Master Facilitation Guide Tier 3 Intensive Behavior Intervention
Big Words Club Manual
8-Session Assertive Communication Intervention • Grades K-2
HANDS AT SIDES
Physical impulse control stance (hands flat at sides, fingers still) to block screaming, snatching, pointing, or hitting behavior.
BIG WORDS
Using clear, firm, script-like formulas ("Please stop, that is mine" or "I was using that") instead of emotional outbursts or yelling.
WORDS TOKENS
Immediate positive reinforcement: students earn a shiny Big Words Star token the second they use their script while keeping hands still.
K-2 Intervention Protocol: "Assertive Replacements"
For students in grades K-2, over-reacting to peer triggers (screaming, crying, pointing, or snatching items) is a highly reactive impulse. The **Big Words Club** replaces these reactive outbursts with a simple, high-status physical stance and structured verbal formulas. This shifts the focus from peer conflict to personal power and self-advocacy.
STEP 1 Hands at Sides Hands flat, standing tall
STEP 2 Deep Breath Calm body, strong mind
STEP 3 Big Words Script "Please stop..." or "I was..."
STEP 4 Silent Count Count to 10, wait for peer
Session Matrix (8 Interventions)
Session 1: The Snatch Trap Identifying snatching vs. assertive speaking; introducing the Big Words Club.
Session 2: Hands at Sides Learning the physical stance of keeping hands flat to block snatching and pointing.
Session 3: The Big Script Stating: "Please stop, that is mine" or "I was using that" in an assertive voice.
Session 4: Ask and Count Counting to 10 silently after delivering the script to give peers time to respond.
Session 5: Handling the No Staying calm and getting help if a classmate doesn't respond or says "no" to the script.
Session 6: Eyes and Voice Using direct eye contact and a firm, assertive level 2 voice without yelling.
Session 7: All Day Practice Generalizing "Hands at Sides" and script use to recess, the cafeteria, and art.
Session 8: Club Celebration Earning the Big Words Master Certificate and graduating to the classroom.
Big Words Club Behavioral Intervention Sequence Page 1 of 3
Tier 3 Intensive Behavior Intervention
Lesson Plans: Sessions 1 to 4
Part 1
1 Session 1: The Snatch Trap
Duration: 15 Min
Learning Target: I can tell when I want to scream or snatch and choose Big Words instead.Success Criteria: I can identify what the "Snatch Trap" is and explain why snatching hurts friendships.Step 1: Story: Read a story about Jordan screaming and snatching blocks from Alex. Discuss how outbursts disrupt play and make classrooms feel unsafe.Step 2: Model & Show: Contrast snatching/yelling with keeping hands flat at sides and speaking calmly. Demonstrate how the "Hands at Sides" posture protects Jordan's control.Practice: Complete the "Snatch Trap" feeling worksheet. Distribute club folders.
2 Session 2: Hands at Sides
Duration: 15 Min
Learning Target: I can keep my hands still at my sides when a classmate triggers me.Success Criteria: I can hold an Anchor Stance (hands flat at sides, fingers still, standing tall) for 15 seconds during roleplay.Step 1: The Grab Urge: Introduce the "Grab Urge"—when our hands want to snatch, point, or touch toys without using words. Teach "Anchor Stance."Step 2: Rehearsal: Stand near a coveted block. Guide the student to lock hands at their sides, fingers pointed down, and take slow belly breaths.Simulation: Practice approaching a table and holding hands firmly at sides while waiting to speak to a peer.
3 Session 3: The Big Script
Duration: 15 Min
Learning Target: I can say assertive scripts instead of yelling or grabbing.Success Criteria: I can say "Please stop, that is mine" or "I was using that" while holding my hands flat at my sides.Step 1: Brave Script: Teach the two verbal formulas. Explain that speaking clearly has more power than screaming.Step 2: Script Rehearsal: Practice scripts in a level 2, firm, assertive voice. Model chest out, chin up, hands still, and calm eyes.Roleplay: Student practices stepping up to a partner, keeping hands at sides, and delivering script options calmly.
4 Session 4: Ask and Count
Duration: 15 Min
Learning Target: I can say my script and then count to 10 silently to give my friend time.Success Criteria: I can speak my words, lock hands at sides, and silently count to 10 without snatching or yelling.Step 1: Wait Strategy: Explain that peers need a moment to hear our words. Silently counting to 10 keeps our bodies calm during the wait.Step 2: Board Game: Play the "Ask and Count Game." Students move across spaces, deliver their assertive scripts, and practice waiting 10 counts with hands at sides.Reinforcement: Award star tokens immediately when the student successfully counts to 10 with calm hands.
Big Words Club Behavioral Intervention Sequence Page 2 of 3
Tier 3 Intensive Behavior Intervention
Lesson Plans: Sessions 5 to 8
Part 2
5 Session 5: Handling the No
Duration: 15 Min
Learning Target: I can stay calm and get help if my classmate says "no" or doesn't stop.Success Criteria: I can execute the "Calm and Get Help" routine (hands at sides, slow breath, tell teacher if peer ignores script).Step 1: Coping with Refusal: If a peer ignores our script, screaming or snatching is a trap. We must keep hands still and alert an adult.Step 2: Self-Talk: Teach K-2 self-talk: "My hands are flat. I did my part. Now I can tell my teacher."Simulation: Rehearse scenario where partner says "no." Student pockets hands, takes a breath, and walks calmly to the facilitator to report.
6 Session 6: Eyes and Voice
Duration: 15 Min
Learning Target: I can look at my friend and use a firm, polite voice when speaking.Success Criteria: I can state my script with direct eye contact, shoulders back, and a level 2 calm voice.Step 1: Strong Voice: Speaking too quietly or looking down makes our words lose power. Yelling starts a fight. Use a strong "Brave Voice."Step 2: Practice: Rehearse looking at card-based target scenarios. Model aligning chest, chin, eyes, and voice to show confidence.Roleplay: Student practices looking a peer in the eyes while using their "Please stop, that is mine" script, earning instant star points.
7 Session 7: All Day Practice
Duration: 15 Min
Learning Target: I can use my Big Words and hands-at-sides posture all day at school.Success Criteria: I can collect 3 green checkmarks on my tracker card from recess, art, or lunch staff.Step 1: Generalization: Equip the student with their pocket-sized tracker. Discuss who to speak to at recess or lunch.Step 2: Real-World Prep: Rehearse triggers specific to settings (e.g., someone cutting in line at recess, or taking a crayon in art).Execution: School staff prompt and reinforce the "Hands at Sides" posture and Big Word formulas during transitions.
8 Session 8: Club Celebration
Duration: 15 Min
Learning Target: I can show I am a certified Big Words Club master!Success Criteria: I can pass the three practical assertive communication trials independently to earn my K-2 diploma.Step 1: Reflection: Review and count the star tokens on the student's chart. Praise their growth and safe-body choices.Step 2: Practical Exam: Run the Graduation Simulation. Student must stand near a mock trigger, lock hands at sides, and speak their script assertively.Ceremony: Present the "Big Words Master Certificate." Establish classroom-reintegration goals.
Big Words Club Behavioral Intervention Sequence Page 3 of 3
Snatch Trap Story Worksheet Big Words Club • Session 1
The Snatch Trap!
Name:
Date:
Case Study: A Big Words Story
PANEL 1: THE TRIGGER
Jordan is building a tower with cool blocks. Suddenly, Alex walks by and picks up a block near Jordan's tower. Jordan feels a sudden urge to get mad.
My brain says: "Get mad right away!"
PANEL 2: THE SNATCH TRAP
Jordan falls into the Snatch Trap ! He screams "NO!" and snatches the block out of Alex's hand. Now both boys are upset and the tower falls down.
Screaming and snatching hurts friendships.
PANEL 3: HANDS AT SIDES
Jordan tries a Big Words trick! He keeps his hands flat at his sides, stands tall, and takes a deep breath. Keeping hands still helps Jordan stay in control.
Hands flat at sides is my shield!
PANEL 4: BIG WORDS
Jordan looks Alex in the eyes and uses his Big Assertive Words : "Please stop, that is mine." Alex says: "Oops, sorry!" and hands the block back nicely.
Big Words solve problems calmly!
Big Words Review
How do we stay in control? Circle the correct emoji and trace the word!
1. How does snatching make friends feel? (Circle one)
😊 Happy
😢 Sad
😡 Mad
2. What do we use instead of shouting?
B I G • W O R D S
Trace the letters!
My Control Drawing:
Draw yourself keeping your hands flat at your sides and using your calm voice!
Club Oath: "Hands at sides, strong and tall. Big words make us proud and calm!"
Session 1 Workpage • Grades K-2
Snatch Trap Lesson Plan Big Words Club • Lesson 1 Plan
Session 1: The Snatch Trap
Focus: Recognizing over-reacting / screaming and snatching in grades K-2
Plan 1 of 8
Learning Target
I can tell when I want to scream or snatch and choose Big Words instead.
Success Criteria
I can point to the sad face Jordan causes and trace the words 'BIG WORDS'.
Materials Needed
Snatch Trap Story Worksheet, crayons, building blocks, star tokens.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (Screaming and Snatching)
Place a building block on the desk. Suddenly grab/snatch it from the desk, point your finger, and scream: "MINE! NO!" in a very loud, exaggerated voice. Ask the student: "How did that look? Did that make you feel happy or did it feel like a noisy, scary snatch trap?" Introduce the **Big Words Club**—a team of brave, calm speaking masters.
4m
2. Case Study Analysis & Discussion
Read the **Snatch Trap Story Worksheet** aloud with the student. Point to the panels. Discuss how Jordan's over-reaction of screaming and snatching (Panel 2) makes Alex feel sad and hurts friendships, whereas keeping hands at sides and speaking calmly (Panels 3-4) makes everyone happy and safe.
5m
3. Guided Anchor Stance Introduction
Introduce the "Anchor Stance" of keeping hands flat at sides. Model placing a block on the desk. Let the student touch it. Say: "I will pretend to touch this block. Your job is to keep your hands flat at your sides, stand tall like a tall tree, and take a deep breath. Keeping hands still keeps your power safe!" Practice twice.
3m
4. Assessment & Coloring
Have the student circle the sad face, trace the letters "BIG WORDS", and color the control drawing on their worksheet. Reiterate the K-2 Club Oath: "Hands at sides, strong and tall. Big words make us proud and calm!" Give them a star token for participation.
K-2 Misconceptions
Misconception: Young students think screaming and snatching is the only way to protect their toys from being taken. Show them that "Hands at Sides" combined with firm, assertive words actually gets *faster* and more respectful results.
Teacher Tips
Praise body posture immediately! Use terms like "brave stance" and "steel arms" to make keeping hands still feel physically satisfying and high-status.
Big Words Club Behavioral Intervention Sequence Session 1 Lesson Plan • Grades K-2
Anchor Stance Poster Big Words Club Rules
Anchor Stance!
Keep your hands flat at your sides so your body is calm, tall, and ready to speak!
1
Stand Tall
Stand tall like a strong tree. Keep your feet flat on the floor and stay 2 steps back from the trigger.
2
Hands flat
Put your hands flat against your sides. Keep your fingers perfectly still—no pointing, grabbing, or snatching!
3
Calm Breaths
Take a deep, slow belly breath. Breathe in through your nose, blow out like a gentle wind to cool down!
4
Brave Speaking
Once calm, speak with your Big Assertive Words. Keep your body steady and earn your star points!
The 15-Second Hands at Sides Challenge!
Stand up! Can you lock your hands at your sides, stand completely still, and take slow belly breaths for 15 seconds without moving your fingers? Color the stars for each round you win:
⭐
Round 1
⭐
Round 2
⭐
Round 3
⭐
Round 4
⭐
Round 5
Keeping hands flat at sides builds your brave voice! Post in Classroom • Grades K-2
Hands at Sides Lesson Plan Big Words Club • Lesson 2 Plan
Session 2: Hands at Sides
Focus: Physical impulse suppression and the 'Anchor Stance' posture for K-2
Plan 2 of 8
Learning Target
I can keep my hands flat at my sides when a classmate triggers me.
Success Criteria
I can hold my hands flat against my sides for 15 seconds near a favorite block.
Materials Needed
Anchor Stance Poster, crayons, favorite classroom blocks/toy, star tokens.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (The Grab Urge)
Explain: "When someone plays near us or touches our toys, our fingers can get 'grabby' or 'pointy'. They want to snatch, point, or push. To keep our bodies safe and stay in control, we practice the 'Anchor Stance'. We put our hands flat at our sides like steel plates so our body is strong and still." Wiggle fingers, then snap hands flat against sides on command: "Hands flat!"
4m
2. Poster Breakdown & Teacher Modeling
Review the **Anchor Stance Poster** steps. Model standing next to a classmate's block tower. Model experiencing a "snatchy finger" urge, and immediately locking hands flat against your sides. Keep your body 2 steps back, stand tall like a strong tree, and take a slow belly breath.
5m
3. The 15-Second Hands-at-Sides Game
Place the building blocks on a desk. Ask the student to stand near them. Call out: "Hands flat!" The student must lock hands flat against their sides, make direct eye contact with you, and stand completely still. Count slowly to 15. Praise their quiet body and safe, steel hands.
3m
4. Star Challenge Check-off
Review the poster challenge boxes. Let the student color the stars on their poster for each successful round. Emphasize that keeping our body quiet and still builds our "brave power" and makes classmates happy to play with us.
Silent Cues for K-2
If the student's hands drift out to grab the blocks during waiting, use a silent visual reminder (slapping your own hands flat at your sides) instead of speaking. This supports self-regulation without verbal interruption.
Visual Motivation
Make locking hands flat at sides fun! Compare them to a soldier on guard, a sleeping penguin, or a tall tree with roots in the ground. Young children respond beautifully to imaginative play during physical impulse training.
Big Words Club Behavioral Intervention Sequence Session 2 Lesson Plan • Grades K-2
Big Script Slides Big Words Club • Session 3
The Big Script
The Big Script!
Using hands flat at our sides and brave assertive words to solve triggers calmly and stand proud!
Hands at Sides
Big Words
Unit: Assertive Replacement • Grades K-2 Slide 1 of 5
Big Words Club • Verbal Skills Formula A
"Please stop, that is mine."
Say this brave script when another student tries to snatch your block toy or scribble on your paper.
Why it works:
It tells your friend exactly what you need in a clear, firm voice. Your hands flat at your sides show that you are calm, safe, and completely in control.
1
Say It Together:
"Please stop, that is mine."
Keep hands flat at your sides!
Choral Speaking: Speak in a firm, proud level 2 voice Slide 2 of 5
Big Words Club • Verbal Skills Formula B
"I was using that."
Say this brave script with hands at sides when a friend accidentally picks up an item you had on the desk.
Why it works:
It states a simple fact without yelling. Speaking calmly has more power than screaming, and your classmate knows exactly what to do.
2
Say It Together:
"I was using that."
Keep fingers still at your sides!
Choral Speaking: Look at your friend's eyes and speak Slide 3 of 5
Big Words Club • Solve a Problem Let's Try It!
How can we stay in control?
Maya takes a blue block that Jordan was using to build. Jordan feels a sudden trigger urge to scream and snatch it back.
The Snatch Trap
Screaming "NO!" and grabbing it back. Maya gets mad and everyone is upset.
1. Hands flat
Jordan locks hands flat against his sides and stands tall like a tree.
2. Big Script
He says calmly and firmly: "Please stop, that is mine." Maya says sorry and hands it back.
Who can model Jordan's two successful steps? Slide 4 of 5
Big Words Club • Commitment Pledge
The Big Words Club Pledge
"I will stand calm and tall,
You are ready to stand strong and speak assertively!
Stand up and say the Big Words pledge! Slide 5 of 5
Big Script Lesson Plan Big Words Club • Lesson 3 Plan
Session 3: The Big Script
Focus: Teaching the two explicit verbal replacement scripts in grades K-2
Plan 3 of 8
Learning Target
I can say clear assertive words while keeping my hands flat at my sides.
Success Criteria
I can say: "Please stop, that is mine" or "I was using that" in a firm, calm voice.
Materials Needed
Big Script Slides, computer/projector, blocks/toys, star tokens.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (Words of Power)
Explain: "We know how to stand tall and anchor our hands. Now we need brave assertive words that protect our space and tell classmates what we need without screaming. Screaming starts a fight. Calm, assertive words show everyone that we are strong, in control, and completely safe." Contrast a scream vs. a proud, brave statement.
4m
2. Slide Presentation & Core Scripts
Open the **Big Script Slides**. Present **Formula A**: "Please stop, that is mine." and **Formula B**: "I was using that." Lead the student in practicing each script 3 times in a level 2, firm, assertive voice.
5m
3. Guided Case Roleplay (The Blocks)
Refer to Slide 4. Teacher pretends to pick up Jordan's blocks. Student stands up, anchors hands flat at sides, faces teacher, and says: "Please stop, that is mine." Teacher says: "Oops, sorry!" and hands it back nicely. Rehearse Formula B next, pointing out how Jordan's steady body and firm words prevent conflict.
3m
4. The Big Words Club Pledge
Display Slide 5. Read **The Big Words Club Pledge** aloud together. Direct the student to repeat their personal commitment to keeping hands at sides and using assertive words to resolve problems proudly.
Assertive Voice Rule
Ensure K-2 students deliver scripts in a calm, confident, non-whiny voice. Watch out for yelling or muttering. Model "brave speaking chest" (chest out, chin up) to build natural voice projection.
Body Alignment Check
Reinforce keeping hands flat at sides during the script delivery. Students must resist the urge to point, grab, or stomp. Firm body posture builds respect and clarity in interpersonal interactions.
Big Words Club Behavioral Intervention Sequence Session 3 Lesson Plan • Grades K-2
Ask and Count Game Big Words Club • Session 4 Game
The "Ask and Count" Board Game
Name:
Date:
How to Play: Flip a coin (Heads = move 1 space, Tails = move 2). Land on a space and keep your hands flat at your sides. Stand tall and look at your partner. Say your Big Script: "Please stop, that is mine" or "I was using that." Count from 10 to 1 silently in your head to give your partner time, then earn a star!
Start
Club Portal
Space 1
Blocks
Space 2
Class iPad
Space 3
Red Marker
Space 6
Playdough
THE 10-SEC SILENT WAIT!
When you say your Big Words, keep your hands flat at your sides and count silently in your head to wait for your peer:
Space 4
Swing Swaps
Space 7
Safety Scissors
Space 8
Toy Car
Space 9
Listening Center
Space 10
Beanbag Chair
My Big Words Star Card
My Stars:
⭐⭐⭐
Partner:
⭐⭐⭐
Space 11
Assertive Trophy
Finish
Big Words Master!
Strategy Reflection
How does counting down help us wait? Trace and circle!
1. Trace the word:
S P E A K
Speak calmly to tell your friend what is yours.
2. Which is happy sharing? (Circle one)
🗣️ Speaking
🤬 Screaming
Big Words Club Game Practice
Lesson 4 Workpage • Grades K-2
Ask and Count Lesson Plan Sand Timer Club • Lesson 4 Plan
Session 4: Ask and Count
Focus: Integrating the 10-second waiting countdown in grades K-2
Plan 4 of 8
Learning Target
I can watch a sand timer and count down 10 to 1 in my head before handing over a toy.
Success Criteria
I can count from 10 to 1 slowly as the sand timer clears and complete a smooth physical hand-off.
Materials Needed
Ask and Count Game Board, coin for flipping, sand timers, star stickers, pencils.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (The Last Grains)
Explain: "A sand timer tells us when a turn ends. But the hardest part is when there is only a tiny bit of sand left. If we don't prepare our brain, we might still grab or pull the toy back. We use the '10-Second Sand Check'—counting down 10, 9, 8... 1 of the last sand grains to help our fingers prepare to trade."
4m
2. Direct Modeling (10-Second Sand Check)
Model playing with magnet blocks. Point to the sand timer when it is nearly empty. Slide your hands off the blocks onto your lap, and count backward slowly: "10... 9... 8... 7... 6... 5... 4... 3... 2... 1." Then, smoothly slide the blocks to the student and smile. Show how calm your posture remains.
5m
3. Board Game Play
Introduce the **Ask and Count Board Game**. Explain that flipping a coin determines movement. When landing on a space, students must place a sand timer, lock their hands, deliver the script, and count down the last grains silently before handing over the block toy. Award a trade master star for success.
3m
4. Assessment Reflection
Direct the student to trace the word "TRADE" and circle the happy sharing picture at the bottom of their worksheet. Review how counting down slow helps our hands prepare to let go safely.
Speed Warning
If the student counts 10 to 1 too fast, pause the game and say: "That's super fast! Let's count slowly, like a clock ticking: 10... 9... 8..." Tap your foot or clap a steady beat to help them pace.
Visual Feedback
Keep visual feedback high. Connect counting to physical movements of sand grains. For younger students, seeing the last bits of sand hit the bottom is a powerful, concrete trigger.
Sand Timer Club Behavioral Intervention Sequence Session 4 Lesson Plan • Grades K-2
Handling No Comic Sand Timer Club • Session 5
Accepting Peer Boundaries
Name:
Date:
Calming Steps: When a friend says "Not yet!"
1
Lock Your Hands
Put hands in pockets or on lap. Step 2 steps back from the toy.
2
Calm Thoughts
Think: "The sand is fast. I can wait 1 minute. My turn is next!"
3
Say "Okay!"
Say: "No problem! Flip the timer when you are done!"
Scenario Analysis: Jordan Handles a Boundary
PANEL 1
The Boundary
Jordan anchors his hands, points to the sand timer, and asks Maya: "Can we trade? Let's flip the timer!"
Maya Responds:
"Not yet, my sand is still running. I have to finish first."
PANEL 2
The Self-Talk
Jordan's face feels hot. He wants to cry or grab. Instead, he pockets his hands and repeats this to himself:
"It's okay to wait."
"The sand referee is fast."
"I will get a turn soon!"
PANEL 3
Your Turn!
Trace Jordan's calm response to Maya:
O K A Y !
Trace the letters!
Color the calm face! 😊
Self-Regulation Check: I anchored my body and said "Okay!" nicely when told to wait.
Teacher Verified
Sand Timer Club Certified
Lesson 5 Workpage • Grades K-2
Handling No Lesson Plan Sand Timer Club • Lesson 5 Plan
Session 5: Handling the No
Focus: Emotional self-regulation and sand timer boundaries in grades K-2
Plan 5 of 8
Learning Target
I can stay calm and say "Okay" when my friend asks to finish their sand timer first.
Success Criteria
I can use the 3 K-2 calming steps (Lock Hands, Calm Thoughts, say "Okay!") when a trade is delayed.
Materials Needed
Handling No Comic sheet, crayons, physical sand timers, blocks/toys, star stickers.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (Reframing Rejection)
Explain: "Sometimes our friends say: 'Not yet, my sand is still running.' Hearing 'no' can make our face feel hot, and we might want to cry or shout. But a sharing master knows that waiting is okay because the sand timer referee is fast! If we say 'Okay!' nicely, our friend will share with us as soon as their sand clears."
4m
2. Direct Modeling (The 3 K-2 Calming Steps)
Ask a helper for a toy. Helper points to their running sand timer and says: "Not yet, my sand is still running." Teacher models feeling frustrated, then models the protocol: lock hands in pockets/lap (Lock Hands), take a deep belly breath, and say internal self-talk: "It's okay to wait. The sand timer is fast." Deliver a happy response: "Okay! Let's flip it when you are done!"
5m
3. Guided Rehearsal (The "Not Yet" Game)
Have the student request a block toy from you. Point to your sand timer and say: "Not yet, my sand is still running." Student must: 1. Put hands in pockets or lap, 2. Take a deep breath and stay calm, 3. Say in a happy voice: "Okay! Flip it when you're done!" Award a star sticker for immediate control.
3m
4. Comic Completion & Tracing
Direct the student to open their **Handling No Comic** sheet. Guide them to trace the letters "OKAY!" and color the happy calm face at the bottom. Discuss how staying calm keeps everyone happy.
Emotion Validation
Remind K-2 students: "It's okay to feel sad or mad when we have to wait. Waiting is hard! But we can control our sticky fingers and use calm breathing to wait peacefully."
Positive Reinforcement
Tell classroom aides and recess supervisors to watch for the student saying "Okay" nicely during turn delays. Provide immediate verbal praise and star tokens to solidify the behavior.
Sand Timer Club Behavioral Intervention Sequence Session 5 Lesson Plan • Grades K-2
Eyes and Voice Cards Sand Timer Club • Lesson 6 Cards
Handoff Harmony
Name:
Date:
Look & Smile
Look at your classmate's eyes and smile before proposing a trade or flipping a timer. Show them you are a happy, friendly sharing teammate!
Two-Hand Gentle Slide
Gently slide the toy blocks, tablet, or car over with two hands. Do not throw, drop, or pull the item back. Let go with safe, soft fingers.
CARD 1
Building Blocks
Scenario: Jordan has finished his blocks turn. His sand timer has cleared. He makes eye contact, slide-hands the building block tower to Maya, and says: "Here you go, your turn!"
Handoff Cue: Gently slide the blocks across the desk with both hands. Smile and let go completely!
Practice: Pocket hands, look, say script.
CARD 2
Playground Swings
Scenario: Maya wants to swing. She approaches Jordan with an Anchor Stance and a 2-minute sand timer. She asks Jordan: "Can we trade? When sand clears, we'll swap."
Handoff Cue: Walk safely off the swing when the timer ends. Receive your practice token.
Practice: Maintain distance, call out friendly trade.
CARD 3
Red Marker
Scenario: Emma has the favorite red marker and finishes her sand timer. Instead of hoarding it, she gently places it on Jordan's desk, smiles, and hands him a star sticker.
Handoff Cue: Place the marker down gently. Do not drop or drop-toss the marker. Keep fingers open.
Practice: Make steady eye contact, propose trade.
CARD 4
Toy Car Swaps
Scenario: Ryan is holding the toy car. Jordan has been waiting for the sand to clear. Ryan hands over the toy car smoothly. Jordan says "Thanks!"
Handoff Cue: Slide the toy car flat across the desk. Do not drop or drop-toss. Maintain eye contact.
Practice: Apply 10s mental buffer after requesting.
Cut Along Dashed Lines Above
Detective Check: Student correctly executed friendly eyes, voice, and gentle trades on all cards!
✓
Passed Roleplay
Sand Timer Club Handoff Practice
Lesson 6 Workpage • Grades K-2
Eyes and Voice Lesson Plan Sand Timer Club • Lesson 6 Plan
Session 6: Handoff Harmony
Focus: Gentle motor transitions and eyes & voice timing cues in grades K-2
Plan 6 of 8
Learning Target
I can show a friendly face and slide my toys gently when trading with a friend.
Success Criteria
I can gently pass blocks or cars using both hands, look at my friend's eyes, and smile.
Materials Needed
Handoff Harmony Cards, scissors, blocks/markers, sand timers, star stickers.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (Gentle Handoffs)
Explain: "A sand-timer master isn't just great at waiting; they are also masters of the hand-off. When the sand runs out, throwing the toy or pulling it back aggressively makes our friends sad and angry. Today, we practice friendly, smooth motor transitions using a 'Two-Hand Gentle Slide'!"
4m
2. Teaching "Look & Smile" Trades
Break down the signals. **Grumpy Trade Cues:** throwing the toy, hiding it, refusing to look at them, frowning. **Friendly Trade Cues:** sliding the toy gently across the table with both hands, looking at their eyes, letting go completely with soft fingers, and smiling. Teacher models both and asks student to point to the happy one.
5m
3. Printable Card Drills
Review the **Handoff Harmony Cards**. Cut them out. Practice Card 1 (Blocks) and Card 3 (Red Marker). For Card 1, student holds the block tower as sand runs out. Student must: look at teacher's eyes, smile, and gently slide the blocks over with both hands, saying: "Here you go, your turn!" Award a star sticker for success.
3m
4. Level 2 Happy Voice Check
Verify that the student speaks in a clear, tabletop Level 2 volume during the hand-off. Confirm they make positive eye contact and let go with relaxed fingers. Check the validation box at the bottom of the card sheet.
Neurodiverse Adaptations
For students who find eye contact uncomfortable, teach them to focus on the speaker's nose, forehead, or general shoulder posture. This signals respectful engagement without causing sensory overload.
Reinforcement Tips
Focus heavily on the "release phase" during physical roleplay. Praise the student explicitly when they demonstrate patient body-control and hand over the item smoothly to earn a star.
Sand Timer Club Behavioral Intervention Sequence Session 6 Lesson Plan • Grades K-2
All Day Practice Tracker Sand Timer Club • Lesson 7 Tracker
Social Exchange Tracker
Name:
Date:
Sharing All Day: Carry this card to recess, art, and the library. Practice **Anchor Hands**, **The Flip Script**, and **Gentle Handoffs** with sand timers. Ask your teachers to color a happy face when they catch you trading fairly!
1. Class iPad & Computers
Practice sharing the iPad or computer using sand timers. Lock your hands while you wait for sand to clear!
M
😊
T
😊
W
😊
Th
😊
F
😊
2. Recess & Gymnasium
Practice sharing swing turns or playground toys with sand timers. Keep hands locked in pockets while waiting.
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3. Art Studio & Coloring
Practice trading favorite coloring markers, paintbrushes, or safety scissors. Slide toys gently across desk.
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My Sharing Map
Draw a picture of you sharing swings or toys with a friend at recess today!
Sand Timer Club Generalization Map
Lesson 7 Workpage • Grades K-2
All Day Practice Lesson Plan Sand Timer Club • Lesson 7 Plan
Session 7: All Day Practice
Focus: Generalization across school-wide environments in grades K-2
Plan 7 of 8
Learning Target
I can use sand timers and cooperative scripts to share my toys all day at school.
Success Criteria
I can earn 3 happy-face checkmarks on my tracker card from recess, art, or gym teachers.
Materials Needed
Social Exchange Tracker, crayons, portable sand timers, clipboard, teacher signatures.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (The Generalization Challenge)
Explain: "We've proven our sharing skills in our specialized sessions, but our real reputation as group collaborators is built out in the school! A true Sand Timer Club master uses their Anchor Hands, the Flip Script, and gentle trades at recess, in the library, and during art group work. Today we launch your school-wide deployment mission."
4m
2. Preparing the Tracker Protocol
Review the **Social Exchange Tracker**. Break down the three focus settings: 1. Computer & STEM Lab (iPad sharing), 2. Recess & Swings (swing turns), 3. Art Studio & Coloring (markers). Discuss specific challenges in these areas (e.g. requesting turns nicely, waiting patiently in pockets, placing sand timers).
5m
3. High-Difficulty Environment Simulation
Set up simulated setups. Mock a Computer Lab where a classmate is using an iPad. Direct the student to approach, pocket hands (Anchor Hands), wait for a pause, place the sand timer, and state their script. Next, simulate a busy Art Studio where coloring pens are shared.
3m
4. Staff Coordination & Goal Setting
Provide the student with their clipboard tracker and portable sand timer. Coordinate with the PE, Art, and general education teachers. Explain that they will color a happy smiley face on the tracker when they observe independent Anchor Hands and polite sand-timer request scripts.
Self-Advocacy Focus
If teachers are busy, encourage the K-2 student to self-advocate at the end of class by politely asking: "Mrs. Smith, did you observe me using my sand timer and Anchor Hands nicely during group coloring today?"
Star Reinforcement
Connect general education performance with strong incentives. Provide a high-tier reinforcer (e.g. acting as recess leader or choice iPad time) once 3 validated checks are collected in one day.
Sand Timer Club Behavioral Intervention Sequence Session 7 Lesson Plan • Grades K-2
Club Celebration Certificate Certified Behavior Master
Trade Master Diploma
Awarded for excellence in physical impulse control, sand-timer regulated sharing, and outstanding collaborative peer cooperation.
This certifies that
First & Last Name
has successfully completed all 8 intensive intervention sessions of the **Sand Timer Club** and is declared an official, certified **Trade Master**!
Anchor Hands Grabby-Finger Control
Sharing Words Cooperative Scripts
Sand Tracking Waiting Referee
Trade Stars Gentle Handoffs
Professional Commitment Pact
I pledge to lock my sticky hands, use sand timers to keep sharing fair, hand over toys smoothly when sand runs out, and be an amazing sharing friend every single day.
Intervention Specialist Signature
Trade Master Signature
Sand Timer Club Behavior Intervention Program Certificate of Completion
Club Celebration Lesson Plan Sand Timer Club • Lesson 8 Plan
Session 8: Club Celebration
Focus: Skill mastery assessment, graduation ceremony, and maintenance in grades K-2
Plan 8 of 8
Learning Target
I can show complete mastery of all sand timer trading rules to graduate!
Success Criteria
I can independently pass the 3 graduation trials under high-distraction conditions.
Materials Needed
Celebration Certificate, star stickers, crayons, sand timers, block toys, star tokens.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (Graduation Ceremony)
Explain: "Today is the big day! It is graduation day for the Sand Timer Club. Over the past seven sessions, you have mastered locking your sticky hands, using sand timers to share blocks and toys fairly, counting backward, accepting delayed trades, and doing gentle slide hand-offs. Today you face your final practical trials to earn your Trade Master diploma!"
4m
2. Core Skill Mastery Review
Conduct a rapid-fire check: "Show me Anchor Hands... Tell me your favorite Flip Script... What do we do when sand is almost done? How do we say 'Okay' when a friend says 'Not yet'?" Confirm K-2 students are primed and confident in all core strategies.
5m
3. The 3 Graduation Trials
Run three practical challenges independently:Trial 1 (Access/Setup): Student approaches classmate with a sand timer, locks hands, places the timer, and delivers the Flip Script.Trial 2 (The Waiting Buffer): Student waits near blocks, tracks sand, counts backward 10 to 1, and executes a gentle two-hand slide hand-off.Trial 3 (Boundary): Student asks to trade, teacher says "Not yet, my sand is still running," student anchors body, breathes deep, and says "Okay!" nicely.
3m
4. Awarding & Commitment Ceremony
Fill out the **Trade Master Diploma**. Present it formally with big congratulations. Direct the student to read their **Professional Commitment Pact** aloud (repeating after you), sign it with a crayon, and have the general education teacher sign off to signify full classroom re-entry.
Maintenance Plan
Establish a 2-week check-in cycle with the general education teacher. If hoarding impulses resurface, cue the student with their personal sand-timer visual and have them execute a quick 1-minute rehearsal.
Restorative Leadership
Encourage the student to act as a "sharing mentor" for peers, modeling perfect Anchor Hands and sand-timer trades. This solidifies their positive role and status in the classroom.
