Description

This pack includes 8 skills used in social interactions. Examples: Asking a Peer to Join/Play, Making Eye Contact, and Getting the Attention of Others. This curriculum was created by Dr. Lindsay Hilsen, Ed. D, BCBA-D, the director of Sunny Days Sunshine Center New Jersey. As Director of the Sunny Days Sunshine Center, Inc., Dr. Lindsay Hilsen brings over 15 years of experience with early childhood intervention and autism to the position. Previously, she worked as the Sunshine Center’s Autism Coordinator and the Autism Clinical Educator for Sunny Days Early Childhood Developmental Services, Inc. Among the many duties involved with running the Sunshine Center, Lindsay supervises all ABA practitioners and therapists, conducts all ABA evaluations, handles insurance and billing, coordinates social skills groups, and trains and supervises BCBA candidates. She is dedicated to training other specialists properly. Lindsay received her Doctorate in Special Education through Nova Southeastern University. She is a Board Certified Behavior Analyst at the doctoral level (BCBA-D) who holds two masters in Special Education and Education, as well as a certified NJ special education teacher and elementary education teacher. She is also the author of two Autism Curriculums: A Step-By-Step Curriculum for Early Learners with an Autism Spectrum Disorder and A Step-By-Step ABA Curriculum for Young Learners (ages 3-10) with Autism Spectrum Disorders. Ever since she was old enough to volunteer, Lindsay has had a passion for the field of special education. She believes that all children can make progress, regardless of their different abilities and styles of learning, and seeing that progress is her favorite part of her job. Because Lindsay’s oldest daughter has single-sided deafness, she knows firsthand that each and every child is capable and can overcome any challenge.

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What's Included

  • Ask A Peer To Join/Play

  • Have Two peers engaged in a game or activity in which you want your student to play.

    Make sure the game or activity is motivating to your student. When you are teaching the student to ask a peer to play have a single peer engaged in an activity by themself.

  • Say to your student "wow ___(name) and ___(name) are playing your favorite game, it looks like fun."

    Your student will need to go over and ask them to join.

  • Your student should be able to see the peers playing and walk over without any prompt from a teacher

  • Ask your student, "do you want to join your friends." If you student says yes, prompt them to walk over to the peers and say "can I join you?"

    Make sure you speak with the other students before contriving this situation so they know they have to say yes.

  • Eye Contact

  • Present child with the Sd: “Look at me”

    Although there is an Sd provided try to not use any Sd. Try to get the child to naturally look at you with out adding a verbal Sd.

  • Present child with the Sd: “Look at me”. The child will maintain eye contact for 3 seconds.

    Although there is an Sd provided try to not use any Sd. Try to get the child to naturally look at you with out adding a verbal Sd.

  • Present child with the Sd: “Look at me”. The child will maintain eye contact for 6 seconds.

    Although there is an Sd provided try to not use any Sd. Try to get the child to naturally look at you with out adding a verbal Sd.

  • Present child with the Sd: “Look at me”. The child will maintain eye contact for 10 seconds.

    Although there is an Sd provided try to not use any Sd. Try to get the child to naturally look at you with out adding a verbal Sd.

  • Gets Attention of Others

  • Contrive a situation in which one person is busy. Tell the child to ”Give ___ (THE BUSY PERSON) the piece of paper”. Have the child walk over to the busy person and get their attention by either tapping the shoulder or calling the name)

    Note: G eneralization should include using other directions then give the paper to ___ .

  • Present the child with the Sd: "Give ___ (the busy person) the piece of paper." The child will tap the person's shoulder to gain their attention.

    Note: G eneralization should include using other directions then give the paper to ___ .

  • Present the child with the Sd: "Give ___ (the busy person) the piece of paper." The child will call me person's name to gain their attention.

    Note: G eneralization should include using other directions then give the paper to ___ .

  • Says Bye

  • Sd: A person is leaving

  • Present the child with the Sd: "A person is leaving." Child will return the greeting.

  • Child will initiate the goodbye when a person says "I am leaving."

  • Sd: THE ARRIVAL OF A PERSON

  • Sd: A person is leaving

  • Present the child with the Sd: "The arrival of a person." Child with say Hi to the person first.

  • Child will respond with "Hi" when the person says "Hi" first.

  • Social Questions

  • Present child with the Sd: ASK THE CHILD THE QUESTION IN EACH STEP. EX. STEP 1: WHAT IS YOUR NAME?

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "What is your name"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "How old are you"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "What are your siblings names"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "What is your mom's name"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "What is your address"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "What city/town do you live in"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "What state do you live in"

    Note: Take into account your child s response time before providing a prompt.

  • Present the child with the Sd: "What is your telephone number"

    Note: Take into account your child s response time before providing a prompt.

  • Winning and Losing

  • Play a game that has a clear winner and loser with your student. Make sure the game you are playing is motivating to the student.

  • Play a 1:1 game with your student and make sure your student wins. Tell them "Good Game", and teach your student to say "Good game" back.

  • Play a 1:1 game with your student and make sure your student loses. Tell your student "Good Game" and teach your student to say "Thanks, you played good too."

  • Sits During Group Time

  • Present the child with the Sd "lets go sit with the group".

  • Present the child with the Sd "lets go sit with the group", 2 minutes before the end of the activity.

  • Present the child with the Sd "lets go sit with the group", 4 minutes before the end of the activity.

  • Present the child with the Sd "lets go sit with the group", 8 minutes before the end of the activity.

  • Present the child with the Sd "lets go sit with the group", 10 minutes before the end of the activity.

  • Present the child with the Sd "lets go sit with the group", 15 minutes before the end of the activity.

  • Present the child with the Sd "lets go sit with the group", 20 minutes before the end of the activity.