Emotion Cards

Description:
Simple, printable cards showing six basic emotions with clear facial illustrations and matching labels. Designed to help SPED autistic students identify and name feelings.

Emotions Included:

• Happy 🙂
• Sad 😢
• Angry 😠
• Confused 😕
• Curious 🤔
• Embarrassed 😳

How to Use:

1. Print and cut out each card.
2. During the lesson, hold up or display cards when introducing feelings.
3. Ask students to point to or pick a card that matches how they feel on the Feelings Thermometer.
4. Use the cards in sorting activities, matching games, or review at session end.

Materials Needed:

• Printed Emotion Cards (one set per group)
• Laminator (optional for durability)

Size:
Each card is 4" x 4" with a bold border and label beneath the illustration.

Feelings Thermometer

Description:
A large, color-coded visual chart shaped like a thermometer. The bottom (blue/green) shows calm, comfortable feelings. The top (orange/red) shows upset, anxious, or uncomfortable feelings. Students slide a marker (clip, magnet, or clothespin) to indicate their current emotional state.

Materials Needed:

• Printed Feelings Thermometer (8"×24" poster-size or projected digitally)
• Sliding marker (clothespin, magnet, or cloth strip)
• Tape or magnetic strips (if using magnets)

How to Set Up:

1. Mount the Feelings Thermometer on a wall or whiteboard at eye level.
2. Secure a sliding marker to the side of the thermometer.
3. Label each zone with both a color and a simple face icon:
   • Calm/Happy (Blue 🙂)
   • Okay/Neutral (Green 😐)
   • Nervous (Yellow 😟)
   • Upset/Uncomfortable (Orange 😣)
   • Overwhelmed/Angry (Red 😡)

How to Use in Session:

1. Check-In: At the start, invite each student to move the marker to the zone that matches how they feel right now.
2. Discuss: Ask a few volunteers to name their feeling (“I feel yellow today because…”).
3. Ongoing Regulation: During activities, students may quietly adjust the marker to signal when they need a break or feel worried.
4. Wrap-Up: Before closing, have students revisit the thermometer to show if their feelings have changed.

Teaching Tips:

• Model moving your marker and verbally naming your feeling.
• Praise students for honest self-reporting.
• Use the thermometer as a nonverbal check-in for students who struggle to articulate emotions.
• Refer to the Emotion Cards for support in naming feelings.

Storage and Durability:

• Laminate the poster for classroom use.
• Keep extra markers nearby in a labeled container.

Note: Consistent use of the Feelings Thermometer builds self-awareness and helps students communicate when they need emotional support.

Personal Space Social Story

My name is Jamie. I have personal space around my body. Personal space is the space where I like to keep my body safe and comfortable.

Safe Touch vs. Not Safe Touch

• Safe touches feel good and make me feel happy. Examples: high-fives, handshakes, pats on the back.

• Not safe touches make me feel uncomfortable or upset. Examples: touching my private parts, tight hugs I don’t want, hitting, or pulling my clothes.

Private Parts

My private parts are the areas covered by my swimsuit. These parts are private and no one should touch them except:

• A doctor or nurse when a trusted adult is with me.
• My parent or caregiver when they are helping me with health or hygiene.

What To Do If I Feel Uncomfortable

1. I can say, “Please stop, I feel uncomfortable.”
2. I can move away from the person.
3. I can find a trusted adult (parent, teacher, counselor) and tell them exactly what happened.

Using My Words

When I use my words, I stay calm and clear:

• “Stop. That touch hurts.”
• “I do not like that.”
• “I need help, please.”

Remember

• It’s okay to say “no” to touches I don’t like.
• My body belongs to me.
• Trusted adults will listen and help keep me safe.

Whenever I feel worried or upset, I will tell a trusted adult right away. They will help me feel safe again.

The End.

Visual Boundaries Chart

Description:
A large, hands-on sorting mat with two columns—Safe Touch ✅ and Not Safe Touch ❌—to help students practice identifying appropriate and inappropriate touches.

Materials Needed

• Printed Visual Boundaries Chart poster (11"×17" or larger) with two columns.
• Picture cards depicting different types of touches (see list below).
• Velcro dots or magnets (one pair per card).
• Laminator (optional for durability).
• Scissors (for cutting cards).

Touch Picture Cards (Print & Cut)

• High-five
• Handshake
• Pat on the back
• Hug when asked politely
• Tickling someone who laughs
• Pinching someone’s arm
• Pulling someone’s hair
• Touching private parts
• Gentle shoulder squeeze
• Hitting or punching

How to Set Up

1. Laminate and mount the chart where all students can reach it.
2. Attach one side of a Velcro dot or magnet to each card back and the matching side on the chart under each column.
3. Mix the cards face-up on a table next to the chart.

Activity Instructions

1. Introduce the Chart: Point to Safe Touch ✅ and explain these touches feel good and keep us safe. Point to Not Safe Touch ❌ and explain these touches make us uncomfortable or unsafe.
2. Model Sorting: Pick one card (e.g., high-five) and ask, “Is this safe or not safe?” Place it in the Safe Touch column, explaining your choice.
3. Student Practice: Invite each student, one at a time, to choose a card, say which column it goes in, and place it.
4. Discuss Choices: For each placement, ask: “Why is this a safe touch?” or “Why is this not safe?” Encourage short sentences or pointing to key words on the chart.
5. Review & Generalize: After all cards are placed, read through each column together and reinforce the rules:
   • Safe Touch: things I like and ok touches (high-five, handshake, gentle pat when asked).
   • Not Safe Touch: things that hurt, surprise, or make me feel worried (touching private parts, hair-pulling, hitting).

Extension & Follow-Up

• Draw Your Own: Provide blank picture cards and ask students to draw one safe touch and one not safe touch.
• Role-Play Reminder: Use appropriate cards in later role-play scenarios (Scenario Cards) to remind students of boundaries.

Ready to sort and learn personal space boundaries!