Overview

The Study Skills Curriculum was developed based on an identified need expressed by Resource Specialists and intervention teachers. Although, many of these teachers offered ""Study Skills"" classes to support students with work completion from a designated staff, the students' levels of organization and independence did not show significant improvement. The Study Skills Curriculum is the answer to the expressed needs of teachers to systematically teach executive functioning skills, organizational skills, increased independence and improved overall student behavior. The long-term result of systematic instruction in these areas is greater success in school and as adults. All of the lessons in this curriculum were derived from the concepts found in the popular book Learning the ROPES for Improved Executive Functioning Skills (Schetter 2003). Each of the seven units begins with an objective followed by lessons which are broken down into activities to build students executive functioning skills. Instructional forms and bonus forms are avaible to download. All other required materials are listed in each unit. The Scope and Sequence section of this curriculum provides an overview of all the lessons and activities. A year long program may be developed from the Scope and Sequence making The Study Skills Curriculum easy to understand and to implement.

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Endorsements The ROPES curriculum has empowered my students on the autism spectrum with the executive functioning and self-management skills needed to be successful in school both socially and academically. The curriculum is practical, accessible, and created with the ""real world"" in mind. It has equipped my students with the ability to generalize their skills to become independent and productive members of their community. The material is easily differentiated for a variety of age ranges and abilities and beneficial for teachers and parents alike looking to prepare their students and loved ones for daily life. Brandon Fromm High School Teacher High School Students The ROPES program has helped me in so many ways, from being organized with my personal goals to being organized with my school work and my everyday life in general. For the past 2 years I have practiced this every day and it has helped me greatly. This is my second year using the ROPES curriculum in many ways. It helps keep me on top of my goals and to set new goals. It has also kept me engaged in school. I have learned a lot of organizational strategies that I use in my classes. I have been involved and have used the ROPES for four years and I feel like it has helped me set goals and use self-management strategies to be successful in school. It has also helped me learn a lot more about people I didn't know a lot about. By using the Venn diagrams I was able to learn a lot about my classmates which helped me. High School Students with Autism Spectrum Disorder This is my second year of using the ROPES curriculum. It has helped me in organization. I also feel that it will help me with my goals to do a YouTube channel. The ROPES helped me to stay organized. It has also helped me set goals, track the goals, and meet my goals! I have also learned a lot by using the circle square triangle. It helps me predict outcomes and make better choices.

Endorsements The ROPES curriculum has empowered my students on the autism spectrum with the executive functioning and self-management skills needed to be successful in school both socially and academically. The curriculum is practical, accessible, and created with the real world in mind. It has equipped my students with the ability to generalize their skills to become independent and productive members of their community. The material is easily differentiated for a variety of age ranges and abilities and beneficial for teachers and parents alike looking to prepare their students and loved ones for daily life. Brandon Fromm High School Teacher High School Students The ROPES program has helped me in so many ways, from being organized with my personal goals to being organized with my school work and my everyday life in general. For the past 2 years I have practiced this every day and it has helped me greatly. This is my second year using the ROPES curriculum in many ways. It helps keep me on top of my goals and to set new goals. It has also kept me engaged in school. I have learned a lot of organizational strategies that I use in my classes. I have been involved and have used the ROPES for four years and I feel like it has helped me set goals and use self-management strategies to be successful in school. It has also helped me learn a lot more about people I didn't know a lot about. By using the Venn diagrams I was able to learn a lot about my classmates which helped me. High School Students with Autism Spectrum Disorder This is my second year of using the ROPES curriculum. It has helped me in organization. I also feel that it will help me with my goals to do a YouTube channel. The ROPES helped me to stay organized. It has also helped me set goals, track the goals, and meet my goals! I have also learned a lot by using the circle square triangle. It helps me predict outcomes and make better choices.</p>

Endorsements The ROPES curriculum has empowered my students on the autism spectrum with the executive functioning and self-management skills needed to be successful in school both socially and academically. The curriculum is practical, accessible, and created with the real world in mind. It has equipped my students with the ability to generalize their skills to become independent and productive members of their community. The material is easily differentiated for a variety of age ranges and abilities and beneficial for teachers and parents alike looking to prepare their students and loved ones for daily life. Brandon Fromm High School Teacher High School Students The ROPES program has helped me in so many ways, from being organized with my personal goals to being organized with my school work and my everyday life in general. For the past 2 years I have practiced this every day and it has helped me greatly. This is my second year using the ROPES curriculum in many ways. It helps keep me on top of my goals and to set new goals. It has also kept me engaged in school. I have learned a lot of organizational strategies that I use in my classes. I have been involved and have used the ROPES for four years and I feel like it has helped me set goals and use self-management strategies to be successful in school. It has also helped me learn a lot more about people I didn't know a lot about. By using the Venn diagrams I was able to learn a lot about my classmates which helped me. High School Students with Autism Spectrum Disorder This is my second year of using the ROPES curriculum. It has helped me in organization. I also feel that it will help me with my goals to do a YouTube channel. The ROPES helped me to stay organized. It has also helped me set goals, track the goals, and meet my goals! I have also learned a lot by using the circle square triangle. It helps me predict outcomes and make better choices.

Author Information

Patricia Schetter, MA, B.C.B.A. began her career in 1993 working with individuals who experience autism spectrum disorders and other learning/behavioral issues. She has worked in both public and non-public educational settings, as well as developing and instructing programs at the university level for educational professionals. Currently she is the Coordinator of ASD Education Initiatives at the CEDD at the UC Davis MIND Institute and State Liaison for the National Professional Development Center in Autism Spectrum Disorders. She has been an invited presenter at local, state and national levels. Her ability to synthesize current research and Evidence-Based Practices into easy to use protocols and lessons for educational professionals and parents is one of her many talents. Victoria Murphy, MS, B.C.B.A. has worked as a Board Certified Behavior Analyst in both private and public school settings for 22 years. She has instructed at the university and community college levels.She works with both General and Special Education Staff and Administrators to develop legally defensible programs for students with Autism Spectrum Disorders and other disabilities. She provides in-service training to professionals to assist them in developing knowledge and skills to implement Evidence Based Practices in the classrooms with students on the Autism Spectrum, to develop sound Inclusive Education Programming practices, as well as help staff develop effective strategies for addressing common Executive Functioning Deficits in the classroom.

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