# 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 Boyd 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 and conducts social skills groups for students with autism and neurotypical children. Additionally, LouAnne conducts trainings for social, communication, and behavioral interventions and teaches graduate-level courses at California State University, Fullerton. ## Christina McReynolds, Ed.S, M.S., BCBA Christina is a behaviorist and Autism Coordinator at the North Orange County Special Education Local Plan Area. She supports surrounding districts through professional development and consultation for staff working with individuals with autism. Christina has a master of science degree in education and has authored research projects on social cognition support for individuals with autism. ## Karen Chanin, M.S., P.P.S. Karen Chanin is a school psychologist and behavior analyst with over 13 years of experience. She supports the North Orange County Special Education Local Plan Area and provides in-home and at-school behavioral services. Her training includes counseling and applied behavior analysis strategies tailored for children diagnosed with autism. --- # LESSON 3C ## ACCEPTING CHANGE IN ROUTINES ### STEP 1. EXPLAIN THE GOAL AND VISUAL SUPPORT. #### 1a) Goal The goal of this lesson is to help students practice how to effectively handle changes in routines. #### 1b) Visual Support Use a GPS Alert as a visual support to help students accept changes in routines. ### STEP 2. READ THE SOCIAL COMPASS STORY. #### 2a) Read "Ricky Rides the Bus." Ricky rides the bus and knows the routine. One day, the substitute driver takes longer than usual, upsetting Ricky. He has a tantrum but learns to cope by picturing a GPS alert when routines change. ### 2b) Comprehension Questions * What was the visual support? Select one. * Who was the story about? Select one: Al, Pat, Brad, Bob, Freddy, Tanya, Ricky. * What was his or her problem? Select one: Didn’t control anger, got upset over a change, didn’t listen to the teacher. * What did he or she learn to do? Write your answer. ### STEP 3. MODEL AND REHEARSE. **3a) Model coping strategies** Discuss why coping with change is important and provide examples. Use the GPS Alert icon to prompt acceptance of change. ## 3b) Role-Play Accepting Change 1. Have students practice by changing their seats on command. 2. Provide immediate feedback on adapting to changes. ### STEP 4. ROLE-PLAY AND REINFORCE. **4a) Role-Play Accepting a Change** Students will notify each other about various changes, practicing acceptance of the changes. ### STEP 5. PROMOTE GENERALIZATION. Send home the Parent Follow-Up Page with instructions for practicing coping with changes at home. --- ## SELF-MONITORING DATA SHEET **ACCEPTING CHANGE IN ROUTINES** | SKILL | TRIAL 1 | TRIAL 2 | TRIAL 3 | TRIAL 4 | |-------|---------|---------|---------|---------| | A. I can label a behavior to cope with change. | | | | | | B. I can rehearse making changes in a group format. | | | | | | C. I was able to accept a change in my routine in role play. | | | | | Comments: --- ## PARENT FOLLOW-UP PAGE **ACCEPTING CHANGE IN ROUTINES** This lesson helps students identify the importance of coping with change. The GPS Alert serves as a reminder that changes may occur, but with the right preparation, students can be ready for them.