Statement/Statement
This program helps to develop our students’ commenting skills.
Social
131 Videos
Instructional Song
This program is designed to create a fun experience for students and their peers via social games.
Charades
This common game is a fun activity to teach social skills to our students as it allows children to interact with each other meaningfully.
Charades
This common game is a fun activity to teach social skills to our students as it allows children to interact with each other meaningfully.
Directing Peers in Songs
This program aims to use fun games to develop students’ awareness and responses to their peers.
Personality Traits
This program teaches students to discriminate common traits and use traits to predict behavior and make decisions based on person’s traits. It teaches students to use this information to navigate social situations a little bit easily.
Directing Peers in Songs
This program aims to use fun games to develop students’ awareness and responses to their peers.
Social Categories
This program teaches students to know that there are different kinds of social relationships and different ways of interacting with people from these groups.
Emotions (Facial Expression)
This program teaches students to recognize certain kinds of facial features that would illustrate how somebody feels.
Showing Off
This program teaches students to show artwork or other things the student has made to others by considering their perspective.
Boggle Game
This program offers opportunities for the students to practice their awareness, responding and communication to peers. The goal of this program is to increases students’ initiative in making requests and to respond to another person’s request.
Hurray game
This game doesn’t require any language so it is suitable for most students as long as they can understand the rule of the game. This program increases students’ awareness and responsiveness.
Hurray game
This game doesn’t require any language so it is suitable for most students as long as they can understand the rule of the game. This program increases students’ awareness and responsiveness.
Classroom Routine – Attendance
The therapist made use of a daily routine to increase students’ awareness to others.
Boggle Game
This program offers opportunities for the students to practice their awareness, responding and communication to peers. The goal of this program is to increases students’ initiative in making requests and to respond to another person’s request.
Classroom Routine – Attendance
The therapist made use of a daily routine to increase students’ awareness to others.
Emotions
This program teaches students to understand the situations that may make people feel a certain kind of emotion and understand the relationship between them.
Discriminate Likes and Dislikes
This program teaches students to identify if other people like or dislike something. This social skill allows us to match up with people who are interested in the same things we are and to please or avoid upsetting others.
Discriminate Likes and Dislikes
This program teaches students to identify if other people like or dislike something. This social skill allows us to match up with people who are interested in the same things we are and to please or avoid upsetting others.
Giving Compliments
This program teaches students to identity which kind of events are good to comment on and when is a good time to give compliments.
Appropriate Volume
This program teaches students about how they use their voice at different volume levels.
Do Not Talk Over Other Person
This program teaches students not to talk over other person in conversation. The objective of this program is to teach student when is the right time to ask the question or make a comment, and how long to takeover other people.
Stays on Topic
This program teaches students to stay on topic in conversation. The objective of this program is to teach students four ways to stay on topic by giving opinions, commenting, sharing experience and asking questions.
Responding to Statements
This program teaches students to respond to different people in different kinds of statements.
Asking Questions
This program teaches students to asking questions. This program helps students to get information, maintain the flow of conversation and keep other person interested in the social communication.
Answering Social Questions
This program teaches students to answer social questions. The objective of this program is to teach students to attend and respond to verbal input of others.
Awareness Game – Treasure Hunt: Ph3 Application with Peer
This phase is designed to teach a student to play the game with his peer, where they will rotate to find and hide an item.
Awareness Game – Treasure Hunt: Ph2 Hiding The Items
This phase is designed to teach a student to hide an item. At first, the therapist will tell the student where to hide the item, and after that, the student will decide himself.
Awareness Game – Treasure Hunt: Ph1 Finding The Items
This phase is designed to teach a student to find an item immediately after it was hidden in front of him. Over time with practice, the duration and distances of hiding the item increase.
Visual Perspective Taking: Ph3 Application In Daily Activities
This phase is designed to teach a student to show a picture to other teachers who are sitting in a circle. Subsequently, the student is taught to prevent others from seeing his cards in a natural game. Stevens discusses future phases.
Visual Perspective Taking: Ph2 Student Identifies What Different People Can See
This phase is designed to teach a student to identify whether someone can see a picture without needing to take the person’s position.
Visual Perspective Taking: Ph1 Students Understands Different Persons Sees Differently When in Different Positions
This phase is designed to teach a student that a person will see something different depending on their position by having him stand with others in a different location. Related Materials:
Social Engagement – Eye Contact Temptations: 4 Examples
This video demonstrates examples to help students to make more eye contact with others.
Responding to His Name: Ph5 Natural Setting
This phase teaches the student to respond to his name being called in a natural situation.
Responding to His Name: Ph4 Practice in The Playground; Therapist Calls His Name
This phase teaches the student to practice skills in the playground. When the student responds to his name being called, the therapist will do something fun with the student.
Responding to His Name: Ph3 In Therapy Room; Engaged in Preferred Activity
This phase teaches a student to look at the therapist when he is engaging in a preferred activity. When the student responds to his name being called, the therapist will give him additional toys to make the activity more fun.
Responding to His Name: Ph2 In Therapy Room; Engaged in Slightly Preferred Activity
This phase teaches a student to look at the therapist when he is engaging in a slightly preferred activity. When the student responds to his name being called, he will receive something that he’s more preferred.
Responding to His Name: Ph1 Teaching Under Structured Setting; Not Engaged in Activities
This phase teaches a student to look at the therapist when the therapist calls him in a structured setting. When the student responds to his name being called, he will earn a reinforcer.
Responding to His Name: Baseline
This video shows the student’s skills before implementing the program.
Social Engagement – Asking Therapists for Help: Ph2 Coming To Therapist For Help
This phase is designed to teach the student to walk a distance to the teacher to ask for help.
Social Engagement – Asking Therapists for Help: Ph1 Developing Interests In The Activity
This phase is designed to develop student’s interest in the activity by having the therapist to play with the ball in fun ways.
Passing The Ball: Ph2 Practice with Peers
This phase is designed to teach a student to play with a peer.
Passing The Ball: Ph1 Practice with Adults (Understanding Contingency)
This phase is designed to teach a student to pass the ball to another therapist.
When & How to Offer Help to Others: Ph2 Offering Help Spontaneously Ex3
This phase is designed to teach a student to spontaneously recognize that someone else needs help and how he can help.
When & How to Offer Help to Others: Ph2 Offering Help Spontaneously Ex2
This phase is designed to teach a student to spontaneously recognize that someone else needs help and how he can help.
When & How to Offer Help to Others: Ph2 Offering Help Spontaneously Ex1
This phase is designed to teach a student to spontaneously recognize that someone else needs help and how he can help.
When & How to Offer Help to Others: Ph1 Recognizing Indirectly When People Need Help Ex3
This phase is designed to teach a student to recognize that someone needs help when their name is called following an accident. A therapist asks the student what he thinks the therapist wants.
When & How to Offer Help to Others: Ph1 Recognizing Indirectly When People Need Help Ex2
This phase is designed to teach a student to recognize that someone needs help when their name is called following an accident. A therapist asks the student what he thinks the therapist wants.
When & How to Offer Help to Others: Ph1 Recognizing Indirectly When People Need Help Ex1
This phase is designed to teach a student to recognize that someone needs help when their name is called following an accident. A therapist asks the student what he thinks the therapist wants.