Sense Detectives Curriculum Guide Severe ASD Adapted Science Curriculum • Unit 1
Sense Detectives Curriculum Guide
TEACCH & ABA Aligned
Multi-Tiered Prompting Framework
Unit Rationale & Sensory Science Model
Students with severe autism process the environment through unique sensory thresholds (hypo- and hyper-reactivity). This curriculum shifts traditional scientific inquiry from abstract concepts to immediate, tactile, and visual cause-and-effect associations. Students learn to recognize sensory inputs, communicate basic observations via AAC/PECS, and tolerate novel textures and stimuli in a predictable, low-threat structure.
Adapted Science Learning Objectives (IEP Aligned)
Receptive Skill
Stimulus Identification
Given a tactile or visual object, student points to or gazes at the matching sensory icon (Eye/Hand/Ear) with 80% accuracy over 4 consecutive sessions.
Expressive / AAC
Property Selection
Student activates high-tech or low-tech core board symbol ("LOOK", "FEEL", "LOUD") to request or describe an exploration object across 3 trials.
Sensory Tolerance
Tactile Engagement
Student maintains contact with target textured scientific materials (soft fur, bumpy sponge) for ≥15 seconds without exhibiting escape behaviors.
Least-to-Most Prompting Protocol (Classroom Implementation)
Level Teacher Delivery Student Action Required Data Code 1. Independent (I) Present object + card: "What sense do we use?" Student selects or matches target icon within 5 sec with no cue. IND 2. Visual / Gestural (V) Point to target symbol or tap the work boundary. Student follows point and places object/card in bin. VIS / GES 3. Direct Verbal / Model (M) Say: "Touch hands" and model placing card on Hand icon. Student imitates modeled physical response immediately. MOD 4. Hand-Under-Hand (H) Place teacher hand under student's hand to guide grasp. Full cooperative physical completion without force. HUH
Structured Workstation Architecture (TEACCH)
Left-to-Right Physical Flow
Place the incoming sensory tray on the student's left, the active workspace (sorting template) in the center, and the green "FINISHED" bin on the right. Never cross workspaces.
Visual Schedule & First-Then
Display the First-Then strip directly above the work surface: [FIRST: 3 Sense Cards] → [THEN: Sensory Toy / Break]. Establish visual boundaries with contrasting tape.
Curriculum Framework: Sensory Science for Complex Learners Page 1 of 2
Instructional Implementation & Data System
Sense Exploration Stations & Assessment
Safety & Sensory Protocol
Concrete Sensory Lab Stations
Station 1: Sight (Look)
Materials: Prism block, high-contrast flashlight, color paddles.
Prompt Sequence: Darken table area slightly. Shine beam through prism. Cue AAC: "LOOK". Prompt student to point to eye icon.
Station 2: Touch (Feel)
Materials: Polished river stone (cold/hard), microfiber plush (soft).
Prompt Sequence: Offer two textures on separate placemats. Guide palm contact. Cue core word: "FEEL". Match to hand card.
Station 3: Sound (Hear)
Materials: Soft chime, wooden maraca, vibration tuning fork.
Prompt Sequence: Tap chime gently near table (never right at ear). Model cupping ear. Cue: "HEAR". Match to ear card.
Sensory Aversion & Behavioral Regulation Safeguards
Auditory & Tactile Defense: Never force direct physical contact with unknown textures. If tactile aversion occurs (withdrawing hands, rocking, vocal distress), provide a transparent vinyl bag barrier or tongs so the student can inspect safely without direct touch.
Mandate "All Done" Accessibility: A high-contrast red "STOP" / "ALL DONE" icon must remain within reach at all times. Honoring an adapted functional communication request for a break immediately reinforces communicative intent over challenging behaviors.
Daily Science Objective Data Sheet
Legend: IND=Independent, V=Visual, M=Model, H=Hand-Under-Hand, 0=Refused
Student Name Trial 1: Sight (Eye) Trial 2: Touch (Hand) Trial 3: Sound (Ear) Sensory Reaction / Notes ________________ ________________ ________________ ________________
Curriculum Framework: Sensory Science for Complex Learners Page 2 of 2
Sense Detectives Visual Slides Everyday Science
Sense Detectives
Science Time
Our Visual Schedule
1. FIRST
Look
2. NEXT
Feel
3. THEN
Listen
4. FINISH
Star Reward
Ready to explore our world! Step 1 of 4
Sense 1
I SEE with my eyes
Look Around
Bright Light
Our eyes see light and colors in the room.
Big and Small
Our eyes see shapes and patterns everywhere.
AAC Core Word:
LOOK
SEE
Point to your eyes
Sense 2
I FEEL with my hands
Touch & Feel
Soft Cotton
Gentle and fluffy to touch on our palm.
Hard Stone
Solid and smooth when we hold it.
AAC Core Word:
FEEL
TOUCH
Show your hands open
Sense 3
I HEAR with my ears
Listen Closely
Gentle Chime
A soft, quiet sound. Ring, ring, ring.
Drum Beat
Boom, boom! We can cover ears if it feels loud.
AAC Core Word:
HEAR
STOP
Touch your ear softly
Great Work
Sense Explorer Superstars
All Done!
We explored with our senses!
1. Look
2. Feel
3. Listen
Science Lesson Finished!
Time for sensory break or next activity
Sense Detectives Sorting Worksheet Everyday Science Explorers • Adapted Hands-On Task
Sense Detectives Sorting Sheet
Name:
Date:
1
Cut or pick a picture card below. Glue or place it onto the correct sense!
Cut & Paste / Point
1. SEE
With my eyes
2. FEEL
With my hands
3. HEAR
With my ears
Cut-Out Picture Tiles (or Point & Choose)
Pre-cut cards for students who need motor support
Flashlight Bright Beam
Sponge Soft Fluff
Chime Bell Ring Ring
Colors Red & Blue
Smooth Rock Hard Surface
Whistle Tweet Sound
Accommodations: Errorless option (present 1 card at a time with gestural cue); AAC users may point or activate switch. Prompt Level: [ ] IND [ ] VIS [ ] MOD [ ] HUH
Weather Watchers Curriculum Guide Severe ASD Adapted Science Curriculum • Unit 2
Weather Watchers Curriculum Guide
Routine & Cause-Effect
Environmental Adaptation
Instructional Rationale: Weather as Predictable Cause & Effect
Weather concepts can feel abstract and dysregulating for students with severe autism who struggle with temperature shifts, wet clothing, or sudden lighting changes. This lesson grounds meteorology in concrete daily routines: pairing visual observations (looking through the window) with tactile sensations (warmth, cool mist, wind breeze) and directly linking them to adaptive life actions (selecting raincoats, boots, or sunglasses).
Structured 4-Step Weather Circle Routine
Step 1: Check
Window Look
Walk student to window or display live camera feed. Model pointing cue: "Look up at the sky."
Step 2: Sense
Tactile Simulation
Provide immediate physical association: warm towel (sun), water droplet on hand (rain), or hand fan (wind).
Step 3: AAC
Symbol Selection
Student selects weather icon on core board or PE-card ("SUN", "RAIN", or "COLD") into morning chart.
Step 4: Act
Clothing Match
Connect cause-and-effect: "It is rainy → we need our raincoat." Student retrieves adaptive item.
Target Functional AAC Vocabulary Matrix
Weather Target Tactile Prompt AAC Core Word Phrase Adaptive Response Sunny / Warm Warm rice pack or warm light "SEE SUN" / "WARM" Choose sun hat / sunglasses Rainy / Wet Gentle water mist on palm "RAIN" / "WET" Choose raincoat / umbrella Windy / Breeze Battery mini-fan on arms "WIND" / "BLOW" Hold wind streamer / jacket Cold / Snow Chilled marble or cool pack "COLD" / "SHIVER" Choose warm gloves / parka
Task Analysis: Adapted Weather Decision Making
Visual Discriminations (2-Choice Field)
Present target weather card alongside one neutral distractor (e.g., Sun vs. Blank card, progressing to Sun vs. Rain). Reinforce with immediate access to preferred sensory reinforcer.
Generalization to Real Life Gear
Transition from 2D worksheet matching to 3D tangible items: place actual classroom rainboots, hat, and coat in open cubbies for physical selection before outdoor recess.
Weather Watchers Visual Slides Daily Science Routine
Weather Watchers
Morning Circle
Our Weather Steps
1. LOOK
Out Window
2. FEEL
Temperature
3. CHOOSE
Weather Card
4. DRESS
Ready to Go
Look out the window together Step 1 of 4
Weather Type
SUNNY and WARM
Bright Day
The Sun is Out
The sky is blue and bright. It feels warm on our skin.
What We Wear
Sunglasses and sun hats protect our eyes from bright light.
AAC Core Word:
SUN
WARM
Touch the warm sun symbol
Weather Type
RAINY and WET
Water Falling
Water Drops Fall
Clouds are gray. Pitter-patter rain falls on the ground.
What We Wear
Raincoats, rubber boots, and umbrellas keep us dry!
AAC Core Word:
RAIN
WET
Tap fingers like raindrops
Weather Type
COLD and CHILLY
Freezing Air
Ice and Snow
The air feels chilly. Ice feels cold like ice cubes.
What We Wear
Heavy winter coat, warm gloves, and cozy hat.
AAC Core Word:
COLD
COAT
Cross arms and hug body
Daily Decision
What is the weather today?
Choose 1
SUNNY Warm & Bright
RAINY Wet & Cool
COLD Chilly & Freezing
Point, tap, or hand card to teacher
"Today it is ________ !"
Weather Clothing Match Worksheet Everyday Science Explorers • Cause & Effect Task
Weather Clothing Match Sheet
Name:
Date:
2
Look at the weather on the left. Draw a line or paste the right clothes on the right!
What Do We Wear?
Weather 1. Sunny & Warm Bright blue sky
Weather 2. Rainy & Wet Water falling down
Weather 3. Cold & Snow Chilly winter air
Clothing Choice Cards (Cut or Point)
Pre-cut tiles or use Velcro backing
Raincoat & Boots Keeps us dry in rain
Coat & Mittens Keeps body warm in snow
Hat & Sunglasses Shades eyes from sun
Accommodations: For non-verbal or motor delays, teacher points to weather and student touches corresponding clothing choice. Prompt Level: [ ] IND [ ] VIS [ ] MOD [ ] HUH
