What Do You Want to Be When You Grow Up?

Ever feel like you haven't reached your full potential yet? You're not alone! If you are not where you want to be right now, and have no idea how to get there, read on for some simple ideas to help you reach your goals!

1. Identify what you want

What do you want to be when you grow up? Ask yourself that question, from your adult point of view, and go from there. Are you a classroom teacher who wants to eventually become a principal? Maybe you are a special education aide who wants to eventually become a head teacher. Maybe you're a parent who wants to go back to school to become a teacher. Or maybe you have a completely different career path in mine (like I did). Whatever it is, identify it and write it down!

2. Set goals

Okay - once you identify what the ultimate goal is, you need to make meaningful, thoughtful mini goals along the way. You can't just decide, "OK, I ultimately want to be a school psychologist, so I'll just go to school and be a school psychologist." You need to map out all the mini-goals along the way, such as: save x amount of money for school, expenses for when you are unable to work, etc., get into a graduate program, complete your degree in school psychology, obtain your license or certification in school psychology (if applicable), apply for school counseling/psychology jobs, and get a job offer!

>>You might like: Goal Setting for Adults

3. Plan your stepping stones

Here's where you'll make even smaller steps to your bigger goals. You will break down each goal into manageable chunks (a sort of task analysis, if you will) that you can check off as you go. In the above example, it might look like: to save x amount of money in preparation for cutting your hours to go back to school -> hire a financial planner, budget your spending to save x amount in the next 3 months, cut 15% of your expenses per month. To get into a graduate program --> Research schools for reputable school counseling or psychology programs, obtain all necessary documentations to begin applications (transcripts, essays, letters of recommendations, etc.) apply to 1-2 programs (this will have it's own set of steps to complete), apply for financial aid if applicable (again, additional steps), apply for grants offered by schools or other programs (and, again). To obtain licensure and complete your degree in school psychology  --> self-explanatory I think. Apply for jobs --> Also has it's own set of skills needed, similar to applying for school (obtain all necessary documentation such as transcripts, license, resumes, letters or recs, etc.). Get a job = you've reached your goal!!

4. Take a leap! (or step)

This is where you finally take the plunge (or dip) in the water. It can be scary to start such a lofty and uncertain adventure, but with explicit goals and manageable steps involved, it can take the scary-factor out of the equation. You will be making a calculated and strong plan to better your life.

5. Re-evaluate

Not everything will go according to plan. Maybe you didn't get into the school you wanted to (using the above example), or maybe you failed the exam your first time around. You will need to use these situations as opportunities to re-evaluate your goals and maybe add a step or two in the middle to help you reach your goals (like maybe you should add "take an exam prep course" to your list of steps to getting your certification). Don't let this missteps derail your progress. Keep your eye on the prize, re-evaluate as needed, and persevere! You got this!

Now go make those goals! Write 'em down, repeat them in  your head, tell your friends about them, and make those dreams a reality! Check out this list of simple, attainable goals for some inspiration!

And while you're at it, check out these amazing superstars who hadn't reached their full potential until much later in life (but age really is just a number!)

Image courtesy of the wonderful folks over at Ira Lexus Danvers!

What are your goals? Are you taking steps to achieving them?

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Quickie Post: BTS Sale 2017!

Act fast! Head over to Teachers Pay Teachers to fill up your cart now. Make sure you enter the promo code BTS2017 at check out to get the most savings! 




Here's what's in my cart (so far):





What's in your cart?

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The Wonders of Preference Assessments

Preference assessments are fabulous tools for anyone looking to change someone's behavior. I've used them in the classroom, in adult services, and even with my dog! (more on that below). Keep reading for the what, why, and how for preference assessments.

What are preference assessments?

Preference assessments are tools that help to determine a preference hierarchy of potent reinforcers for learners with a variety of abilities. This hierarchy indicates which items/potential reinforcers are highly-preferred, moderately-preferred, and low-preferred. Generally however, I conduct these assessments with items/activities that the individual or caregiver reports is somewhat preferred, so you usually don't have a "low-preferred" item, and rather just not as preferred as the others. 

Why preference assessments?

Determining this hierarchy is important to support any behavior change protocols, as the individual will be more likely to work for highly-preferred reinforcers. And note, I emphasize the individual here, because this, like many other topics I discuss, needs to be individualized. What works for one learner, may not/will not work for another. I could work all day every day for a bowl of watermelon (provided I don't have access to it whenever I want - a topic for another day). My husband? No way would he do anything for watermelon. A brownie, yes. And yeah, maybe I'd work for a brownie too, but if I was deprived of watermelon (think: start of Summer, when it's finally in season...) I'd probably choose that over the brownie as something to earn after I clean the bathroom.

So why not just ask? Why the whole to-do with an assessment?  Well, for a few reasons.Often, these assessments are used with people (or animals) that have limited communication abilities. Additionally, they may have restricted interests and would not be able to "think" about other things they might like. Aside from their restricted interests, they may not have been exposed to a variety of novel, potentially reinforcing items, therefore don't know they like or can ask for them.

These assessments are key. The effectiveness of any behavior plan or skill acquisition program depends on the reinforcement procedures. People work for things. You need to find out what those things are. And this is the tool to help you with that!


How do I run and use preference assessments?

First you need to determine the type of preference assessment you want to run for your learner. There are two different types of assessments: indirect and direct assessments. Generally, I will run both. An indirect assessment means that you are indirectly determining potent reinforcers by asking the caregiver or staff, sometimes the individual themselves. Usually, I will use this information to narrow down which items I will present in the direct preference assessment I choose. Direct measures include single-stimulus preference assessment, paired-preference assessment, multiple stimulus without replacement (MSWO), duration-based preference assessment, and free-operant preference assessment. I won't go through each one - that's a talk for another day. Today I will talk about the ones I use the most.

Paired Stimulus (Forced Choice)
I used forced choice preference assessments almost exclusively. This is a trial-based method for preference assessment, which means the stimuli are presented to the learner in a series of trials and the responses to these stimuli are measured and ordered by preference.Each trial in a forced choice assessment consists of the simultaneous presentation of two stimuli/items. The practitioner records which of the two the learner chooses (or which one he/she chooses first if the learner ended up grabbing both before you could stop em!). During this assessment, each stimulus is matched randomly with all other stimuli in the set. This provides data that show how many times each stimulus was chosen. The stimuli are then ranked by preference. Studies have shown that forced choice assessments sometimes outperform successive choice assessments in identifying potent reinforcers, as well as yield more accurate distinctions between preferences (high vs. moderately vs. low-preference reinforcers) (Pace et al., 1985; Piazza et al. 1996; Paclawskyj & Vollmer, 1995). While it may seem that this assessment may be time consumer, I've found that since I am most familiar with this one, it's a breeze for me to complete. As long as you have your items and materials ready to go, this won't take any more time than the others. Plus - the data analysis is super easy!

Check out this video of me running a forced choice preference assessment with my dog Lucy. I used the most high-preference reinforcer (as determined by this assessment) for some behavioral programming I did with Lucy (such as identifying and retrieving toys by name). Worked like a charm!


Single Stimulus (Successive Choice)
This assessment is another trial-based preference assessment and is considered the most basic preference assessment available. For this assessment, a stimuli/item is presented and the learner's response to the stimuli is recorded. These stimuli are presented one at a time, in random order. Generally, the data collection is more involved, as it requires the practitioner to note the approach vs.. rejection behavior, frequency of interaction, and/or duration of play/engagement. After recording, the next item in the sequence is presented. This assessment may be helpful with learners who have difficulty with selecting among an array of items.

Free Operant
Essentially, this assessment evaluates the activities that the learner engages in most often when able to choose freely and their effect on behavior. The idea is that whatever someone chooses to spend their time doing, can be used as a potent reinforcer when made contingent on engaging in a low-probability behavior. The assessment requires the practitioner to observe the learner and record the activities they are engaging in when given free-reign of his/her environment. In order to determine the preference hierarchy, the practitioner records the duration the learner engages with each activity; the longer duration, the more likely it is "preferred". Ordering the durations from longest to shortest will give you a hierarchy of preferred items from highly preferred to less preferred. This assessment can be great when you may not have a set list of potential reinforcers to test (no opportunity for indirect measures). I also use this assessment for when new ABA therapists start so they can begin to build rapport with the individual (as these assessments are generally seen as less intrusive and, well, free play. Additionally, this is a great one to use in a natural setting and with ABA therapy practices (or classrooms) that do not have it in their budget to go out and buy special items to use as potential reinforcers.

With any new program, I always run a preference assessment. I often re-run them as well as time goes on, to ensure I still have the most potent reinforcer, or if I need to change things up. It may take some time to get used to running them, but if you practice it at home (like I did) and cut yourself some slack while you are running them, they will become easy and you will see why they are so important! Why guess at what might be reinforcing for a learner and probably get it wrong, and waste more time grasping at straws? This is why this tool is so handy - it allows us to get right down to the bottom of the reinforcement question to make our behavior planning easier and more efficient.

Check out these resources for some samples (note I did not make these data sheets)

Direct Preference Assessment Data Sheets:


References:

Chazin, K.T. & Ledford, J.R. (2016). An overview of evidence-based instructional practices (EBIPs). In Evidence-based instructional practices for young children with autism and other disabilities. Retrieved from http://vkc.mc.vanderbilt.edu/ebip/

Cooper, J. O., Heron, T. E., & Heward, W. L. (2008). Applied behavior analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.

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Random DIY That You Don't Need but Totally Want

Leave it to the world's worst procrastinator to decide to make a pillow for my cats with a piece of foam I found while attempting to clean my house. I had JUST walked into my office to clean it up, when I found a large piece of packing foam that I received in a package to keep some fragile vases safe. I decided this was perfect for a cat bed, and that this was the best time to do it. If I wait, I rationalized, then it would just be adding to the clutter. But if I made it right away, I wouldn't be hoarding garbage and would be making my cats happy. #ADHDJustification

Ready to see this odd-ball, last minute craft I decided to make for no reason? Great! I present to you, the DIY Cat Bed (with foam and pajamas)...


Step 1

Grab your supplies. Make sure to snap a pic in terrible lighting.
You will need:
  • Yarn (or thread)
  • Old pajamas (or fabric)
  • A needle
  • Foam piece (or stuffing)
  • Tape (not shown)
  • Scissors (not shown)
  • Safety pins (not shown)
The foam in this picture had plastic around it. I took it off for this project.

Step 2

Put the foam in the pants. I stuffed the rectangular foam in the pajama pant leg (the width of the foam fit quite nicely in the pants). If you are using fabric, then cut the fabric so it fits around the foam.

Step 3

Thread your needle. With thicker yarn, threading it through the hole can be hard because it's more likely to fray. Wrap a piece of tape around the end to make it sturdier so you can press it through the needle hole.

Step 4

Measure out enough thread to sew the side(s) you're working on. (I was only doing two sides, and I roughly measured about 7x the length of the sides I had to sew, for no reason other than I wanted to be safe and keep up with the randomness of this project) Cut the thread/yard and tie a knot at the end (I doubled my knot)

Step 5

Begin sewing! I used a blanket stitch, which I miraculously knew how to do. If you don't know how to do that, check out this video for a quick tutorial. Search other YouTube videos for other stitches too.

Before sewing, make sure you are lining up your two sides together. This end was the hemmed bottom of the pant, so it was a little easier because I knew it was even. Even so, I folded the hem inward for a nice clean edge. Look at the follow pictures for how I did it.


Step 6

Finish it off with a knot. There are ways to hide the knot, but I couldn't figure it out. This is for a cat for crying out loud. They don't care.

Step 7

Do the other side. My "other side" was way more complicated because I started with the neatly hemmed bottom of the pant leg. So this side required me to cut the leg from the rest of the pant which is wider than the leg, and way more awkward. It resulted in this mess portrayed for you in this series of pictures...

This is from cutting the leg from the pant. Total mess. Using kitchen shearers may not have been my best idea.
To help make sure I was sewing somewhat evenly, I folded the edges so they matched up in a straight line.
To keep them folded, I used safety pins to hold them in place. Make sure to take them out when you get to them while sewing!
When  I started on this side, I had to manage these weird corners. The reason there was so much extra fabric is because it was larger up at the top of the left (you know, because thighs and butt are bigger than your ankles, usually). Therefore, I had to figure out how to stuff these corners inward and sew around them. I guess I could have snipped along the seam, sewn (sewed?) a tighter seam similar to the ankle area of the pants, and did the same way I did on the first edge, but this seemed more fitting to the scenario.
Once I lined up the wonky corner and stuffed it inward, I began to sew with the blanket stitch again
Get to the end, do the corner stuff again, and knot it up.

Step 8

Force your cat to lay on it by picking him up and putting him on the bed and constantly petting him until he lays down. 

I'm sure this tutorial was not helpful at all because I doubt you have a piece of rectangular foam lying  around, nor do you save old pajamas with a hole in the crotch, but alas, maybe it has inspired you to be creative today.

Ever done a random DIY on a whim? Let me know below! I'd love to know I'm not the only one...

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5 Ways to Enhance Your Teaching Over the Summer

As teachers, you never stop working. Even on your "summer off" you will be toiling away, strategizing new classroom management techniques, shopping for new classroom manipulatives, and outlining new lessons to enhance your students' learning. Here are 5 ways you may have not considered spending your summer that will improve your teaching for the upcoming school year (now if we could only use these to earn CEs)

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Operational Definitions in the Classroom

So we all know what an operational definition is, right? Well, if not, here's a quick review: 

Operational Definition: A way to define a behavior in simple, observable, and measurable terms. You want it to be specific, like a SMART goal.


So, now that we've jogged our memory on what they are, why are they so important? Here's another quick review:

Writing an operational definition is crucial, as it defines the behavior so specifically, that it can be accurately measured, assessed, and treated by any person working with the individual. The point is that, no matter who reads the definition, they know exactly what the behavior looks like.


Okay great. But now how do you use them in the classroom? Keep reading for 6 different ways to use operational definitions in your classroom.


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Teacher Appreciation 2017!

It's that time of year again, where we appreciate all the amazing teachers out there supporting our learner's of all ages and abilities. As a way to show our love and appreciation for these teachers, Teachers Pay Teachers is throwing a Teacher's Appreciation Sale!

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Procrastination: How to Stay on Track

Procrastination. We know this word all too well (some of us more than others). Procrastination can be useful, to an extent. People argue that they do better under pressure, and while that may be true for some, sometimes you just have to get started on something immediately. Other times, your procrastination (or avoidance behavior) takes over and all of a sudden something is due, but you still can't get started. If any of this sounds like you, this post is for you. 

seriously struggle with procrastination and initiating tasks (did I mention I have executive functioning difficulties?). Over the years I've read lots of articles and tried out a variety of ways to help manage my procrastination. Here are some things that work for me:

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Autism 101: Support Strategies {Part 4}

Welcome to Part 4 of the Autism 101 series. Today we are diving deeper into specific support techniques for working with people with ASD. If you want an overview of different interventions used with people with ASD, check out Part 3. For more information on what autism is, and how to identify it, check out Part 1 and Part 2 respectively.


Today we will be talking about different support strategies for those with an ASD diagnosis. Keep in mind, that we've previously discussed how each person with ASD is different, thus these supports and ideas are not a one-size-fits-all approach. You will need to take these approaches and individualize them to your students or adults you're working with.
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Executive Functioning: What is It?

I'm sure we've all heard this term before. If you are a teacher, especially a special educator, you know this term well.  You might even be someone who struggles with this yourself (*raises hand*). This is such an important term that encompasses so much! But what does this all mean..?

What is executive functioning?

Executive functioning is the command center of the brain. Executive functions are the skills of the brain used for planning, organizing, and managing our thoughts. To say executive functioning is important is an understatement.

What are some executive functioning skills?

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10 Things Tuesday: Every Day is Earth Day

Earth Day is right around the corner, so you might be thinking about ways you can help the earth (or teach your kids how to help the earth). But just because Earth Day is April 22nd, doesn't mean you stop caring about and celebrating the earth the other 364+ days of the year!

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Autism 101: Supports and Interventions Overview {Part 3}

Welcome back to my Autism 101 series. Today is Part 3 of the series where we will focus on supports and treatments for individuals with autism, or ASD. If you want to know more about what autism is, or the warning signs and causes of autism, check Part 1 and Part 2 respectively.

Today we will be talking about different support strategies for those with an ASD diagnosis. Keep in mind, that we've previously discussed how each person with ASD is different, thus these supports and ideas are not a one-size-fits-all approach. You will need to take these approaches and individualize them to your students or adults you're working with.


Notice how I didn't say "cure". It's important to differentiate between supports and cures in this case, as there is no cure for autism, and many autism advocates push to have those with autism be viewed as an individual with strengths and weakness, just like anyone else, rather than someone who needs to be fixed. We all have our deficits (such as my organizational challenges), and wouldn't identify ourselves as someone who needs to be treated. Instead, we look for ways to help manage our deficits and supports our selves in being as independent as possible. This should be the drive when working with people with autism as well. Even still, with a word like "treatment" it's important to note that we are treating the symptoms and challenges that can come with autism, not the actual disorder itself.
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Autism 101: What to Look for? {Part 2}


Welcome to Part 2 of the Autism 101 series. Check out Part 1 of the series, which begins with an introduction to autism spectrum disorder. For Part 2 today, we will be learning about red flags and potential causes according to current autism research.


There are lots of misconceptions out there about autism, which is why it's important to read up on current (and valid) research. Not everything on the internet is true (the majority of what's out there is probably false!) so make sure to do your homework! Make sure you are backing up what you are reading with other sources of information - this is just good practice!

So, we've gained a basic understanding of autism, and the common characteristics of ASD. Now, let's take a look at some of the warning signs of autism, or the indicators that you may consider an evaluation...

Warning Signs

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SPEDtacular Freebie!

Today, I've linked up with Bender's Bunch to share on SPEDtacular Sunday Freebies! Check out Bender's Bunch for an archive of awesome freebies


My freebie for the link up is a set of comprehension posters for the classroom! Head over to Bender's Bunch to check out mine and all the other great freebies!

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Operational Definition: What?!

Maybe you've seen this term before. Maybe not. Either way, it's important for you to know what the heck it is, especially as a special educator. It's a useful term and helpful to think about whenever we are defining anything.

What is an operational definition?

An operational definition is a way to define a behavior in simple, observable, and measurable terms. You want it specific, like a SMART goal.

When to use it?

An operational definition is used to define a specific target behavior, either one you want to increase or decrease. You'll usually see this in a behavior plan and on the corresponding data sheets.

Why to use them?

A clearly defined behavior is crucial. Operational definitions are important so that the behavior in question can be accurately measured, assessed, and treated by anyone who is working with the individual. The idea is that, no matter who reads the definition, they can understand exactly what the behavior looks like.

How to write one?

When writing an operational definition, you want it to be clear and concise, but encompass the entirety of the behavior in question. Additionally, you should not have vague or non-observable terms (like, anxiety for example). It's also helpful to have examples and non-examples in your definition.

Let's look at the target behavior of  "aggression" for example. Take a minute to think about what "aggression" means.

Now, write down what aggression looks like to you...

Probably depends on the kiddo right?

Often, we think we are being clear when we write down a term like "aggression" or "property destruction" but those terms can be interpreted differently. For example, I had a kid once who had self-injury as one of his target behaviors to decrease, but his self-injury wasn't as "obvious" as say, banging his head against the wall. Instead, he would quietly pick the skin on his wrist so severely that he would often require medical attention. However, if you didn't know what this looked like, or if it wasn't defined in his behavior plan, you may mistake it for say, scratching his wrist.

Now let's take a look at how I often write my operational definitions.
Now sometimes the order changes, depending on the sentence structure, so don't go overboard trying to do it exactly like this. But this can be helpful to give you an understanding of what should be included.

Using the above template, let's take a look at a sample definition for "tantrum"...
Helpful? Not really. The only helpful part of this is that I know whose behavior we are focusing on. Jordan's. But other than that, I'm not sure what to look for. When I think of tantrumming (is this a word?) I think of screaming. I had a kid once who used to spit at people during one of his tantrums. He also used to scratch his legs. So maybe that's what they mean...

So instead of speculating, let's take a look at a more specific and clear definition of tantrumming for Jordan...
Now, if I were in Jordan's classroom, I would likely be able to identify Jordan's tantrums easier than with the first definition. It includes necessary conditions to identify this as a tantrum (after a demand) and includes that in order for it to be considered a tantrum, two or more of the listed behaviors need to be observed. It also identifies that it needs to be at least 10 seconds long for it to count. (That's much more specific than "extended period of time") It also includes how to determine when one tantrum stops and another one starts. (Not at all identified in the first definition)

I understand that this seems wordy, but the idea is that it includes everything you need to know, and nothing you don't.

Also, like I mentioned above, providing examples of what the behavior looks like and examples (or "non-examples") of what the behavior does not look like, is also very helpful.
Writing operational definitions takes some practice. You may think you have a great one, and then when your paraprofessional goes to take data, you realize she's viewing the behavior differently. It takes some trial and error, even with seasoned professionals. What I like to do is train my staff on the behavior in question with me modeling how I'm taking data on a specific behavior and explaining the definition prior to implementing the behavior plan or data sheets. Then, make sure you are checking your staff's competency on the behavior plan and data collection procedures so you don't get a whole month worth of data that are useless!

I hope this post helps you understand a bit more about these super specific definitions! If you are anything like me, you'll spend your free time operationally defining different behaviors you see in your everyday life. No? Just me...?

Leave a comment and let me know what you think!

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Autism 101: What is Autism? {Part 1}

April is Autism Awareness Month, so this month, we're going to learn about autism! Today's post is devoted to spreading awareness on what autism actually is...

Come back throughout the month where we will focus on supports, employment, and independence living skills with autism.

What is Autism?

Autism is a neurobiological disorder that affects brain development and lasts throughout one's lifetime. You may see the term autism spectrum disorder or ASD used to refer to the disorder. ASD according to the DSM-5, consists of persistent deficits in social communication and social interaction, and restricted, repetitive patterns of behavior, interests or activities.
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Review: Natural Calm Magnesium Powder

This post has been sponsored by Natural Vitality, the company who makes and distributes Natural Calm magnesium supplement. All content and opinions are my own.

When Natural Vitality contacted me about doing an unbiased product review for Natural Calm, I jumped on the opportunity! I have been seeing this product pinned all over Pinterest, on co-worker's shelves, and being showcased on blogs I follow. As someone who devotes their time and energy in alternative health practices, I've been intrigued by this product for some time, but had not gotten around to purchasing it. (blame my lack of energy...)

Why is Magnesium Important?

Magnesium is one of the most important nutrients for our bodies. We are able to get magnesium through our diet, but for a variety of reasons (including lack of nutrient-dense soil and stressful lifestyle), many of us struggle to get a sufficient amount of magnesium through diet alone. When this happens, supplementing with the nutrient is key. Natural Calm is a powdered magnesium supplement that easily dissolves in water and helps to restore magnesium to optimal levels.
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SpEd After Graduation: Supports in Adult Services

When we think of "special education" we think of children. And rightfully so. Children with special needs generally (hopefully) attend special education classes and/or schools so they can access the general education curriculum and continue to grow as learners. Even those who don't attend special schools or are enrolled in sub-separate classrooms benefit from additional supports in the general education classroom. such as visual supports or environmental accommodations, to help them access their education. But what happens after graduation?

Transitioning from school to the real world is already challenging for most of us! Without getting into all the bureaucracy and funding difficulties within adult services, leaving special education services in the child world and entering the adult world is a beast. Limited resources and staffing, paired with challenges in maintaining an adequate budget and exemplary clinical supports, makes the on-going supports in adult services all that more difficult for the staff and administrators of the programs. The highly-structured, highly-funded, highly-ratioed dynamic of the kid-world is not easily replicated in the adult world, and if a transition plan is not given the necessary forethought and preparation, a child can easily slip through the cracks in adult services.

Photo: Pixabay

While we cannot control the budget or bureaucratic issues that arise in adult services, we can make these programs more clinically effective and supportive for our individuals. Read on to learn more about providing supports in adult services.

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Easy Like Sunday Morning: A 90s Love Playlist

Happy Sunday! Hope your weekend has been treating you well so far. To help keep you going, I've created a playlist for the 90s kids (like me) out there. This playlist is a mix of heart wrenching ballads for unrequited lovers as well as passionate lyrics for the love birds. This carefully curated mix gives me all the feels (usually the angsty middle school feels), either connecting with the singer's rejection of their outpouring of love, or my longing for the deeply amorous love songs meant to incite love and passion in the listener.

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Tips and Tricks: Target Dollar Spot Finds

Have you checked out Target recently? Well, duh, I'm sure you have. In my neck of the woods (Massachusetts) I've found some excellent finds at the Target Dollar Spot. I've snapped some pics below to show you some of the finds and include some ways you could tulize these in your classrooms, during 1:1 ABA sessions, at play at home with the kids, etc.

Jar of Super Heroes/Jar of {Insert Small Object Here}

These are as low-tech as it gets. These figures can be used for a variety of games, activities, skill concepts, etc.
  • Sorting (by color, type, size, etc.)
  • Counting/Math activities
  • As game pieces (for either homemade game boards, or board games in which you've lost the pieces!)
  • As tokens for earning reinforcement (earn one super hero for x behavior, or x time period without engaging in x behavior)
  • Sensory bottles (having a few small toys in a bottle of beans, rice, etc. to search for. This is a great coping strategy
  • Parts of speech (prepositions, adjectives, verbs)
  • Hide the Super Hero (skills you can target include: listening to directions to find the object, asking questions/20 questions to find it, following multi-step directions, written or verbally)
  • Receptive sorting (for use when you have a variety of different themed figures, such as sorting by ability to fly, sorting by living/nonliving, sorting by real/make-believe, etc.)
  • Patterns and sequencing
  • Receptive identification
  • An adapted version of this really simple, cool idea!


Magnets

This box was robot magnets, but there were other shapes/themes in the basket.
  • Social skills such as:
    • Commenting
    • Answering questions
  • Pretend play
  • Tacting/Labeling
  • For tokens - used on a magnetic token board
  • Describing features/adjectives
  • Parts of speech - prepositions
  • Same/Different attributes

Craft Supplies

Who doesn't already have tons of idea for arts and crafts supplies?

  • Different crafts (obviously)
  • For token economies (like earning pom poms in a jar)
  • Leisure activities for reinforcement
  • Following directions
  • Learning to copy a model/exemplar

Grow Kit


So cute and spring-y! Even if you don't do anything with it, how cute this would look on your desk?
  • Life cycles instruction
  • Taking care of plants/life skill
  • Making science predictions and experiments
  • Pruning and maintaining plant (reinforcement or life skills)
  • Classroom job
  • Teaching responsibility
  • Maintaining a schedule (to care for plants)

Grow Capsules


  • Making predictions
  • Developing hypotheses (for example, what would happen if you put the capsul in milk instead of water?)
  • Observation and note-taking skills
  • Describing/adjectives

Building Blocks

A cheap alternative to Legos! Perfect for your prize bin :)
  • Building toys (obvi)
  • Learning how to follow a model/exemplar
  • A fun alternative to a token board (earn reinforcement after completing a building/shape/etc.
  • Sorting by attributes such as color or number of bumps

Peel and Stick Board

There were a couple different themes available at Target!

  • Play skills
  • Social skills
  • Pretend play
  • Commenting
  • Requesting
  • Labeling
  • Describing/adjectives/verbs
  • Leisure activity as reinforcement 

Mini Erasers

Um, adorable! I remember LOVING these when I was a kid and wanting to "earn" these.
  • Reinforcement (like, for me)
  • Prize box
  • Counting
  • Sorting by category, color, shape, size, etc.
  • Token system (for example, when you earn all the different types of vegetables for the basket, you get ____)
  • Pretend play
  • Erasing things? - No. Why would you?
  • Check out this great list of ways to use erasers in the classroom!


Any other ways you would use these items? What else have you found at the Target Dollar Stop?


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