# 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

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# 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

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# 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 both students with autism and neurotypical children and teaches graduate-level courses focused on evidence-based interventions at California State University, Fullerton.

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

Christina is a behaviorist at the North Orange County Special Education Local Plan Area, where she supports districts through professional development and consultation for staff working with individuals with autism. She coauthored The Social Compass Curriculum in response to the need for social cognition support that she noticed throughout her career.

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

Karen is a school psychologist and behavior analyst, serving as the autism program specialist for the North Orange County Special Education Local Plan Area. With over 13 years of experience, she has provided various behavioral services to children with special needs and has trained staff on applied behavior analysis strategies.

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# LESSON 3C

## ACCEPTING CHANGE IN ROUTINES

### STEP 1. EXPLAIN THE GOAL AND VISUAL SUPPORT.

#### 1a) Goal

The goal of this lesson is for students to practice how to effectively 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 routine. One day, there was a change because the bus driver was sick. This change upset Ricky, and he had a tantrum until he could remember the GPS Alert visual tool, which helped him accept the change.

### STEP 3. MODEL AND REHEARSE.

**3a) Model why coping with change is important.**
1. Provide an immediate example of a change and model strategies to cope with that change.
2. Announce students need to sit on the floor immediately.
3. Point to the GPS Alert visual to indicate a change is happening.
4. Praise students who accept the change.

**3b) Have students rehearse making changes.**
1. Have students walk around the room and change their seating rule on command.

### STEP 4. ROLE-PLAY AND REINFORCE.

**4a) Role-play accepting a change.**  
1. Pair students to practice notifying each other about various changes.
2. Each partner responds by accepting the change.
3. Solicit feedback from observers.

### STEP 5. PROMOTE GENERALIZATION.

**Send home the Parent Follow-Up Page.**  
Encourage parents to practice coping with changes at home, reinforcing the skills learned in the lesson.

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# SELF-MONITORING DATA SHEET  
**3C: 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 game format. |   |   |   |   |
| C. I was able to accept a change in my routine with a peer. |   |   |   |   |

Comments:

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## PARENT FOLLOW-UP PAGE

This lesson helps students identify why coping with change is important. The GPS Alert is a reminder for students to accept changes. Parents can create changes in routines at home to practice this skill.