Some students with autism become anxious when asked to try something new. These lessons help those students learn that it's alright to be nervous or afraid and how to overcome their fear.
The lessons in Self-Control When Anxious teach two key concepts – that they can overcome anxiety by believing that a new, first time activity will be fun and that they can control their anxiety.
- differentiate appropriate/inappropriate behaviors related to trying something new
- improve vocabulary/language
- improve self-control and decrease impulsivity
Each four-picture story addresses specific behaviors related to self-control when anxious. Your students learn why quitting before trying is wrong, to push through their fear, and to try even if they make a mistake.
To reinforce learning, each lesson includes 10 Yes/No and 10 Wh- and How comprehension questions that will also improve expressive language skills. A simple role-play activity and easy-to-find props round out each lesson and create an exceptional learning environment for students with autism. The lessons are easy to adapt to individual, small group, or classroom therapy sessions.
Students with autism can unintentionally exhibit behaviors that are inappropriate. Change your students mindset and help them respond differently to their fears with the stories in Self-Control When Anxious. Situations include:
- ice skating
- riding a horse
- playing a team sport
- going to summer camp
- riding on a plane
- going to a dance
- doing Yoga
You may purchase Autism & PDD Picture Stories & Language Activities Social Behaviors Self-Control When Anxious individually or as part of the Autism & PDD Picture Stories and Language Activities Social Behaviors 5-Program Set. The 5-program set consists of:
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Stories about specific social situations help students with autism syndrome disorders (ASD) understand and respond to similar social situations appropriately (Kuoch & Mirenda, 2003).
Repeated reading of stories about specific social situations improves social understanding for students with ASD (Gray, 2000).
Students with ASD should receive instruction in functional, spontaneous communication; new skill acquisitions; generalization and maintenance in natural contexts; and functional academic skills when appropriate (NRC, 2001).
Adolescents with autism decreased inappropriate behaviors after implementation of social stories with visual supports (Graetz, Mastropieri, & Scruggs, 2009).
Social Behaviors: Self-Control When Anxious incorporates these principles and is also based on expert professional practice.
Graetz, J., Mastropieri, M.A., & Scruggs, T.E. (2009). Decreasing inappropriate behaviors for adolescents with autism spectrum disorders using modified social stories. Education and Training in Developmental Disabilities, 44(1), 91-104.
Gray, C. (2000). The new social story book. Arlington, TX: Future Horizons, Inc.
Kuoch, H., & Mirenda, P. (2003). Social story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219-227.
National Research Council (NRC), Committee on Educational Interventions for Children with Autism. (2001). In C. Lord & J. McGee (Eds.), Educating children with autism. Washington, DC: National Academy Press.