Next Comes L https://www.andnextcomesl.com/2018/05/free-social-stories-about-personal-space.html

Autism Little Learners https://autismlittlelearners.com/social-stories-for-school/

Visual Schedule Example

The following visual schedule example can be customized to fit the schedule or needs for each student. Images should be placed in the right column to match the schedule for the day.