Once upon a time, there were autistic, ADHD, and anxious students who didn't know how to initiate a social conversation with someone that they knew.

Some students weren't able to think of something that the person they were talking to liked or liked to talk about, so they ended up using generic conversation starters like, "Hey, what's up?" Or, "How's it going?"

Some students were able to think of things they knew about the other person, but they didn't know how to use that information to start a conversation, so they didn't say anything.

I created the lesson I'm sharing this week for all of these students.

In this lesson, students learn the difference between an informational and a social conversation, and how to initiate a conversation with someone they know based on things they know about them.

Once upon a time, there were autistic, ADHD, and anxious students who didn’t recognize that there were some things that should be ‘alone behaviors’, or things we do whenwe are by ourselves.

Some students had developed habits around ‘picking’, likepicking their nose, picking their skin, and/or picking at their pants or underwear.

Other students didn’t realize that most people don’t want tohear someone burp or fart, so they didn’t know how to respond when they did it accidentally, OR they didn’t put any effort into trying to not do these things in front of others.

And then there were students who often complained to others, even about situations and experiences that those around them were also going through at the same time.

I created the lesson I’m sharing this week for all of thesestudents.

In this lesson, students learn that almost everything we dorequires us to think about other people. (For a lot of kids (and adults!), that’s a new concept.) Students also learn what types of things are best done alone, and what to do if we find ourselves doing them in front of others.

Once upon a time, there were autistic, ADHD, and anxious kids and teens who struggled with staying on topic during a conversation.

Some of the kids in this group continued talking about something, even when it was clear to everyone else that no one was interested in continuing to talk about that topic.

Some students changed the topic every time they asked a question, unaware that others in the group had a hard time keeping up with all the changes and randomness, and that it really wasn't a conversation, it was more like an interview.

And some of the kids had a hard time recognizing when others changed the topic, so they continued making comments about topics that the group had moved on from.

There were also students in this group who got frustrated when the topic changed, because they still wanted to keep talking about that topic, and so they weren't able to change and shift with the group when the topic changed, as it always does.

I created the lesson I'm sharing this week for all of these students.

In this lesson, students learn how and when to change the topic appropriately, why they or others may choose to change the topic, and how to handle topic changes that they weren't wanting or expecting.