Our bus driver and narrator Max, introduces us to the world of The Social Express. In this short video, we learn about our characters, things they like to do, and how to communicate with each other.
Emma and Zack talk about going to town and using their Digital Problem Solvers to help navigate their social experiences.
Pacing Guide, Early Learners - Creating Connections Click Here
Goal: To learn independent hygiene, sanitation and social issues associated with washing ones hands. The user is given the opportunity to identify the hygiene issue and make the best choice.
Webisode Summary: The lesson presents a situation where a character needs to make a choice about what to do with his dirty hands after eating a meal. The user is presented with three choices of how to cope with the situation. Two solutions show a negative result while the other solution shows a positive result. The user is able to select an appropriately hygienic solution for the character to act out.
Prior Knowledge Discussions Play Webisode Preview Webisode eBook Worksheets
Goal: To learn independent hygiene, sanitation and social issues associated with blowing ones nose. The user is given the opportunity to identify the hygiene issue and make the best choice.
Webisode Summary: The lesson presents a situation where a character needs to make a choice about what to do when they have a runny nose. The user is presented with three choices of how to cope with the situation. Two solutions show a negative result while the other solution shows a positive result. The user is able to select an appropriately hygienic solution for the character to act out.
Goal: To demonstrate how peoples’ bodies and faces express mad, sad, happy, and scared feelings.
Webisode Summary: There are four scenarios presented illustrating four feelings. The user is given two choices of feelings.
Goal: Within a structured or incidental learning opportunity, the user will independently identify the correct response when presented with a scenario about touching others in a school setting in 4/5 opportunities.
Webisode Summary: In this lesson, two school-based situations are presented where users have the opportunity to help Katie and Sam make good choices regarding whether it’s appropriate to touch others. The user learns the importance of using your words rather than your body when interacting with other people at school.
Goal: To introduce the concept of expressing wants and needs appropriately, using calm language when a mistake is made. The user is given the opportunity to identify and solve this social communication problem.
Webisode Summary: The lesson presents a situation where a character is attempting to order a meal at Tommy’s Cafe. However, there is a mistake made and the order is incorrect. The user is presented with three choices of how to cope with the situation. Two solutions show a negative result while the other solution shows a positive result. The user is able to select a coping strategy for the character to act out.
Goal: The student will introduce themselves/others appropriately to new people in 4/5 opportunities.
Webisode Summary: In this lesson, the learner identifies scenarios where they might want to introduce themselves to new people. Scenarios when you wouldn’t want to introduce yourself are also explained. The lesson also describes when you would help make an introduction for people that do not know each other and why it’s important.
Goal: Student will pay attention to teachers and peers by looking at them and nodding their head or answering questions in 4 out of 5 opportunities.
Webisode Summary: Emma needs help paying attention. The user sees Emma in scenarios where paying attention is important, including walking in line, listening in class, and when having a conversation. Max explains why it is important to pay attention in each scenario, and the user helps Emma exhibit behaviors that show that she is paying attention. The user is taught to show that you are paying attention by looking, nodding, and answering questions.
Goal: During a role-play activity, student will identify which element from the listening toolkit was not used with a communication partner and will then explain how to repair that element for effective listening in 4/5 opportunities.
Webisode Summary: The characters must utilize all tools in their listening toolkits to show that they are listening to their teacher using good listening skills. Students in the scenes must make decisions about how to listen better by using the listening toolkit.
Goal: To introduce concept of accepting “no” for an answer from adults and peers. To increase ability to wait for what they want or need and coping strategies related.
Webisode Summary: The lesson presents a situation where a character raises her hand and asks the teacher if she can get up to sharpen her pencil. Teacher responds “No”. The user is presented with three choices of how to cope with the situation. Two solutions show a negative result while the other solution shows a positive result. The user is able to select a socially appropriate coping strategy for the character to act out.
Goal: After a mistake is made, the student will admit what they have done and accept the consequences for their actions without blaming others or becoming angry in 4/5 opportunities.
Webisode Summary: The lesson presents two scenarios where choices are made that have consequences. In the first scene, Sam is careless and spills his juice. He gets angry and tries to blame his friend. The learner is taught that when you make a mistake you must accept responsibility without blaming others. In the second scene, Zack is talking in line and his teacher tells him to go to the end. The learner is taught how to accept consequences without arguing or trying to negotiate with the authority figure.
Goal: Across work and play contexts in the classroom, the user will independently ask permission to use a variety of others’ possessions in at least 4/5 opportunities.
Webisode Summary: In this lesson, Sam and Zack are playing a video game in the park. Katie wants to play the game as well but has to leave soon. The user helps Katie make a good choice when provided with an opportunity to either ask to use the video game before Sam or to take the game without permission.
Goal: To learn about and strategies to determine what another person is thinking about.
Webisode Summary: The learner is presented with several situations in which they are asked to derermine what the characters are thinking about based on what they are looking at.
Goal: To present the concept of inferring what will happen next based on what you see.
Webisode Summary: The webisode presents two scenarios, one at the animal rescue and one at the fire station. Two pictures will be presented. The user will need to complete the sequence by selecting the correct picture that shows what will come next.
Goal: In a variety of school settings, the student will demonstrate an awareness of appropriate proximity by determining the appropriate physical distance between themselves and a peer in 4/5 opportunities.
Webisode Summary: In this lesson, the user learns the importance of having an arm’s length distance between them and the person they’re talking to so both people feel comfortable. In the first scene, the user will help Sam decide the appropriate amount of space between Zack and himself in a conversation. In the second scene, the user will decide the appropriate distance that Katie should have from Emma while she’s on the swing.
Goal: To provide the opportunity for the user to observe and identify when others are using the Hidden Social Keys that are needed to be part of a group.
Webisode Summary: The webisode presents a combination of pictures and short movie clips of the characters interacting. The user will be given a Hidden Social Key to watch for in each picture or movie. The user will then be provided two choices to select the correct use of the Hidden Social Key.
Goal: To introduce and explore the concept of being flexible and "going with the flow" as a coping strategy for anger management.
Webisode Summary: The lesson presents a situation where two of the characters have made a plan about what store to visit in town. One of the characters asks to visit a different store once they are in the proximity of their intended destination. The user is presented with three choices of how to cope with the situation. One solution shows a negative result while the other two solutions show a positive result. After the character’s feeling is identified, the user is able to select a coping strategy for the character to act out.
Goal: Within a structured learning opportunity, the user will independently identify appropriate forms of refusal in social scenarios in 4/5 opportunities, as summarized across multiple adults and presented scenarios.
Webisode Summary: In this lesson, the user will be presented with social situations in which characters are asked to share a personal or preferred item that they don’t want to lend out. The user is provided with the opportunity to select appropriate forms of refusal, with an explanation as to when it’s okay to refuse.
Goal: The student will state why he/she might be feeling a particular emotion, will transition appropriately from tasks, activities and school environments and will seek assistance in 4/5 opportunities.
Webisode Summary: It’s raining outside so the students have to stay indoors for recess. The volume in the classroom is louder than usual and Emma is getting uncomfortable. The user will help Emma stay calm and make good, safe choices about what to do in this situation.
Goal: To introduce the concept that it's important to keep your body facing the group so others know you want to be a part of the group.
Webisode Summary: This webisode shows two of the characters looking at the animal rescue and a third character joins them. The user is able to select and watch two scenarios, one which results in everyone having a good time, and one in which some of the characters are upset.
Goal: To introduce the concept that it is important to think about what other people like and/or where they are in order to figure out what to say.
Webisode Summary: The webisode shows two situations where one character has to think about the other character to figure out how to start a conversation. Using Sam's Character Sketch printable, review with the user what Sam might like to talk about. In the second scenario, the character needs to think about where she is in order to figure out what to say to Chef Tommy.
Goal: Student will maintain topics of conversation by making appropriate comments during structured conversational activities in 4/5 opportunities.
Webisode Summary: The lesson provides opportunities for the student to comment during conversation. For each situation, the user is presented with two choices: one is off-topic from the conversation and shows a negative result. The other is on-topic and shows a positive result.
Goal: After reading a story that contains figurative language, the student will identify the meanings of idioms, metaphors and similes in 4/5 opportunities.
Webisode Summary: Several instances of figurative language are presented. The user will attempt to interpret the meaning of these statements by choosing between the literal meaning and the intended meaning. Max will help guide the user toward the correct answer and the rationale will be explained.
Goal: To introduce the concept of listening with your whole body to the person who is speaking by giving the user the opportunity to identify and solve this social communication problem.
Webisode Summary: The lesson presents a situation where a character is attempting to have a two-way conversation. However, one the characters is not making eye contact or paying attention, which upsets the character talking. The user is presented with two choices of how to cope with the situation. One solution shows a negative result while the other solution shows a positive result. After the character’s feeling is identified, the user is able to select a coping strategy for the character to act out.
Goal: To allow the user to identify and solve social problems and to introduce the concept of using coping strategies when he or she isn’t feeling comfortable.
Webisode Summary: The webisode presents two scenarios that depict the characters becoming mad and sad during a social situation. The user is presented with two choices of how to solve the problem. One solution shows a positive result, and the other shows a negative result. After the character’s feeling is identified, the user is able to select a coping strategy for the character to act out.
Goal: After provided with a situation where there is a choice to help a friend clean up, the user will select the correct response in 4/5 opportunities.
Webisode Summary: In this lesson, the user learns the importance of helping friends clean up. In the first scene, it’s evident that Zack needs help cleaning up his toys and the user must help Sam and Katie make a good choice. In the second scene, Zack and Katie must clean up their mess before heading to music class. The importance of helping others and taking responsibility for your mess is highlighted.
Goal: When presented with three possible solutions to a posed question, the student will use provided contextual clues to infer the accurate solution in 4/5 opportunities.
Webisode Summary: The lesson provides opportunities for the student to make smart guesses using inferencing skills. The characters in the lesson provide contextual clues to help one another determine what activity they will be doing that day. For each situation, the user is presented with three choices: two choices do not align with the inferencing clues and show negative results, while the third choice aligns with the inferencing clues and shows a positive result.
Goal: To introduce the concept of figuring out what others are doing by looking at them.
Webisode Summary: The characters act out several actions. For each action, the user will be given a choice of two responses.
Prior Knowledge Discussions Play Webisode Worksheets
Goal: Within a structured incidental learning opportunity, the user will independently complete a fire drill routine in 4/5 opportunities as summarized across multiple adults and settings in the school.
Webisode Summary: The lesson presents a situation where Emma and Katie have the opportunity to recognize the fire drill sound in the cafe, and complete the safety steps they were taught within the school setting. Users are encouraged to actively participate in a fire drill routine and then discuss with peers the importance of following the steps.
Goal: Student will improve life skills as measured by teacher observation of cleanup of personal belongings with minimal prompts at school in 4/5 opportunities.
Webisode Summary: The lesson presents situations where characters are given the opportunity to make choices about how they will take care of their personal belongings. Sam must make a choice in the first scene about whether or not to follow his mom’s directions to clean up his belongings before going to a baseball game. In the second scene Katie must make a similar choice before she can go outside to recess.
Goal: To expand on the concept of expressing wants and needs appropriately by using calm language when we are in social play situations with our friends. The user is given the opportunity to identify and solve this social communication problem.
Webisode Summary: The lesson presents a situation where a character is attempting to play a video game with a friend at the park. However, the character is not successfully expressing what he wants to his friend. The user is presented with three choices of how to cope with the situation. Two solutions show a negative result while the other solution shows a positive result. The user is able to select a coping strategy for the character to act out.
Goal: To introduce and explore the concept of ‘staying calm and compromising with friends’ as a coping strategy for anger management.
Webisode Summary: The lesson presents a situation where two of the characters are about to engage in a play activity. One of the characters gets upset with the other. The user is presented with three choices of how to cope with the situation. One solution shows a negative result while the other two solutions show a positive result. After the character’s feeling is identified, the user is able to select a coping strategy for the character to act out.
Goal: When presented with various scenarios during structured activity, student will identify important background information to share in that situation in 4/5 opportunities.
Webisode Summary: The lesson presents situations where Katie needs to make choices about what information to share with others. The user helps her decide what information she should keep to herself and what information she should share with others. Max explains why sharing some personal information might not be a good idea depending on where you are and who you are talking to.
Goal: The student will carry out the strategies and rules of any team game, will handle defeat by congratulating the winning team without engaging in negative behaviors, will express verbal support (e.g. give constructive feedback to a peer), will share toys and/or school equipment upon request with other students and will wait for a turn when playing in a game in 4/5 opportunities.
Webisode Summary: The user is introduced to tips for demonstrating good sportsmanship and uses them to decide how Zack should react to a situation in which he is tagged out by Katie before he reaches first base. In scene two, Emma and Katie are sitting on the bench playing a video game. Emma is playing and Katie is watching. The user decides how Katie should react to Emma’s enthusiasm by following these tips for being a good sport: Say Kind Words, Share and Take Turns and Offer to Help.
Goal: Student will join peers that are working in a group appropriately in 4/5 opportunities.
Webisode Summary: Sam wants to play with the kids and build models, but he is not sure how to join them. Max explains the four steps to joining a group – get closer, look, listen and make a comment/ask a question. As the story unfolds, the user has to choose correct options to help Sam follow each step and determine the best way to join the group.
Goal: To introduce the concept of listening to what others say and adding comments or asking questions about the topic.
Webisode Summary: One character begins a conversation, but the other character ignores what he is talking about. The user is given several opportunities to select the appropriate solutions to keep the conversation going.
Goal: To introduce the use of idioms in conversation.
Webisode Summary: The webisode presents a conversation where one of the characters uses idioms. The user is given choices to figure out the meaning of the idiom.
Goal: The student will engage in conversational maintenance by asking an on-topic question in 4/5 opportunities during structured conversation.
Webisode Summary: The lesson provides opportunities for the student to determine appropriate follow-up questions. For each situation, the user is presented with two choices: one is off-topic from the conversation and shows a negative result and the other is on-topic and shows a positive result.
Goal: To introduce the concept that people ask follow-up questions to find out more about a topic and to show that they are interested in what others are talking about.
Webisode Summary: The webisode presents three situations involving two characters having a conversation. The user will be given a choice of follow-up questions to help one character show that he or she is interested in the other character.
Goal: To introduce concept of reading your verbal and non-verbal feedback in conversation and avoiding repetitive statements.
Webisode Summary: The lesson presents a situation where a character is talking to friends about one topic and the topic shifts to another. The user is presented with two choices of how to help the character cope with the social situation. One solution show a negative result while the other solution shows a positive result. The user is able to select a socially appropriate coping strategy for the character to act out.
Goal: Student will demonstrate understanding of terminating a conversation by using the appropriate behavior, vocal changes, and expressive language in 4/5 opportunities.
Webisode Summary: The characters self-monitor during a conversation that doesn’t end well. The main character must determine the best ways to end a conversation. User must decide which statement ends the conversation appropriately.
Goal: Student will demonstrate understanding of good conversation with others by listening and taking turns in 4/5 opportunities.
Webisode Summary: In this lesson, Emma explores her feelings about being interrupted and the user learns how to take turns in a conversation. Emma realizes that she can talk about her feelings with Zack to correct the communication breakdown. Both Zack and Emma learn how to listen to each other’s feelings and ideas, and interject with comments to maintain the topic of conversation.
Goal: To introduce the concept that it is important to watch what others are looking at or doing in order to figure out what to do next.
Webisode Summary: As Zack plays his drums, the user will need to copy the rhythmic patterns that Zack plays. The user will need to watch where Zack looks in order to help him or her remember each pattern. The user will need to correctly complete five rhythms in order to complete the lesson.
Prior Knowledge Discussions Play Webisode Preview Webisode Worksheets
Goal: The student will demonstrate the ability to follow school rules (1) by lining up/walking in line safely and (2) by raising their hand to gain the teachers attention and waiting to be called on in 4/5 opportunities.
Webisode Summary: In this lesson, the characters are learning how to follow the rules at school. The user helps them to line up without arguing about who will be first. Max explains the importance of walking an arm’s length away from the person in front of you. The importance of raising your hand and waiting to be called on is taught in the second scene.
Goal: To introduce four coping strategies and the results of using them.
Webisode Summary: The webisode presents a situation where one of the characters becomes upset. The DPS (Digital Problem Solver) is introduced. The user is given opportunities to select the feeling that the character is demonstrating. The user is also given an opportunity to select a coping strategy to help the character calm down.
Goal: When involved in a disagreement with a peer, the student will suggest and accept the compromise in 4/5 opportunities as measured by teacher observation.
Webisode Summary: Zack and Sam both want to hide first in a game of hide-and-seek. The user helps Sam to make good choices and compromise when resolving his disagreement with Zack.
Goal: During structured teaching session, student will list what to do after they make a mistake or poor choice and then list 2 strategies to use when they feel angry in 4/5 opportunities.
Webisode Summary: In this lesson, Sam chooses to play his video game instead of doing his chores. Sam becomes angry when he loses the game as a consequence. The user must help Sam pick a strategy to manage his anger.
Goal: To identify mad, sad, happy, and scared feelings, and to figure out what to do when others are experiencing these feelings.
Webisode Summary: The webisode presents four scenarios illustrating situations where the characters are mad, sad, happy, and scared. The user is asked to select the correct feeling from two choices. After selecting the correct feeling, the user is given two choices of what to do next.
Goal: When a mistake is made, the student will apologize to the person affected with appropriate eye contact and tone of voice in 4/5 opportunities.
Webisode Summary: The lesson presents situations where characters make mistakes that affect people in their lives. The characters learn to say that they’re sorry, admit the mistake, recognize how it makes others feel and help fix the situation. The user helps the characters to identify how to make an apology using eye contact and the correct tone of voice.
Goal: Student will follow classroom directions while using a graphic organizer as a memory strategy in 4/5 opportunities.
Webisode Summary: The main character is having problems following directions. He learns strategies to help him remember things when he forgets. He uses the Digital Problem Solver and learns how to use a checklist, which helps him remember what he is supposed to be doing in the classroom. The strategies learned activate his memory. By listening, writing, and looking, the student activates multiple learning modalities and is better able to follow classroom directions.
Goal: When presented with three possible solutions to a posed question, student will use provided contextual clues to determine the accurate solution in 4/5 of opportunities.
Webisode Summary: The lesson provides opportunities for the student to draw smart conclusions using inferencing skills. The student must rely on visual clues presented in the lesson to choose the appropriate answer to posed questions. For each situation, the user is presented with three choices: two choices do not align with the inferencing clues and show negative results, while the third choice aligns with the inferencing clues and shows a positive result.
Webisode Summary: The lesson provides clues for the user to infer why Zack is upset while doing his homework and which item Tommy dropped in the kitchen. For each situation, the user is presented with three choices: two that don’t align with the inferencing clues and one that does. The user learns why the clues are helpful and how they may be used in future situations.
Goal: To introduce the concept of observing other's body and eye movements to figure out what they will do next.
Webisode Summary: The webisode presents two scenarios, one at the cafe and one at the park. The user is asked to observe the character and figure out what he or she will do next.
Goal: To expand on the concept of listening with your whole body to the people who are speaking in a conversation.
Webisode Summary: The lesson presents a situation where a character is attempting to have a three-way conversation. The user is given opportunities to help a character select which friend to be making eye contact with during the conversation.
Goal: Student will demonstrate understanding of basic safety rules as set forth by teacher and parent in 4/5 opportunities.
Webisode Summary: Katie and Sam are visiting at Sam’s house and notice some smoke coming from a neighbor’s window. Katie must decide how to respond to this emergency situation. Zack and Sam are eating at Tommy’s Café when Zack begins to choke. Sam must decide how to respond to this emergency situation.
Goal: During a role-play activity focusing on peer pressure, student will use a learned strategy (make a joke, ignore/walk away, say no/explain, suggest another idea) to explain how to resist peer pressure in 4/5 opportunities.
Webisode Summary: Two characters want to steal from the prize box at school. The third character is pressured to join in and must respond. This lesson teaches four strategies on how to respond and explains that you must think about the consequences if you decide to go along with what peers want you to do.
Goal: Student will identify breakdowns in communication during role-play and generate appropriate communication adjustments to those breakdowns in 4/5 opportunities.
Webisode Summary: Katie just ran out of the music classroom and she is very upset because her drum solo did not go as planned. Emma comes outside of class and approaches Katie. The user will help Emma decide what to say to Katie to make her feel better about the situation.
Goal: Student will improve group participation skills with minimal assistance 80% of the time as measured by ability to verbally list three things needed for planning a get-together.
Webisode Summary: This lesson walks the user through the steps of planning to have a successful get-together with a friend. Sam must plan ahead of time who he will invite, what they will do, and when to have the get-together. The user helps him call Zack to invite him.
Goal: Student will improve group participation skills with minimal assistance 80% of the time as measured by ability to verbally list three things to do at a get-together.
Webisode Summary: This lesson walks the user through the steps of having a successful get-together with a friend. During the get-together, the user helps Sam show polite behavior by giving a tour of the house, offering his guest food and drink, and letting the guest choose the activity.
Goal: When a peer has a problem, the student will offer to help them in a variety of situations in 4/5 opportunities.
Webisode Summary: The first scenario shows how to offer help to a friend when they’re having a hard time with an assignment. The user must choose how to offer help and are taught the difference between helping someone and taking over. The second scenario shows how to offer help to a friend that is being left out or teased and explains why it is important to accept help that has been offered.
Goal: Student will demonstrate voice tone changes for varying audience members, including adults, peers, and babies or animals.
Webisode Summary: The characters use different vocal tones while having conversations with different audience members. One of the characters must decide which vocal tone fits the given conversational situation. He learns that we use different vocal tones depending on whom we are having conversations with. By self-monitoring, the main character is able to choose the best vocal fit for his conversational needs.
Goal: Student will demonstrate understanding of terminating a conversation by using the age appropriate behavior, vocal changes, and expressive language in 4/5 opportunities.
Webisode Summary: The student expands on his/her knowledge base by answering a yes-no question, multiple-choice question, and identifying non-verbal signals that indicate that a conversation is ending.
Goal: The student will clarify statements made in conversation or ask for clarification, in 4/5 opportunities.
Webisode Summary: In this lesson, the user is presented with situations in which the characters practice communicating confusion when they don’t understand what others are saying. The user learns the importance of paying attention and thinking about what is said when talking with friends so that others do not become confused.
Goal: Student will demonstrate how to interrupt politely (get attention by raising hand, saying excuse me, wait to be acknowledged, and then share what they need to say) in 4/5 opportunities.
Webisode Summary: In this lesson, the learner must help the characters decide when and how to interrupt. In the first scene, Emma must choose a polite way to interrupt her teacher to ask for help. In the second scene, Sam has to interrupt his mom while she is on the phone. The learner must identify situations that could wait and choose a situation that would require him to interrupt.
Goal: The student will demonstrate understanding and use of appropriate voice volume and match to the appropriate setting in 4/5 opportunities given role-play situations.
Webisode Summary: In this lesson, the user helps Emma decide what her volume of voice should be in each school setting: classroom, library and playground. A Voice-O-Meter is shown and the user can adjust the volume of Emma’s voice to quiet, medium, or loud. The user is taught to match her voice volume level to the voice volume that others are using in that setting.
Goal: The student will increase social communication skills by engaging in conversational turn-taking with others across 3-4 conversational turns, will ask questions, make comments and provide compliments to others regarding topics initiated by self/others to sustain conversation in 4/5 opportunities to do so.
Webisode Summary: Emma and Katie are sitting at a table talking to each other and eating corndogs. Their conversation has been established and the user is taught options (i.e. ask a question, give a compliment or make a comment) to maintain the conversation successfully.
Goal: The student will ask clarifying questions when he/she doesn’t understand the use of figurative language in 4/5 opportunities.
Webisode Summary: Sam is talking to his friends on the playground after school when Emma uses an idiom that he doesn’t understand. The user has the opportunity to help Zack choose to be a good friend and help Sam understand the meaning of the idiom. Zack, Emma, Katie and Sam then help each other understand several idioms used in conversation and ask for clarification when they do not understand.
Goal: The student will determine how to repair ineffective listening as exemplified by distracting hand or foot sounds/movements in 4/5 opportunities.
Webisode Summary: The characters realize that looking at someone is not the only important part of good listening. They learn that keeping their hands and feet calm and quiet helps to show someone that you are being a good listener and are paying attention.
Webisode Summary: Emma and Katie are being loud and disrespectful in Tommy’s Café. They are asked to leave the café and the user must help them accept that consequence without arguing.
Goal: The student will be able to accept consequences for their actions by calmly admitting what they have done, apologizing, and accepting the consequence that was chosen for them in 4/5 opportunities.
Webisode Summary: In this lesson, the characters must own up to mistakes they have made and accept the consequences for their actions. In the first scene, Zack forgets his homework and must stay in for recess. In the second scenario, Emma tells Katie’s secret and must accept that she has lost her trust. At the end of the lesson, the user is presented with various choices and must match up potential consequences. The importance of thinking about your choices and potential consequences before you act is explained.
Goal: The student will learn to identify teasing behaviors and name four strategies they can use if they are in those situations in 4/5 opportunities.
Webisode Summary: This lesson provides examples of what teasing may look like. The user is taught three specific strategies: ‘Make a Joke’, ‘Walk Away’ and ‘Stand Up for Yourself’. The user has the opportunity to witness the characters using these strategies in a variety of situations.
Goal: When involved in a disagreement with a peer, student will make a suggestion and accept the compromise in 4/5 opportunities independently with teacher observation.
Webisode Summary: This lesson expands on how to compromise with others. It shows how to work together to plan a party for someone when you do not agree on a theme and how to work with a partner in school when you think the division of work is unfair. The user helps the characters to offer a compromise and accept a compromise when one is suggested.
Goal: Student will independently thank someone that has done something nice for them using appropriate eye contact and facial expressions in 4/5 opportunities.
Webisode Summary: This lesson explains the steps of saying thank you, looking at the person, smiling and thanking them for what they have done. The learner chooses scenarios where it would be appropriate to say thank you. Saying thank you in a sarcastic way is described and the learner is warned against saying thank you when you really mean the opposite. The learner must help the characters say thank you in a polite way. Scenes include saying thank you to a friend for helping them with homework and thanking an adult for making you something to eat, even though it is not what you wanted. The importance of saying thank you to someone for being thoughtful even if it is not something you like is explained. The rationale for why we say thank you is explained.
Goal: The student will state why a person might be feeling a particular emotion, what would be an appropriate an effective response to a particular emotional state, identify breakdowns in communication and make appropriate and effective judgments in 4/5 opportunities to do so
Webisode Summary: In scene one, Emma’s upset and Katie approaches to find out what’s wrong. The user is taught how to help Katie deal with Emma’s emotional situation by recognizing how she’s feeling and finding a solution. In scene two, Zack and Sam are watching a zombie movie preview on Sam’s tablet. The preview is quite scary and Zack is shaking and covering his eyes. The user helps Sam recognize how Zack is feeling and to respond appropriately.
Goal: The student will increase problem-solving skills by identifying the conflict in real situations, voluntarily accept responsibility for own behavior without making excuses, apologize when his/her own actions have injured or infringed upon another and state possible compromises to end a disagreement given the opportunity in 4/5 occasions.
Webisode Summary: In this lesson, the user will help Katie resolve her disagreement with Emma by learning and applying the following steps: Listen and Stay Calm, Repeat, Explain, Apologize and Offer a Solution.
Goal: Student will determine all the necessary tools needed to complete a class project before starting it in 4/5 opportunities.
Webisode Summary: Sam, Katie, and Zack need to complete projects for school, and they have already decided what they will look like when they are completed. Now they need to decide what kinds of tools they’ll need in order to work on the projects.
Goal: Student will utilize critical thinking skills by indicating what finished project will look like (through sketching, discussion, photo example, etc.) before beginning a task in 4/5 opportunities.
Webisode Summary: SAM, KATIE, and ZACK need to complete projects for school, but they’re not quite sure how to get started. They all take time to sketch out what they want the projects to look like when they’re done so they’ll know which tools they’ll need and how to begin.
Goal: Student will utilize critical thinking skills by determining if a class project is complete by comparing it to a model of what a completed version should look like in 4/5 opportunities.
Webisode Summary: This lesson is the final lesson in a 3-part series titled: Completing a Task. Sam, Katie, and Zack think they are finished with their respective projects, but they must compare their work to the sketched models of completed versions of the projects to be sure they are ready to be done.
Goal: The student will pay attention to non-verbal clues and model behaviors when appropriate to do so in the classroom and other environments independently in 4/5 opportunities.
Webisode Summary: In the first scene, Emma notices that it’s the end of the school day and the class hasn’t yet been dismissed. The user helps Emma to successfully notice clues in her environment to tell her what she should be doing. In the second scene, Zack, Emma, Katie and Sam order food at Tommy’s restaurant. Everyone’s food arrives, except for Sam’s. The user helps Zack to pay attention to non-verbal clues in his environment to make a good choice about what he should be doing.
Goal: Student will demonstrate appropriate ways to engage in physical contact with their friends in 4/5 opportunities as measured by teacher observation.
Webisode Summary: Katie gives Sam a compliment and he has to decide what would be an appropriate way to show his appreciation. In the second scene, Emma is very upset because her dog, Sunny, is sick. Zack shows his sympathy verbally then has to decide what would be an appropriate way to show it physically.