EDUCATION 472 STRATEGY INSTRUCTION LOG TEMPLATE (Alternative)

DATE OF STRATEGY LESSON: 11/15

TOPIC AREA: Self-managing/social skills (dealing with schedule changes)
GROUPING: one-to-one
STRATEGY USED: Social Story
RATIONALE and CONNECTION TO MARZANO’S TOP NINE:
I chose this student to implement the social story with individually because they have many

behavior problems that arise when there are any changes or unexpected events that occur during

the school day. After further discussion with the student’s emotional support teacher, it was

confirmed that the student would benefit from learning about the topic of dealing with schedule

changes. I created the story and implemented three coping mechanisms that he could easily use

when he becomes upset or angry about something changing during class.

PA COMMON CORE STANDARDS and/or IEP GOAL:

Standard 10.3.3.C: Recognize conflict situations and identify strategies to avoid or resolve.

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

-I will go sit with the student and explain that today, I am going to be reading him a story that I
made that relates to something that happens often in the classroom.
-I will then pull up the social story on my iPad and explain to him that he can help me hit the
button to turn the page in the story when I am ready.
-I will begin to read the story and pause momentarily to ask questions regarding the book. For
example, I will ask:
-“Do you ever feel like you want to scream like the character when something changes?”
-“What specials have been canceled for you lately?”
-“Do you ever see your classmates also getting upset when these changes happen?”
-“What is something special that you could hold like the character in the book to help cope with
change and calm down?”
“Can you think of a nice way to express your feelings to your teachers instead of yelling or
getting upset?”
-After reading the book, I will review the three ways that the story listed to cope with change.
These include: Holding onto something special, writing the new schedule down to make a new
visible schedule, or expressing to others that you do not like the changes in a calm way.
-Next, I will explain to Jaxon that I am going to give him two papers (I will display them to him
while explaining). On the one paper, he is to glue the correct actions of what to do when a
schedule change happens (Answers: hold something, talk about my feelings, write on my
schedule). On the second paper, he is to glue examples of what NOT to do when a schedule
change happens. (Answers: scream, behave badly, not follow directions)
-I will give him the materials and allow him to look back at the story if needed.
-After he completes the activity, we will review the answers and I will explain any that are in the
wrong place and why.

RESULTS OF THE STRATEGY:

I believe that the specific student was a good choice to conduct the social story on due to him
having severe behavior problems when something does not go his way or as planned throughout
the day. He responded well to the questions I asked him during and after reading and was able to
apply real life examples and think of instances when he was upset about a schedule change
(when the class was supposed to have swimming and it got canceled last minute). I would limit
the number of questions I ask while reading because he got off topic at some points and began
talking about other things and I had to get him back on track to reading the story.

PERSONAL REFLECTION:
While implementing this strategy I was able to connect with the student and see him make
connections that have happened in real life to the story that I shared with him. I think that
watching him make the connections was an indicator that the story was relatable and
understandable for the student.