Introduction: Erin will share a video. Most people haven’t ever heard of stimming, but they have certainly seen it. Have you ever seen someone twirling their hair, biting their nails, or rocking back and forth? Those are all stims! When we understand what stims are and why we do them, we understand ourselves and others and can help support anyone who needs it.
Heart of the program: Read the book The Case of Sensational Stims to students.
Conclusion: A quick wrap up, reemphasizing important points of how we can understand stimming to be kinder to our peers and ourselves and understand each other better. Allow time for students to share learning or observations, and take final questions.
1. understand and accept that we all process information and emotions differently based on many things, including our neurotype.
2. will understand their own needs and other’s needs better, without feeling fearful or threatened, which will lead to a more empathetic and inclusive site/community.
3. will have a better comprehension of what autism is and how to accept and celebrate neurodiversity.
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Common Core Standards Social Emotional Learning Standards SEL
Standard 1: Self-Awareness —Individual can identify their emotions, personal assets, areas for growth, and potential external resources and supports.
Benchmark 1A: Demonstrates awareness and understanding of one’s own emotions and emotions' influence on behavior.
Benchmark 1B: Demonstrates awareness of personal and collective identity encompassing strengths, areas for growth, aspirations, and cultural and linguistic assets.
Benchmark 1C: Demonstrates self-awareness and understanding of external influences, e.g., culture, family, school, and community resources and supports.
Standard 2: Self-Management—Individual can regulate emotions, thoughts, and behaviors.
Benchmark 2A: Demonstrates the skills to manage one’s emotions, thoughts, impulses, and stress in constructive ways.
Benchmark 2B: Demonstrates responsible decision-making and problem solving skills.
Standard 3: Self-Efficacy—Individual can motivate themselves, persevere, and see themselves as capable.
Benchmark 3A: Demonstrates the skills to set, monitor, adapt, persevere, achieve, and evaluate goals.
Benchmark 3B: Demonstrates problem-solving skills to engage responsibly in a variety of situations.
Benchmark 3C: Demonstrates awareness and ability to speak on behalf of personal rights and advocacy.
Standard 4: Social Awareness—Individual can take the perspective of and empathize with others from diverse backgrounds and cultures.
Benchmark 4A: Demonstrates awareness of other people’s emotions, perspectives, cultures, languages, histories, identities, and abilities.
Benchmark 4B: Demonstrates an awareness and respect for similarities and differences among community, cultural and social groups.
Benchmark 4C: Demonstrates an understanding of the variation within and across cultures.
Standard 5: Social Management—Individual can make safe and constructive choices about personal behavior and social interactions.
Benchmark 5A: Demonstrates a range of communication and social skills to interact effectively with others.
Benchmark 5B: Demonstrates the ability to identify and take steps to resolve interpersonal conflicts in constructive ways.
Benchmark 5C: Demonstrates the ability to engage in respectful and healthy relationships with individuals of diverse perspectives, cultures, language, history, identity, and ability.
Standard 6: Social Engagement—Individual can consider others and show a desire to contribute to the well-being of school and community.
Benchmark 6A: Demonstrates a sense of school and community responsibility.
Benchmark 6B: Demonstrates the ability to work with others to set, monitor, adapt, achieve, and evaluate goals.
Benchmark 6C: Contributes productively to one’s school, workplace, and community.
See above listed standards.