At this time, many parents and teachers are looking for activities and lessons for their students who are now at home and being instructed by parents. Although some families can use apps or print off lessons, not all families can. AutismClassroom.com has created a 3-week long set of ideas for activities for teens with developmental disabilities and autism. Many make use of everyday objects that are found at home. Activity ideas include executive functioning skills, reading, language, visual and performing arts, social skills, and chores. It is not easy to develop general plans for teens because their ability levels vary so much and each individual is so different. The goal is to spark ideas for families when deciding what to teach.
For tips for younger children click here.
Activity Ideas for Teens for April 2020 (c)2020 AutismClassroom.com
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Activity |
April – Week 2 |
Additional Supports: |
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Executive Functioning Skills: |
Monday- Make a schedule for the day together. (No times are needed, just plan the routine of what will happen.) Use sticky notes or small 1-inch by 3-inch strips of paper. Review the schedule by pointing to each activity or by reading the words aloud. Remember to stick to what the schedule says for the day. · work or play · draw or write · play with something · relax · think about something fun Friday- Get 2 plastic bins and sort 20 index card sized pieces of paper (10 white and 10 blue.) Have them sort 10 white in one bin and 10 blue in another bin. (c) 2020 AutismClassroom.com |
More extensive Executive Functioning Worksheets from Autism Classroom are available at:
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Language & Reading: |
Monday- Use a script to call relatives to make holiday greetings. Or, use a script, while you pretend to make phone call together to a relative to wish them a happy holiday season. Or, spend time making a sign on paper that shows the greeting and text or video it to a family member, teacher or friend. Tuesday- Read a social story (check online or make one up) about plans changing. Build sentences with small strips of paper and words written on them. Have them put the words in order to build a sentence about plans changing and how to deal with changing plans. Write these words on ¼ of an index card sized piece of paper: Sometimes, plans, change, When, they, do, I, can, remain, calm, ask, for, help, use, a, fidget. (Adults: add whatever words you want.) Be sure to have identical sets of word cards. Also, use punctuation cards for the end of the sentences. Wednesday- Have them label 20 pictures of common objects (by pointing, handing it to you, or saying the name of the object), given a reinforcer/reward to use for 10 seconds after each correct answer. (Work on 5 words at one time, the move on to 5 more, etc.) Hold the picture card up and say “What is it?” or “Point to the ____.” If they are correct, give them a reinforcer/reward from a reinforcer box to play with for 10 seconds. Quickly hold the next picture card up and say “What is it?” or “Point to the ____” Thursday- Read this story to them about Perseverance. Sometimes I face tough challenges. The next time things are hard for me, I will remember to keep trying and not give up. Then, I remember what my (mom, dad, sister, teacher, etc.) said about working through difficult activities and problems. Some challenges are little and some are big. For example, sometimes I cannot understand my work. Other times, the work seems too confusing. I will tell myself, “You should keep trying.” Friday- Sit and look a magazine article or book together. No reading required. No questions from the adult. Only comments about the shared reading experience. “I like that picture,” “They are moving slow,” instead of “Do you like this too?” and “How fast are they moving?” Set a timer for 5 minutes if you need to. |
More extensive Reading and Language Printables from Autism Classroom are available at:
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Social Skills: |
Monday- Encourage conversation skills using a highly favored TV show or item. Begin by showing a picture first, then starting the conversation. Use words, pictures or symbols on a paper to help students communicate. Have them answer questions about a favorite movie or TV character. Tuesday- Teach conversation skills by teaching them to take turns in the conversation, Try numbering a paper 1, 2, 3 and having a “yes” and “no” written on the paper. Try to them pay attention to the conversation for at least 3 turns (have them answer 3 questions.) Wednesday-Given visual cues cards (make the cards ahead of time) with the answer, will answer the following questions (by pointing to the cards or using words): a.)What is your name? b.)How old are you? c.) How are you doing? Ask the question, then immediately hold the answer card up near your face to give the answer. Drill this skill 5 times in a row for each question. After they can consistently answer or point to the answer, using the visual cue cards, begin to ask the questions without using the cue cards and have them answer. Thursday- Show them how to use a video game controller. Make a diagram to show the buttons and what each button can do (without playing areal game at first.) Have them push on a button when you name it (ex. ”Press the A button” or “push A and C together.” Or, Practice taking turns with a favorite toy or items they like. Encourage sharing for 3 quick turns. Or, Given the questions without cue cards, will answer the following questions: a.)What is your name? b.)How old are you? c.) How are you doing? Friday- Have the students create a graphic design to promote any book you are reading for the week. Then have them share a review using a picture of a “thumbs up” or “thumbs down”. |
More extensive Social Skills Printables for Teens from Autism Classroom are available at:
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Daily Living Skills: |
Monday- Organize things. Organize the video games in the game area, the school items in the corner, or the games on the shelf together. Tuesday- Before they are looking- (do not let them see you do this), spread a 10 papers and books or magazines on the table. Have them organize the books or magazines in a pile and the papers in a folder or pile. If the books would be better on the bookshelf, that works too. Wednesday- Make a “map” for their work space. Draw out where items should go in the work space. Cut and paste the words under the picture. Place the real items on their workspace as you want them to be set up. Hang up the “map” or place it somewhere safe to help them refer to it when cleaning up after the work time. Thursday- Look through a magazine or make your own cut-outs or 5 separate cans of food. Look through a magazine or make your own cut-outs or 5 separate boxes of food. On paper, draw a rectangle with 3 divisions to represent a shelf. Label one shelf cans and the other boxes. Have them sort the cut out items on the correct shelf. Friday- Get 2 plastic bins and sort clean laundry. Label one of the bins “pants” and the other “shirts.” Or, sort with the system that works for your home. |
We do not have more extensive Daily Living Skills from Autism Classroom, however, we do have worksheets with minimal writing required:
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Visual and Performing Arts: |
Monday- Work on staying on task with a coloring activity. Make a design with 10 large circles and 15 small circles. Have them fully color the large circles a light color. Have them fully color the small circles a dark color. Tuesday- Have them practice drawing their favorite TV logo. Take a picture of it or print a small picture of it if you can. Have them copy or trace the logo. (Give the maximum amount of help to have them get it correct so that they do not learn the wrong way to draw the lines.) Wednesday- Practice drawing “wow” face emojis. (Show them a sample first.) Circles within circles. |
More extensive Fine Motor Worksheets for Teens from Autism Classroom are available at:
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Chores: |
Monday- Clean up the paper from any projects they worked on this day by throwing un-needed items in a clear plastic bin on the table. (This is so you can make sure that all items being thrown away are in fact, things you want thrown away.) Use a sign that says clean up. Praise them for their work. Tuesday- Encourage productivity by giving them a picture schedule of a chore with 3 or more steps. Encourage them to manipulate the schedule themselves to complete the steps in sequential order. Give only gesture prompts to help them finish the chore so that they do not begin to rely on your verbal prompts to do their chore. When they are done, praise them for their work. Wednesday- Read a short no baking needed cooking recipe (ex: jelly sandwich, cheese and crackers, etc.) Discuss how the numbered sequences relate to each other and that they work together to make an entire product at the end. Have each recipe direction written on a piece of paper and place them out of order. Ask them their thoughts on the end product with the jumbled instructions. Then, have them re-order the recipe instructions in the correct order. (Make the recipe if you want.) Thursday- Conduct an activity with messy materials that you may not normally do because of the mess. Have them use a broom or vacuum to clean up after themselves. Friday- Have them make their bed. Use a song or visual pictures as a cue to help them see and understand the steps. |
We do not have more extensive Chores resources from Autism Classroom, however, we do have resources related to behavior and supporting positive behaviors:
https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Behavior-Support-147325 |
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Activity |
April – Week 3 |
Additional Supports: |
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Executive Functioning Skills: |
Monday- Look for pictures of clocks. Match the time to the clock face. Or, match the number words to the number time shown. Tuesday- Work on telling time. Make 5 or more flash cards with times on them. Have them point to the time that you ask them to point to. Wednesday- Play the memory game. Have them repeat your actions: · Yawn · Hands on hips · Touch your arm · Make arm circles Thursday- Play Simon says or “Do what I do.” Or, make one up a game with red, blue, green and yellow cards. Have them push the color “buttons” in the same sequence that you push them. Offer a fun reinforcer or praise when correct. For “Do what I do”: · Place your hands behind your back. · Hands up in the air, · Turn 2 times. · Touch knees. Friday- Look for emojis that symbolize feelings. Draw 3 emojis for happy, sad, confused, excited or angry. |
More extensive Executive Functioning Worksheets from Autism Classroom are available at: |
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Language & Reading: |
Monday- Have them practice asking for an item using words, pictures, sign language or gestures. Find an item you know they will want and model how to ask for it (say the word, give a picture for the item or sign for the item, etc.) Once they request, provide the item. Tuesday- Read directions to sequence two actions: Clap hands / touch thigh, Wave / put hands together, Arms up / hug self, Arms out / rub hands. Write the words on paper and have them point to the words before performing the actions. Wednesday- Use a pacing board (or a piece of paper with 4 circles in a row) and adult modeling, will point to the circles on the board as you say each word to enunciate each word in the sentence. Use a pacing board with 4 circles. Have them point to the circles while talking or while you read the words so that each word gets its “own” circle. Model this for them as you talk, then help them to remember to slow down and use his pacing board if needed. Thursday- Match the same socks. Find 2 identical socks (or something else) each that are red, blue, and yellow and three identical bins. Ask them to match to the same color. Friday- Have them look at pictures of family members at a recent family activity, and look at the pictures with them and tell them the details about what occurred. Create details of what is happening in the picture. Make 4 cards: happy, surprised, sad, mad. Have them match feelings words to the people in the picture. Or, choose a favorite video game. Teach them how to read the game directions to learn how to play the video game. Or, teach them how to read instructions that tell how to move to the next level on the game. |
More extensive Reading and Language Printables from Autism Classroom are available at:
More extensive Reading and Language Printables from Autism Classroom are available at:
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Social Skills: |
Monday- Play music and have them imitate your dance moves. Or, just have fun dancing together. Tuesday- Have them practice making requests by using a communication system with pictures, drawings, cut outs (from the box of the item) or using words. Have them build communication skills by communicating 3 or more times during a fun game. Or, try picture boards which are like sheets of paper with pictures or words related to a specific game, toy or activity. They provide language that might be used during that activity and language for requesting and commenting about what is going on during the game or activity. The picture helps trigger communication in many children who use them frequently. The adult must model the use of the board and use it while doing the activity. They do so by pointing to a word as they are talking in a natural tone. The expectation is that the child will model the adult, however, modeling the adult is not forced. For some children it will happen naturally after a few days or weeks of seeing the adult model. Wednesday- Practice self-calming techniques such as breathing in and out. Start with having them blow a piece or crumbled (don’t let them see you crumble it) paper across the table or floor. This might help teach the concept of breathing out. It may take time. Thursday Again, practice self-calming techniques such as breathing in and out. Use a feather or something light across the table or floor. This might help teach the concept of breathing out. It may take time. Have them count to ten on a number line as they take 10 deep breaths. Friday- Study some topics in exercise science. Practice several relaxation techniques to calm and relax such as meditation and yoga. Add visual supports as need. Have them attempt 3 yoga poses for at least 1 minute. |
More extensive Social Skills Printables for Teens from Autism Classroom are available at:
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Daily Living Skills: |
Monday- Using a visual schedule and seated structured work task (ex. match socks, pick up items and place in a container, fold paper, sort items) at a desk or table, have them will complete 3 tasks with only gesture prompting (no verbal prompting on these tasks) for 3 or more minutes. The tasks should easy tasks, with the sole purpose of having them start a task, stick to it and complete the task on their own (at first with gesture prompting, and no words). Give them a visual schedule that shows the pictures of the tasks they will work on, the schedule will show the order of what to do. Without many words, help them develop a system systematic way to work so that you can interchange tasks, but use the same system. Tuesday- Practice the procedure for various activities that occur throughout the day. Show them the expectations of each activity. Make a video to model the specific skills you want them to learn. Show the video, then, re-practice the skill. Wednesday- Be engineers. Draw out a plan for a large building, then use paper to construct the building. Thursday- Practice sorting spring clothes and winter clothes in pictures. Friday- Talk to them about how they might make a nutritious sensory lunch. Using the food pyramid, try to plan a future meal that has smells, tastes, textures and “sounds” and is healthy. Have them draw or paste pictures of the meal. |
We do not have more extensive Daily Living Skills from Autism Classroom, however, we do have worksheets with minimal writing required:
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Visual and Performing Arts: |
Monday- Using a sheet of paper, make an invitation for a family member or teacher to join you on a video-phone call or a on a regular phone call. Add a specific time. Practice folding paper into 6 folds. Use 2 pieces of paper so that you can use one and they can use one. Put their name on it. Send the invitation in a text or video. |
More extensive Fine Motor Worksheets for Teens from Autism Classroom are available at:
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Chores: |
Monday- Sort spoons and forks. |
We do not have more extensive Chores resources from Autism Classroom, however, we do have resources related to behavior and supporting positive behaviors:
https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Behavior-Support-147325 |
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Activity |
April – Week 4 |
Additional Supports: |
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Executive Functioning Skills: |
Monday- Remind them that even when they feel angry, they can find a calm way to ask for what they want. Read each strategy to them. I can be in charge of my own emotions. If I am upset, I can: 1. Count to five. 2. Take 3 deep breaths. 3. Walk around inside the house/apartment. 4. Think calm thoughts. 5. Look at pictures of things I like. Find 5 pieces of paper and have the pieces of paper represent these 5 options by drawing, writing, tracing or using pictures from a magazine that show the options. (If you want, make it a book that they can look at later.) Tuesday- Cut and paste the matching phrase to the identical phrase. Adults, make 2 sets of each phrase. Have them match the phrases. Count to five. Take 3 deep breaths. Walk around inside the house/apartment. Think calm thoughts. Look at pictures of things I like. Wednesday- Look through a book or magazine to see who is “invading personal space” or “keeping a friendly distance.” Hold up an index sized card that says “too close” or “friendly distance.”) Try it for 15 pictures. Show what it means to invading personal space or keeping a friendly distance by acting it out 2 times. Thursday- Make a 5 sentence script of a problem situation that they are facing (do not mention the inappropriate behavior). For example, instead of “saying sometimes I hit others.” Say, “sometimes it’s difficult to keep my hands to myself.” In the script, write 3 alternate ways to handle the problem appropriately. Read the script. Have them make a mini-poster showing alternate ways to solve the problem. Friday- Make a worksheet about problem solving. There are other ways to tell people your feelings. Some people use words, sign language, pictures, or a raised hand to tell their feelings. Have them practice using one of these methods to say I’m hungry, I need help or I want a ______. |
More extensive Executive Functioning Worksheets from Autism Classroom are available at: |
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Language & Reading: |
Monday- Make pretend cell phone on paper. Write a message and have them read, point to or trace the message: Hi Friend, OMG! Did you see that video? LOL. C U L8ter
Discuss action words. See if they can act out the words: pick up the phone, dial number, write a text, answer the call, talk to someone, wave high on video-chat, etc. Tuesday- Create a family tree using pictures or photocopies of family pictures. Have them label the person’s name on the tree. Wednesday- Focus on go and stop. Use a green piece of paper with go on it and a red piece of paper with stop on it. Play music when you touch the go card. Stop the music when you touch the stop card. Let them try. Or, make silly movements when you touch the go card. Stop the silly movements when you touch the stop card. Thursday- Look for pictures of sleep, eat, cook, cry, smile and walk in a book or magazine. Write the words on paper and have them point to the word when they see the action. Or, look for pictures of Safety Signs (stop, pedestrian crossing, restroom signs, etc.) and have them point to the signs when they see them. Friday- Write the words that go with the emoji. Look for emojis that symbolize feelings. Have them draw 3 emojis for happy, sad, confused or angry. |
More extensive Reading and Language Printables from Autism Classroom are available at:
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Social Skills: |
Monday- Play Simon Says. Tuesday- Write a book with each student called “My Favorite Things.” Ask them to share the book with their family when the book is completed. Wednesday- Use role-play and video modeling to talk about personal space and respecting other’s personal space. Have them act out appropriate vs. inappropriate ways to deal with personal space. Have them make a “yes” card and a “no” card for them to answer questions with. |
More extensive Social Skills Printables for Teens from Autism Classroom are available at:
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Daily Living Skills: |
Monday- Match words to pictures or various items in the kitchen that you want them to learn about. Tuesday- Use crushed ice, fruit and other seasonal ingredients to make a smoothie fit for the season. Visual directions. Write out the instructions. Or, ask them to practice typing their name, address and phone number into the computer. Give a visual template to them to refer to when typing. Wednesday- Play a game where they have to match clothing to the appropriate situation (ex. Relaxing at home vs. job interview or going to the movies vs. visiting the mayor.) Thursday- Read a storybook that has a moral related to working hard. Ask them to study the work habits of the characters in the story by creating a visual storyboard that highlights work traits that are positive and show working hard. Friday- “Open” zipper baggies, place in one thing then “close” the baggie correctly. |
We do not have more extensive Daily Living Skills from Autism Classroom, however, we do have worksheets with minimal writing required:
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Visual and Performing Arts: |
Monday- Over the weekend, adults make 4 “coupons” (with a large black rectangle outline) for fun inside of the house activities. Have them cut out the coupons. Wednesday- Have them practice drawing circles by copying from a picture of a circle you make. Have them make a “Personal Bubble” art activity by drawing whatever they would like in the “bubble.” |
More extensive Fine Motor Worksheets for Teens from Autism Classroom are available at:
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Chores: |
Monday- Practice folding washcloths and towels. Fold 10 washcloths or towels together. |
We do not have more extensive Chores resources from Autism Classroom, however, we do have resources related to behavior and supporting positive behaviors:
https://www.teacherspayteachers.com/Store/Autism-Classroom/Category/Behavior-Support-147325 |
AutismClassroom's Teachers Pay Teachers Store: A source for more extensive worksheets for older kids and teens can be found here.
AutismClassroom.com Store: Another source for more extensive worksheets can also be found here.
