SOCIAL COMPASS

CURRICULUM

A Story-Based Intervention Package for Students with

Autism Spectrum Disorders

by LouAnne Boyd, M.A., BCBA Christina McReynolds, Ed.S., M.S., BCBA and Karen Chanin, M.S., P.P.S. North Orange County Special Education Local Plan Area California

CONTENTS

• About the Material Included in This Curriculum ... vi
• Foreword Peter F. Gerhardt ... vii
• About the Authors ... ix
• Acknowledgments ... x

Introduction. ... 1

Module 1: Nonverbal Skills. ... 9
Lesson 1A Body Language/Gestures ... 11
Lesson 1B Space and Proximity ... 15
Lesson 1C Volume of Voice ... 19
Lesson 1D Social Referencing ... 23

Module 2: Emotions ... 27
Lesson 2A Increasing Emotional Vocabulary ... 29
Lesson 2B Identifying Intensity of Feelings ... 33
Lesson 2C Empathy ... 37
Lesson 2D Positive Self-Talk ... 41

Module 3: Social Problem Solving ... 45
Lesson 3A Staying on Topic ... 47
Lesson 3B Paying Attention ... 51
Lesson 3C Accepting Change in Routines ... 55
Lesson 3D Resisting Tattling ... 59
Lesson 3E Handling Teasing ... 63
Lesson 3F Using Self-Control ... 67
Lesson 3G Avoiding Being Left Out ... 71

Module 4: “We” Skills. ... 75
Lesson 4A Initiating a Conversation ... 77
Lesson 4B Asking Questions ... 81
Lesson 4C Sharing Information ... 85
Lesson 4D Giving Compliments ... 89
Lesson 4E Expanding Personal Interests ... 93
Lesson 4F Paraphrasing ... 97
Lesson 4G Negotiating Needs ... 101
Lesson 4H Maintaining a Conversation ... 105
Lesson 4I Ending a Conversation ... 109

Appendix A: Photocopiable Materials for Use in Multiple Lessons. ... 115
Appendix B: Lesson-Specific Resources. ... 121

Index ... 177

ABOUT THE AUTHORS

LouAnne Boyd, M.A., BCBA

LouAnne is a private practitioner and the owner of ABAcus: Behavioral Tools for Social Engagement. She is Autism Coordinator for the North Orange County Special Education Local Plan Area in California. LouAnne conducts social skills groups in her community for students with autism and neurotypical children, as well as staff and parent trainings.

Christina McReynolds, Ed.S, M.S., BCBA

Christina is a behaviorist at the North Orange County Special Education Local Plan Area, supporting nearby districts through research, professional development, and consultation for individuals with autism. A Nationally Certified Behavior Analyst, she has been involved with individuals with disabilities since the late 1990s.

Karen Chanin, M.S., P.P.S.

Karen is a school psychologist and behavior analyst, supporting the North Orange County Special Education Local Plan Area as its autism program specialist. She has over 13 years of experience working with children who have special needs, focusing on behavioral services, assessments, and staff training.

LESSON 3C

ACCEPTING CHANGE IN ROUTINES

STEP 1. EXPLAIN THE GOAL AND VISUAL SUPPORT.

1a) Goal

A change in routine can be disrupting for some children. The goal is to practice how to handle changes in routines.

1b) Visual Support

The visual support for this lesson is the GPS Alert, helping students accept change and move on with their routines.

STEP 2. READ THE SOCIAL COMPASS STORY.

2a) Read “Ricky Rides the Bus.”

Ricky rides the bus to school every weekday and knows the bus routine, including what to do while riding and when to expect the bus.
One day, there was a change in the routine because the bus driver was sick, and a substitute driver was present. Ricky had a tantrum when he realized his routine was different. By picturing an alert going off on his GPS tool, he learned to accept the change and enjoy the ride home.

STEP 3. MODEL AND REHEARSE.

3a) Model why coping with change is important.

1. Provide an immediate example of change and model strategies to cope.
2. Announce that students should sit on the floor and point to the GPS Alert to indicate a change.
3. Praise students and have them label strategies for coping with change.

3b) Rehearse making changes.

1. Have students walk around the room until prompted to sit down in their new assigned spots.
2. Change the rules as necessary, giving feedback based on their ability to adapt.

STEP 4. ROLE-PLAY AND REINFORCE.

4a) Role-play accepting a change in routines. Students pair up to practice notifying each other about changes in routines and responding positively.

STEP 5. PROMOTE GENERALIZATION.

Parent Follow-Up Page. Follow-up with directions to practice coping with changes at home, using the GPS Alert as a reminder.

SELF-MONITORING DATA SHEET

ACCEPTING CHANGE IN ROUTINES

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