Safe Choices Social Stories I Stay Safe
Social Story 1: Walking inside school
Name: ______________________
Date: ______________________
First-person visual script for staying with my class and staying safe.
I am at school.
Sometimes I want to run away.
Running away is not safe.
I stay with my teacher.
I use walking feet.
I am safe and happy.
Teacher/Para Prompt: Read with student daily. Model "staying close" and reinforce with 1 token each time the student stays with the group during transitions.
My Hands Are Safe
Social Story 2: Keeping Hands to Myself
Name: ______________________
Date: ______________________
First-person visual script for using safe hands and gentle touches.
I have nice hands.
Sometimes I feel mad or sad.
Hitting hurts my friends.
I keep hands on my own body.
I can point or show my card.
My friends and teachers are safe.
Teacher/Para Prompt: Pair with the "Safe Hands" visual card. Prompt student to press a stress ball or use the "Break" card when showing signs of frustration.
I Sit Safely
Social Story 3: Feet on the Floor
Name: ______________________
Date: ______________________
First-person visual script for keeping feet down and sitting on chairs.
I sit on my chair.
Sometimes I want to climb high.
No climbing tables or shelves.
I keep my feet on the floor.
I can climb outside at recess.
My body stays safe from falls.
Teacher/Para Prompt: When student seeks sensory climbing, redirect to safe alternative movement (e.g., sensory wobble stool, jump on mini-trampoline, heavy work carry).
I Can Listen
Social Story 4: Following Directions
Name: ______________________
Date: ______________________
First-person visual script for transitioning and doing my work.
My teacher gives directions.
Sometimes I want to say "No".
Saying "No" stops the fun.
First I work, then I play.
I can earn a fun reward!
I am a superstar listener!
Teacher/Para Prompt: Pair with the Token Board. Keep instructions short (1-3 words max). Give immediate physical or verbal praise plus a token for "First-Then" compliance.
Safe Choices Visual Kit Safe Choices Visuals
Lanyard Communication Cards (Cut, Laminate, & Ring)
Classroom Support
Cut out these 12 high-contrast visual cue cards. Punch a hole in the top corner and keep them on a lanyard or keyring for instant, non-verbal redirection throughout the school day.
STOP
GO
STAY CLOSE
WALK FEET
SAFE HANDS
SIT CHAIR
FEET DOWN
LISTEN
FIRST WORK
THEN PLAY
I NEED A BREAK
HELP PLEASE
✂️ Cut along black borders • Laminate for longevity • Use 1/4" metal ring for lanyard ✂️
I Am Working For...
Visual 5-Token Star Board & Rewards
Token Economy System
I AM WORKING FOR:
Place chosen reward card here with velcro
VELCRO
TOKEN 1
TOKEN 2
TOKEN 3
TOKEN 4
TOKEN 5
⭐⭐⭐ Earn 5 stars to get your reward! ⭐⭐⭐
✂️ Cut tokens and rewards below • Attach hook & loop Velcro ✂️
IPAD
BLOCKS
BUBBLES
SNACK
STAR TOKENS
How to Use: Identify student's baseline reinforcement threshold. Start by placing 4 stars on the board, so the student only has to complete 1 simple task to earn. Gradually increase requirements to 3 stars, and finally the full 5 stars. Deliver reward immediately upon earning the final star.
Behavior Tracking Sheets Daily Behavior Tracker
Progress Monitoring • Kindergarten Support
Student:
Date:
E = ELOPEMENT
Leaving designated safe area / running away
H = HITTING
Aggressive physical contact against people
C = CLIMBING
Climbing tables, chairs, shelves or desks
R = REFUSAL
Refusing to follow standard direct commands
Period / Time Behavior Code Frequency Antecedent & Trigger Notes Consequence / Tool 1. Morning Arrival E • H • C • R 2. Circle / Group E • H • C • R 3. Centers / Work E • H • C • R 4. Snack / Recess E • H • C • R 5. Centers / Work 2 E • H • C • R 6. Lunch E • H • C • R 7. Gross Motor / PE E • H • C • R 8. Dismissal E • H • C • R
Reinforcement Tracker
Token Boards Completed: / 5
Break Cards Successfully Used:
Primary Reward Earned: Blocks / iPad / Snack
Daily Totals
ELOPEMENT
____
HITTING
____
CLIMBING
____
REFUSAL
____
Data Tracked By: _________________________________________
Staff Signature: _________________________________________
Safe Choices Guided Slides KINDERGARTEN SUPPORT
Social Story Guided Lesson
My Safe
School Choices
A first-person visual guide to staying safe, happy, and ready to learn with my teachers and friends.
💡 Tip: Pair with the Lanyard communication cards & Token Board
First-Person Boardmaker Style
I Stay Safe
Walking inside School
WALK FEET
STAY CLOSE
"I walk inside the school. I stay close to my teacher. Running is for outside recess!"
✨ SUCCESS RULE:
• Keep your walking feet on the path
Reward Action: Reward 1 star immediately for successful transition walking.
Safe Hands
Keeping Hands to Myself
SAFE HANDS
TAKE BREAK
"I use gentle, safe hands. Hitting is not safe. If I feel mad, I can show my BREAK card."
✨ SUCCESS RULE:
• Hands stay on my own body or lap
Reward Action: Prompt "Nice Safe Hands!" and award a star for quiet seated transitions.
I Sit Safely
Feet on the Floor
SIT CHAIR
FEET DOWN
"I sit safely on my chair. No climbing on desks or shelves. I keep my body safe."
✨ SUCCESS RULE:
• Four chair legs stay on the floor
Sensory Alternative: Redirect sensory climbing to classroom heavy work or wobble stool.
I Can Listen
Following Teacher Directions
FIRST WORK
THEN REWARD
"First I complete my short work task. Then I earn my star token and choose a fun game!"
✨ SUCCESS RULE:
• Listen to 1-2-3 word directions
Prompt Mode: Keep directions low-demand. Deliver star immediately upon completion.
Ready Student Social Stories I Sit on the Carpet
Student Expectation 1: Circle Time Routine
Name: ______________________
Date: ______________________
First-person visual script for sitting safely and listening on the group rug.
The carpet chime rings.
I walk to my carpet spot.
I sit with criss-cross legs.
My listening ears are on.
My eyes look at the teacher.
I earn a carpet star!
Teacher/Para Prompt: Define the student's carpet spot with a colorful poly-spot or tactile cushion. Pre-teach the routine with the chime before whole-group starts.
I Can Do Table Work
Student Expectation 2: Working at My Desk
Name: ______________________
Date: ______________________
First-person visual script for sitting, using supplies, and finishing work.
I sit at my table.
I hold my pencil or crayon.
No throwing crayons or papers.
I work until the timer is done.
I show my finished work.
Now I choose a fun toy!
Teacher/Para Prompt: Keep task length short (2-3 minutes to start). Use a visual sand timer or red disk timer to make the work interval concrete and visible.
I Can Line Up
Student Expectation 3: Hallway Walking
Name: ______________________
Date: ______________________
First-person visual script for standing in line and walking quietly.
My class stands in a line.
I stand on my line spot.
No pushing, no cutting.
My hands are in my pockets.
I use zero-voice hallway breathing.
My teacher is proud of me!
Teacher/Para Prompt: Practice lining up inside the quiet classroom first. Encourage the student to keep "hands in pockets" or hold a specific handheld sensory fidget.
I Show My Cards
Student Expectation 4: Classroom Communication
Name: ______________________
Date: ______________________
First-person visual script for using visual icons instead of yelling or running.
I use visual cards to talk.
Sometimes I need a clean break.
Crying does not help me.
I show my green BREAK card.
I show my blue HELP card.
My teacher can help me!
Teacher/Para Prompt: When you see early signs of escalation (fidgeting, vocalizing), prompt the student physically to touch or hand over the HELP or BREAK card, then honor it instantly.
Ready Student Guided Slides KINDERGARTEN READY
Expectations & Routines
How To Be
A Great Student
A guided presentation designed to build visual familiarity with carpet time, independent work, lines, and requests.
💡 Tip: Use with "Ready Student Social Stories" mini-books
Student Expectations Focus
At The Carpet
Circle Time Expectation
CARPET SPOT
LISTEN EARS
"When the chime sounds, I walk to my carpet spot. I sit criss-cross and turn on my listening ears."
✨ EXPECTATIONS:
• Sit on your colorful square spot
Teacher Note: Model sitting spot visually. Reinforce immediately with carpet tokens.
Table Work
Independent Workspace
HOLD PENCIL
WORK TIMER
"I sit on my chair. I hold my pencil or crayon. I stay focused until the table timer is finished."
✨ EXPECTATIONS:
• Stay seated with feet down
Teacher Note: Keep the first sessions to 1-2 minutes. Use physical or tactile sand timers.
Standing In Line
Transitions & Hallway walking
MY SPOT
NO VOICE
"I stand on my direct spot in the line. I keep my hands in my pockets and walk with a quiet body."
✨ EXPECTATIONS:
• Stand behind the person in front of you
Teacher Note: Use floor markers or tape as physical standing cues for line spots.
Speaking With Pictures
Visual Communication
HELP CARD
BREAK CARD
"If school feels hard or confusing, I show my visual card. Crying is not helpful. My cards show my needs!"
✨ EXPECTATIONS:
• Give your card to any teacher nearby
Teacher Note: Honor visual card hand-ins instantly to reinforce communication choice over escalations.
Talking Words Social Story I Can Use My Words
Social Story: Speaking Clearly in Classroom
Name: ______________________
Date: ______________________
First-person script and visual sentence starters for using a calm voice.
I have important words to say.
Sometimes I feel mad, sad, or tired.
Yelling or crying makes ears hurt.
I stop and take a deep breath.
I use my clear speaking voice.
Teachers understand and help me!
🗣️ My Speaking Words (Point & Say) 🗣️
"I need help, please."
"I want a break."
"I am all done."
"It is too loud."
"No thank you, please."
"Can I play with this?"
Prompting Guide: When student screams/cries, immediately prompt "Use your words" while pointing to these sentence frames. Reward correct verbal usage with positive verbal praise or 1 star token.
My Needs Matter Social Story My Needs Matter
Social Story: Telling My Teachers What I Need
Name: ______________________
Date: ______________________
When I communicate with clear words or picture cards, my teacher can help me right away!
My body has big feelings and needs.
Sometimes I need a drink, a toy, or a break.
Crying makes it hard for teachers to know.
I use my words or show my helper card.
I tell my teacher what I need.
My teacher helps me feel better!
💡 How to Tell My Needs 💡
"Drink water, please."
"Use the bathroom."
"I need a break."
"My body hurts."
Positive Reinforcement Guide: Teach this story during calm moments. Explain: "When you yell, I don't know what you want. When you say 'Water, please' or show me the cup picture, I say 'Yes! Here is water!' instantly."
