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. LouAnne conducts social skills groups for both students with autism and neurotypical children. Additionally, she conducts staff and parent trainings for social, communication, and behavioral interventions for home and school, and teaches graduate-level courses focused on evidence-based interventions at California State University, Fullerton.

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

Christina McReynolds is a behaviorist at the North Orange County Special Education Local Plan Area, where she supports five surrounding districts through research, professional development, and consultation for staff working with individuals with autism. She has a master of science degree in education and various credentials in educational leadership and special education, as well as certifications in behavior intervention case management and crisis intervention.

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

Karen Chanin is a school psychologist and behavior analyst at the North Orange County Special Education Local Plan Area. She specializes in working with children diagnosed with autism and has extensive experience providing behavioral services, assessments, and training others in autism-specific strategies.

LESSON 3C

ACCEPTING CHANGE IN ROUTINES

STEP 1. EXPLAIN THE GOAL AND VISUAL SUPPORT.

1a) Goal

A change in routine can be upsetting for some children. The goal is to help students practice handling changes effectively.

1b) Visual Support

Use a GPS Alert analogy to help students visualize the acceptance of change in routines.

STEP 2. READ THE SOCIAL COMPASS STORY.

2a) Read “Ricky Rides the Bus.”

Ricky's bus routine changes when the regular driver is absent, creating distress. He learns to cope with these unexpected changes by picturing a GPS alert.

STEP 3. MODEL AND REHEARSE.

3a) Explain coping with change.

1. Use real-life examples to illustrate changes.
2. Show the GPS Alert to signal the change and acceptance.
3. Praise students who adapt positively.

3b) Rehearse changes in seating arrangements.

1. Allow students to move, then change the sitting rules unexpectedly.

STEP 4. ROLE-PLAY AND REINFORCE.

4a) Role-play accepting changes.

1. Have students practice notifying each other of changes and accepting them.

STEP 5. PROMOTE GENERALIZATION.

Send home the Parent Follow-Up Page with suggestions for further practice and encouragement in coping with changes at home.

SELF-MONITORING DATA SHEET

Comments:

PARENT FOLLOW-UP PAGE

This lesson emphasizes the importance of being prepared for change as it frequently occurs in daily life, helping students develop coping strategies.