Ready and Responsible

Accommodations for Autism & ADHD

Structure & Routines

First-Then Redirection

If a student resists, simplify with a verbal/visual cue: "First matching board, then bubbles." Keep expectations transparent.

Task Reduction

If 4 matching steps are overwhelming, start with only 2 steps (Backpack and Sit on Carpet). Gradually scale up.

Co-Regulation

Deep Breathing Break

Incorporate heavy-work tasks or calm breathing breaks using bubble blowers or pinwheels before asking for matching tasks.

Physical Prompts

Utilize hand-over-hand physical guidance or point-modeling to match the habits. Celebrate exact attempts enthusiastically.

1-to-1 Habit Verification Check

At dismissal or during desk transition, sit with the student. Point to their finished Morning Habits Board and say: "What is your first morning habit?" Check if the student touches or glances at the Backpack symbol. Prompt if needed, and log progress to reward daily success.

Unit: Responsibility & Habits Page 2 of 2

Accommodations for Peer Interaction

Social Skill Support

Pre-teaching Boundaries

Work 1-on-1 with highly sensitive students before the peer circle to build comfort with the "Stop" gesture.

Structured Turn-Taking

Use visual timers (sand timers or digital colored clocks) during sorting tasks to ease anxiety around waiting.

Boundary Calming

Calming Sensory Tools

Keep fidget clay or heavy lap-pads on hand so students can squeeze them during roleplay sequences about unsafe peer actions.

Acoustic Safeguards

Keep noise-reducing earplugs nearby, as modeling a vocal "STOP" can sometimes trigger acoustic sensitivities.

1-to-1 Friendship Verification Check

Before ending the activity, sit with the student. Hold a toy and gently pretend to grab it from them. Prompt the student to say: "Stop" (or touch their "STOP" card). Log if they can advocate for their space, and immediately return the toy with a warm praise prompt.

Unit: Peer Dynamics & Boundaries Page 2 of 2

Accommodations for Empathy & Service Projects

Communication Support

Pre-drafted Delivery Phrases

If delivering cards causes spoken verbal blockages, model hand-hand giving or use visual cards: "This card is for you!"

AAC Expression Core Words

Make sure AAC tablets have THANK YOU and KIND on quick-tabs during card handoffs.

Environmental Adjustments

Familiar Delivery Pathways

Walk the delivery route when halls are empty (not during bell or class change-outs) to reduce crowded acoustic stressors.

Helper Handoff Area

If office visits trigger social anxieties, students can tape their gratitude card onto the classroom helper hook/door instead.

1-to-1 Gratitude Verification Check

At dismissal or clean-up, sit with the student. Present the Empathy Matching Board, point to the "Sad Face" and say: "If a friend feels sad, what kind thing can we do?" Monitor if they point to the "Tissue Card" or the "Say Hello" symbol. Document and celebrate their kind choices!

Unit: Empathy & Gratitude Page 2 of 2

Expression Support

Symbol Card Substitution

For students who cannot vocalize "Thank you", provide a simplified AAC icon: THANK YOU.

Assisted Card Gifting

Accompany highly anxious students when they present thank you cards to help cushion the social friction.

Emotional Safety

De-escalating Face Gaze

Do not force eye contact when practicing feeling identification. Sideways glancing or pointing is completely successful.

Gentle Physical Options

Provide high-fives with soft sensory gloves or fist-bumps to ease skin sensitivity during greeting roleplays.

1-to-1 Empathy Verification Check

At dismissal, show the student a sad cartoon symbol face. Ask: "How does this friend feel?" Wait for a touch cue, eye point, or sound. Then ask: "Can you share a toy to help?" Log the student's responsive gesture and award an empathy star.

Unit: Empathy & Community Page 2 of 2