Spectrum Blueprint Slides The Spectrum Blueprint
Social Architect Lesson 1: Understanding My Brain
Mission Briefing
Architects design and build things that work.
A Social Architect builds skills to navigate the social world with confidence.
Today, we examine the foundation: Your Brain.
Construction Zone
Different Wiring, Not Broken
The Hardware
Autism is a different way the brain is "wired" to process information.
The Signal
Some signals (sights, sounds, social cues) are louder or quieter for you.
The Output
This wiring affects how you talk, move, and react to the world around you.
The "Spiky Profile"
Everyone has peaks and valleys. In Autism, those peaks and valleys can be very "spiky."
Memory
Small Talk
Logic
Patience
Specific Facts
Social Cues
"It's not about being 'low' or 'high'—it's about where your spikes are!"
Blueprint Inspection
Common Peaks
• Detail-oriented thinking
• Deep knowledge in interests
• Honesty and loyalty
• Logical problem solving
• Seeing patterns others miss
Common Valleys
• Reading hidden social rules
• Emotional regulation
• Impulsivity (acting before thinking)
• Understanding sarcasm/jokes
• Flexible thinking
Architects' Huddle
"Leo is a master at Minecraft. He can build complex machines. But when someone breaks a block in his world, he screams and turns off the console immediately."
Where is the peak?
Where is the valley?
My Brain Map Worksheet My Brain Map
Social Architect Blueprint #1
Name:
Date:
My Super-Power Peaks
What are you really good at? Think about hobbies, school subjects, or ways you help others.
Peak 1:
Peak 2:
My Challenge Valleys
What feels harder for you than it does for other people? (Example: staying calm, starting conversations).
Valley 1:
Valley 2:
The Spiky Profile Builder
Scale: 1 (Difficult) to 10 (Easy/Natural)
Reading Social Cues
Staying Calm when Mad
Focusing on School
Following Rules
My Special Interest
Instruction: Shade in the bars to show where your 'spikes' are. Connect the tops of the bars with a line to see your profile.
Architect's Reflection
How do you feel about your brain wiring? What is one thing you want to build this semester?
Spectrum Blueprint Teacher Guide The Spectrum Blueprint
Teacher Facilitation Guide
Lesson Overview
Objective
Student will identify 2 personal strengths and 2 challenge areas related to their ASD diagnosis.
Tier 3 Focus
Intensive 1:1 reflection on identity to reduce shame associated with externalizing behaviors.
Time
45 Minutes
Key Vocabulary
Neurodiversity Spiky Profile Processing Signal Strengths-Based
Instructional Sequence
1
Introduction: The Architect Framework (5 mins)
Introduce the "Social Architect" concept. Explain that we aren't "fixing" a broken building, we are upgrading the blueprint. Use Slide 2 to set the tone: professional, constructive, and respectful.
2
The Brain Wiring Discussion (15 mins)
Use Slides 3-4. Avoid medical jargon. Focus on the "Spiky Profile." Emphasize that being "low" in a valley (like patience or reading cues) is just part of the map, not a character flaw.
Discussion Prompt: "Many people think Autism means you're bad at everything social. But look at these peaks! What's a peak you've noticed in yourself?"
3
Activity: My Brain Map (20 mins)
Pass out the "My Brain Map" worksheet. Assist the student in identifying concrete examples. If they struggle with valleys, suggest "staying calm when things don't go your way" or "understanding why people are looking at you weirdly."
4
Wrap Up & Reflection (5 mins)
Reinforce that next lesson we will start "building" on those valleys by looking at the "Social Radar."
Tier 3 Strategic Supports
Externalizing Behaviors: If the student becomes defensive about "Valleys," remind them that even the best architects have to fix cracks in foundations. Focus on the *behavior* as the crack, not the *person*.Visual Processing: Use colored highlighters (green for peaks, orange for valleys) on the worksheet to increase visual salience.Impulsivity: If they rush through the worksheet, use a "timer check." They must spend at least 3 minutes on each section. Social Radar Slides The Social Radar
Social Architect Lesson 2: Cues & Boundaries
System Upgrade: Radar
People are constantly sending "pings" or signals.
Social Radar is the ability to:
1. See the signals (Body language).
2. Hear the signals (Tone of voice).
3. Respect the space (Boundaries).
Decoding the Pings
Body Signals
Leaning in = Interested
Crossing arms = Bored/Mad
Looking at watch = Hurry up
Backing away = Uncomfortable
Voice Signals
Fast & Loud = Excitement
Slow & Low = Serious/Sad
Sighing = Frustration
Sarcastic = Opposite meaning
The Boundary Blueprint
Public Zone (Everyone)
Social Zone (Friends/Teachers)
Personal Zone (Family/Best Friends)
Rule: Keep one "Invisible Hula Hoop" between you and peers.
Scan the Scenario
"You are talking to a classmate about your favorite game. They keep checking their phone and their body is pointed toward the door."
The Error
Keep talking louder so they listen.
The Fix
Say "I'll let you go" and stop talking.
Space and Signal Worksheet Space & Signals
Social Architect Blueprint #2
Name:
Signal Decoding Lab
Scenario: Your teacher is looking down at their computer and typing quickly while you are talking.
What is the signal?
What should you do?
Scenario: You tell a joke, but your friend's face stays flat and they don't look at you.
What is the signal?
What should you do?
The Space Map
For each person below, write which Boundary Zone they belong in: Private (touch/hug), Social (handshake/high five), or Public (wave/nod).
Your Mom/Dad
The Librarian
Classmate (Peer)
The Bus Driver
The 1-Arm Rule
When talking to someone at school, how can you tell if you are too close? Draw a picture of two people standing at a "Social Zone" distance (about one arm's length apart).
Social Radar Teacher Guide The Social Radar
Teacher Facilitation Guide
Lesson Overview
Objective
Student will identify 3 non-verbal social cues and demonstrate proper personal space (one arm's length).
Tier 3 Focus
Direct instruction on boundaries to prevent impulsivity-driven physical proximity issues.
Materials
Radar Slides, Worksheet, Ruler/Yardstick (optional).
Key Concepts
The Radar
Looking for clues *before* acting.
Boundary Zones
Matching distance to relationship level.
Instructional Sequence
1
The Radar Concept (10 mins)
Use Slides 1-2. Explain that people don't always use words to say "I'm busy" or "I'm annoyed." They use "pings." Ask the student if they ever feel like they "missed a ping."
2
Decoding Drill (10 mins)
Use Slide 3. Model several signals. **Activity:** Have the student try to guess your signal. Act out: looking at your phone while they talk, sighing deeply, and smiling with big eyes. Discuss the "Decoding" for each.
3
Personal Space Drill (15 mins)
Use Slide 4. Introduce the "1-Arm Rule." Stand too close to the student (respectfully) and ask how it feels. Then stand 6 feet away. Then stand at an arm's length. Ask which one feels "Socially Accurate."
4
Blueprint Practice (10 mins)
Complete the "Space & Signals" worksheet. Focus on Part 2—ensure they understand that teachers and peers are "Social," not "Private" (no hugging unless specifically allowed).
Managing Externalizing Behaviors
If the student gets "too close" physically as an impulsive behavior or a way to intimidate, do not react with anger. Simply say: "Radar Check! You're in my Private Zone. Move back to Social." Using the curriculum vocabulary reduces the emotional charge of the correction.
Behavior Compass Slides The Behavior Compass
Social Architect Lesson 3: Expected vs. Unexpected
Hidden Rules
Every place has "Hidden Rules." People don't always say them, but they expect you to know them.
Expected Behavior
Doing what fits the situation. It makes others feel comfortable .
Unexpected Behavior
Doing things that don't fit. It makes others feel confused or uncomfortable .
In a classroom, shouting is unexpected. Raising your hand is expected.
The Social Ripple
Expected
Others think good thoughts about you & feel calm.
Result: Friends & Trust
Unexpected
Others feel weirded out or annoyed.
Result: Distance & Conflict
Compass Check
1
You are in the library and you start playing a loud video on your phone without headphones.
Unexpected
2
Someone tells a joke you've heard before. You smile and say "That's a classic!" instead of "I already know that."
Expected
Why does it matter?
Your Reputation
People form an "opinion" of you based on your compass. If you stay on track, they want to be around you more.
The Stress Level
When you do the unexpected, it creates "social friction." Friction leads to arguments and trouble.
Expected vs Unexpected Scenarios Expected vs Unexpected
Social Architect Blueprint #3
Name:
Mission: Read each scenario. Decide if the behavior is Expected (Fits) or Unexpected (Doesn't Fit). Then, explain what others might think or feel about it.
Scenario 1:
You are frustrated because you got a bad grade. You rip up your paper and throw it on the floor.
Expected
Unexpected
What would the teacher think or feel?
Scenario 2:
Your friend is showing you a video. You look at the screen and say "That's cool!" even though it's a little boring.
Expected
Unexpected
What would your friend think or feel?
Scenario 3:
A student bumps into you in the hallway. You shove them back and yell a mean name at them.
Expected
Unexpected
What would the people around you think or feel?
The Self-Correction Rule
Everyone does something "Unexpected" sometimes. What is the best thing to do *after* you realize you made a mistake?
Behavior Compass Teacher Guide The Behavior Compass
Teacher Facilitation Guide
Lesson Overview
Objective
Student will distinguish between expected and unexpected behaviors in 3 social contexts.
Tier 3 Focus
Perspective-taking: Linking own actions to the thoughts and feelings of others.
Key Concept
Social Ripple Effect.
Teacher Note: Tone of Voice
"When discussing 'Unexpected' behaviors, stay neutral. We aren't calling the student 'bad' or 'naughty.' We are pointing out that the behavior is unexpected for the context . This reduces defensiveness in students with externalizing behaviors."
Instructional Sequence
1
Hidden Rules (10 mins)
Use Slides 1-2. Use the analogy of a game. If you play basketball but keep picking up the ball and running with it, it's "Unexpected." Social situations are the same.
2
The Social Ripple (15 mins)
Use Slide 3. This is the "Why." Many Tier 3 students don't realize that their actions actually change what people think of them. Emphasize: "When you do the expected, you are building your social bank account."
3
Compass Check Activity (20 mins)
Hand out the worksheet. For each scenario, ask: "If I were the other person, what would my face look like?" (Decoder skill from Lesson 2). Assist with the written explanations.
Dealing with Resistance
If the student says, "I don't care what they think," validate their frustration first. Then say: "I get that. But if they think you're 'mean,' they won't let you [play games/have free time/etc.]. Building a good compass makes your life easier."
Pulse Control Slides The Pulse Control
Social Architect Lesson 4: Regulation & Impulsivity
SYSTEM STATUS: MONITORED
What is Impulsivity?
It’s like a "Social Short Circuit." Your brain acts before your "Think Filter" can turn on.
Examples:
• Shouting out an answer without raising your hand.
• Shoving someone who accidentally bumped you.
• Quitting a game because you're losing.
IMPULSE
THINK
"The gap is too small!"
The Regulation Scale
1-3: Cool
Calm, ready to learn, "Expected" behaviors.
4-7: Warm
Frustrated, anxious, "Warning" zone.
8-10: Hot
Angry, melting down, "Unexpected" behaviors.
The Pulse Breaker Tool
STOP
Freeze your body
THINK
What is the rule?
ACT
Choose the expected way
"Count to 5 to break the circuit!"
Cooldown Strategies
Deep Breathing
5 seconds in, 5 seconds out. Resets the brain wiring.
Take 5
Step away for 5 minutes. Remove the stressor.
Wall Push
Push against the wall for 10 seconds. Releases physical energy.
Focus Switch
Listen to music or hold a sensory object for 2 minutes.
Regulation Toolkit Worksheet My Regulation Toolkit
Social Architect Blueprint #4
Name:
How I Feel
Zone: COOL (1-3)
What does your body feel like here? (Example: Relaxed muscles)
Zone: WARM (4-7)
What does your body feel like here? (Example: Heart beats faster)
Zone: HOT (8-10)
What does your body feel like here? (Example: Clenched fists)
Building My Toolbox
Choose 3 tools you will actually use when you feel yourself getting into the Warm or Hot zone.
1
Tool Name:
2
Tool Name:
3
Tool Name:
Stop-Think-Act Mission
"You are playing a game with friends and you lose. You feel your 'Pulse' rising to an 8. You want to knock the board over."
STOP (Freeze)
What do I do with my body?
THINK (Rules)
What is expected?
ACT (Choice)
What tool will I use?
Pulse Control Teacher Guide The Pulse Control
Teacher Facilitation Guide
Lesson Overview
Objective
Student will create a visual 1-10 regulation scale and select 3 personal cooldown tools.
Tier 3 Focus
Interrupting the impulsivity cycle (Short Circuit) before externalizing behaviors occur.
Pre-reqs
Understanding 'Expected' behaviors from Lesson 3.
Managing the Physical
"Impulsivity often has a sensory or physical component. If the student struggles with externalizing (shoving, throwing), emphasize 'heavy work' tools like wall pushes or desk pushes, which provide proprioceptive input."
Instructional Sequence
1
The Short Circuit (10 mins)
Use Slides 1-2. Ask the student if they ever feel like their hands move before their head thinks. Explain that this is the "Short Circuit." We are installing a "Breaker Box."
2
The Thermostat (15 mins)
Use Slide 3. Go through the numbers. Ask the student to identify body clues for a level 7. (e.g., "My ears get hot," "I grit my teeth"). Body clues are the early warning signals.
3
STOP, THINK, ACT (15 mins)
Use Slide 4. **Drill:** Call out "Scenario: Someone spoils the movie!" The student must physically freeze (STOP), say "What's the rule?" (THINK), and name an action (ACT). Repeat with 3-4 scenarios.
4
Toolkit Construction (10 mins)
Complete the worksheet. **Important:** The tools must be accessible in the classroom (e.g., they can't choose 'go home and sleep').
Preventing the "Hot" Zone
Once a student is in the "Hot" zone (8-10), direct teaching stops. Use your "Social Radar" (Lesson 2) to spot "Warm" cues early. Prompt the student: "I see your pulse is at a 6. Let's use a toolkit item before we hit 8."
Resolution Engine Slides The Resolution Engine
Social Architect Lesson 5: Conflict Resolution
Maintenance Required
Even the best designs have parts that rub together. Conflict is when two people want different things or feel differently.
"Conflict isn't 'bad'—it's just a problem that needs an engineer."
System Friction
The Repair Tool: I-Statements
I feel...
[Insert Emotion]
When...
[Insert the Behavior]
I need...
[Insert the Fix]
Why? "You" statements make people defensive. "I" statements keep the Radar clear.
The Bridge Builder
Explosion
Shouting, shoved, quit.Nobody wins.
Compromise
Give a little, get a little.System is fixed.
The Compromise Formula:
"I will [Action A] if you [Action B]."
The Apology Engine
If you did something Unexpected , your reputation has a "crack." You need a high-quality repair.
1. Name it
"I know I shouted when I lost."
2. Claim it
"That was unexpected/wrong of me."
3. Fix it
"Next time I'll take 5. Want to play again?"
4. Listen
"How did that make you feel?"
Conflict Solver Scenarios Conflict Solver Scenarios
Social Architect Blueprint #5
Name:
Tool Practice: The I-Statement
Scenario: Someone keeps tapping on your desk while you are trying to work. It is making you very frustrated.
I Feel...
When...
I Need...
The Compromise Bridge
For each problem, find a "Middle Way" (Compromise).
Problem: You want to play Chess. Your friend wants to play Checkers.
Win-Win Solution:
Problem: You want to use the comfortable chair. A classmate is already sitting in it.
Win-Win Solution:
The Apology Script
Think about a time you did something Unexpected (like shouting or losing your cool). Use the formula to write how you would fix it.
1. What happened? (Name it)
2. Why was it unexpected? (Claim it)
3. How will you make it right? (Fix it)
Resolution Engine Teacher Guide The Resolution Engine
Teacher Facilitation Guide
Lesson Overview
Objective
Student will use an 'I-statement' and propose a compromise for 2 conflict scenarios.
Tier 3 Focus
Replacing aggressive/externalizing reactions with verbal problem-solving tools.
Key Strategy
The 'Apology Engine' for reputation repair.
Instructional Sequence
1
Maintenance Discussion (10 mins)
Use Slides 1-2. Explain that even high-performance engines (like their brain!) need maintenance. Conflict isn't a failure; it's a maintenance light.
2
The Repair Tool: I-Statements (15 mins)
Use Slide 3. **Roleplay:** You pretend to take the student's pencil. Guide them through the I-Statement: "I feel annoyed when you take my pencil. I need you to ask first." Repeat with different triggers the student actually faces.
3
The Bridge Builder (10 mins)
Use Slide 4. Focus on "Win-Win." Explain that if one person loses completely, the conflict isn't fixed, it's just buried. **Compromise is the glue.**
4
Apology Engine & Worksheet (10 mins)
Complete the worksheet. Spend extra time on the "Apology Script." Tier 3 students often struggle with the vulnerability of apologizing. Frame it as "Repairing the Blueprint."
Building Resilience
Students with externalizing behaviors often feel "branded" as the bad kid. The Apology Engine is a vital tool to help them see that they have the power to change their reputation . Remind them: "You are the Architect. You can fix the cracks."
