Additional Ideas for Passport Levels

Elementary (Kindergarten – 5th Grade)

  • Home - Independence
  • Wandering-return when called
  • Faith based attendance, gradually shaping attendance
  • Use phone including land line and cell phones; understands dial tone, dialing, phone etiquette, hanging up, emergencies
  • Stay alone in the home; practice sessions, emergencies, call list, strangers, rules such as using oven, clean-up
  • Stranger awareness
  • Cross the street, understands street signs/lights
  • Maneuver parking lots (look for lights on the back of cars)
  • Practice in a contrived situation in the store/school
  • Home routines (getting ready for school, getting home from school, bed-time, and sub-routines (i.e. putting pajamas on, getting my lunch ready, etc.)
  • Review what is age appropriate for showing affection (4th grade still hug and kiss parents or other adults, 7th graders don’t)
  • Home – Self-Care Skills
  • Brush or combs hair
  • Bathing: wash face and body (use soap, washcloth, shampoo, and towel). Start with one activity and progress to next level
  • Brush teeth: get toothbrush independently, use toothpaste, turn water on and off, put toothbrush and toothpaste away
  • Toileting goals: request to use the toilet appropriately, urinates and/or defecates in toilet, clean self after using toilet, clean toileting area, wash hands after toileting, closing door, pants up
  • Blowing nose: get tissue, use tissue appropriately, throw away tissue
  • Coughing: cough into sleeve or tissue
  • Clip finger/toe nails
  • Apply sunscreen
  • Apply lip balm
  • Clothing: pants up and down, shoes on and off, tying/fastening shoes, boots on and off, pullover shirts and button shirts, socks on and off, coat on and off, zipping and unzipping clothes and coats, snapping and unsnapping, buttoning and unbuttoning, belts and buckles, clothing on correct way (shirt or pants not on backwards). Progress by adding additional pieces of clothing and types of fasteners.
  • Use visuals as needed and fade as appropriate for each child. Right foot/left foot (visual on or inside shoe, i.e. L or R) or other visual prompt
  • Home - Social Skills
  • Board games: 1-2 simple activities and reciprocal turns, making it fun! Example: Match game, Bingo; Butterfly Catch, etc. progress to in number of activities on these games; then progress to next level of game (i.e. Sorry, Candy land, Apples to Apples, etc).
  • Gross motor games: start with simple, interactive like Duck-Duck Goose, Tag, Water in the Cup…that are fun and short…where peers can be enlisted to guide the student; graduate to jump rope, catch, beach ball, etc. Increase game complexity with age….start simple, move to more complex and age appropriate games (i.e. not appropriate for a 12 year old to play Duck-Duck Goose)
  • Ride a bike and other physical activities.
  • Sleepover
  • Home - Daily Living Skills
  • Snack goals: get snack independently, eating snack, keeping area clean, throwing away garbage (progression)
  • Prepare meal goals: start with getting utensils to make a sandwich, move to spreading jelly, then to getting plate and utensils, then to adding an item of choice. Offer through choices….do you want to make a peanut butter and jelly sandwich today or make a grilled cheese?
  • Setting table goals: start with setting 1 item on the table (please put the apples on the table), then to setting 2 items on the table (please put the apples and milk on the table)
  • Clearing table goals: start with removing 1 item from table to sink, 2 items, 3 items, etc.
  • Eating Goals: eating finger food independently, using 1 utensil, using 2 utensils, cutting food with butter knife, keeping eating area clean, keeping self-clean (i.e. pulling up chair to table), using napkin, requesting napkin, getting napkin
  • Using the oven/microwave safely (time to cook, what not to put in microwave, covering items)
  • Pouring into a cup (i.e. milk, juice, other): start with small amounts in a big cup…move to larger amounts, smaller cups.
  • Using sharp knives (start with butter knife, work to sharper knives)
  • Use simple recipes (with pictures at first if necessary), and progress to more complex recipes to make something that the child loves
  • Use an “erasable” place mat as visual prompt to set the table, and fade prompts as appropriate with each child
  • Vacuum/sweep, dusting, use of chemical cleaners
  • Laundry sorting, soap, drying, folding
  • Feeding pets
  • Allowance and earning money (reinforcement for work—gets to buy something at end of week or day, i.e. earn $10, save $5 in account and spend $5, start with lower ratio….progress with age)
  • School - Independence
  • Cold lunch goals: helps prepare by getting items together, deciding on what they want (from choices), putting it in containers, getting ice packs, drinks. (Uses/makes a visual or written checklist)
  • Hot lunch goals: decides between options available, carries lunch to table, eats lunch, and cleans up area.
  • Use of computer/internet, i.e. to get to educational sites, having adult in room, set rules early
  • Use interests to create lists and short stories
  • Collate (colored paper with number to teach collating), i.e. sequencing
  • Staple (use highlighter or mark to show where staple goes)—fade use as masters skill
  • Stacking/moving chairs
  • Errands to office (take peer as needed)
  • Schedules: visual/picture schedules, visual/picture checklists, schedules are made by adult initially and progress to having individual create own checklist to follow; introduce checklist with one activity and increase to additional activities.
  • Toileting: distinguish men’s from women’s restroom
  • Using electronics/phones in public, ear buds, volume
  • Stranger awareness
  • Crossing the street/street signs/lights
  • Maneuvering parking lots (look for lights on the back of cars)
  • Practice in a contrived situation in the store/school
  • Practice with short list and $5 to go to Dollar Store, check off items, practice before going
  • Picture album of desired items, and what they cost
  • School Pictures – taken with same age peers and in yearbook
  • Participates in recess with same age peers – learns and follows rules of the playground
  • Completing classroom entry routine (hanging backpack, notebook to teacher, etc.)
  • Using locker independently
  • Requesting a break appropriately
  • Using the bathroom appropriately(as independent as possible)
  • School - Self Care Skills
  • Wash and dry hands, uses soap, turns water on and off, dries hands
  • Brushes or combs hair
  • Toileting goals: requests to use the toilet appropriately, urinates and/or defecates in toilet, cleans self after using toilet, cleans toileting area, washes hands after toileting, closing door, pants up
  • Blows nose goal: gets tissue, uses tissue appropriately, throws away tissue
  • Coughing goal: coughs into sleeve or tissue
  • Clothing goals: pants up and down, shoes on and off, tying/fastening shoes, boots on and off, zipping and unzipping, snapping and unsnapping, buttoning and unbuttoning, belts and buckles, gym class change of clothing appropriate (assign peer?).
  • Use visuals as needed and fade as appropriate for each child. Right foot/left foot (visual on or inside shoe, i.e. L or R) or other visual prompt
  • School - Social Skills
  • Board games: 1-2 simple activities and reciprocal turns, making it fun! Example: Match game, Bingo; Butterfly Catch, etc. progress to in number of activities on these games; then progress to next level of game (i.e. Sorry, Candy land, Apples to Apples, etc).
  • Gross motor games: start with simple, interactive like Duck-Duck Goose, Tag, Water in the Cup…that are fun and short…where peers can be enlisted to guide the student; graduate to jump rope, catch, beach ball, etc. Increase game complexity with age….start simple, move to more complex and age appropriate games (i.e. not appropriate for a 12 year old to play Duck-Duck Goose)

Secondary Middle School-High School (6th Grade – 12th Grade)

  • Home - Independence
  • Going to restaurant, finding clean table, seats self or wait to be seated, carrying a tray, ordering own meal, waiting for meal, looking at menu, interacting with wait staff, tipping
  • Age appropriate clothing
  • Cleaning your own room, making bed, putting clean clothes away
  • Finding and using public restrooms
  • Engaging in a leisure activity independently (video games, iPod)
  • Knowing who to call in an emergency
  • Carry a wallet
  • State ID
  • Home - Self-Care Skills
  • Applying deodorant
  • Menstrual hygiene
  • Over the counter and prescription medications
  • Sex Education – advance awareness of puberty issues – teaching where and when with masturbation
  • Home - Social Skills
  • Review what is age appropriate for showing affection (4th grade still hug and kiss parents or other adults, 7th graders don’t)
  • Calling or emailing a friend
  • School - Independence
  • Practice filling out forms with personal information
  • Selecting clothing (could be using pictures or supports)
  • Putting together backpack/materials for school
  • Purchasing items from a list (could be at a snack bar, gas station, etc.) with monitoring (could be using money or ATM)
  • Engaging in a leisure activity independently (video games, iPod)
  • Practice creating lists (inventory) of items in a classroom, room at home, etc.
  • Navigates school building
  • Hanging out before and after school with friends
  • Using locker independently
  • Driver’s training
  • Participating in IEP meeting
  • Embed choice in as many learning experiences as possible to learn of hidden skills, talents or interests
  • Knowing who to call in an emergency
  • Carry a wallet
  • State ID
  • School - Social Skills
  • Going to a movie (with peer, peer group) 10-16+ year
  • Bowling (with peer, peer group) (4-18+ years)
  • Participating in an extracurricular activity (t-ball, gymnastics, soccer, boy scouts, etc.)
  • Calling or emailing a friend
  • When sitting in a group, raise hand to answer a question
  • Greets peers and teachers (in the same ways as is age appropriate for all students)
  • Attends a school dance
  • School Pictures – taken with same age peers and in yearbook
  • Investigate service learning clubs – Rotary etc.
  • Participates in a club or school activity (e.g., sport team, sport team manager, yearbook club)
  • Attends field trips or class trips with typical peers (Cedar Point, Chicago, Washington DC )
  • Engaging in a leisure activity independently (video games, iPod)
  • Calling or emailing a friend
  • School - Self-Care Skills
  • Shaving
  • Sex Education – advance awareness of puberty issues – teaching where and when with masturbation

Secondary Transition Programming

  • Home/School
  • Has a summer job
  • Completes volunteer work
  • Participates in fitness activities in the community
  • Investigate service learning clubs – Rotary etc.
  • Operates a car or can independently use public transportation
  • Independently follows Self-Management System
  • Uses social media
  • Independent in all personal care
  • Advocates for needs related to ASD
  • Follows dress code rules in all environments
  • Participates in community conversations