Staying on Topic
Our Social Communications Curriculum has everything you need at the click of a button: quality video lessons, games, worksheets, and activities all done for you and organized into ready-to-teach weekly lesson units.
Backed by 20 years of research, our ready-to-teach curriculums are developmentally sequenced into skills, goals, and units like building blocks, guiding students to continually apply and build upon previously taught skills.
Our videos help students understand how their actions impact others and how to deal with different social situations.
We use social situations, language, and settings that your students can relate to. This helps contextualize lessons and makes generalization easy!
Every Monday, we curate a list of materials based on a relevant theme. You can dive right into teaching on Monday morning, without second thoughts.
You’re not alone. We know that a lot is asked of you on a daily basis as an educator. That’s why we focus on empowering you with the best resources to confidently maximize your students’ potential as learners and individuals.
Structured lesson plans. Digital accessibility. New monthly materials.
Everyday Speech empowers you to do it all stress-free in any environment, in-class and remote.
“Everyday Speech has opened up a whole new world of appropriate videos for social skills training. I find that my students are engaged and enjoy discussing the videos. Everyday Speech makes lesson planning so much easier. Everything that you need for social skills training is all in one place!"
A meta-analysis of 26 different studies found Video Modeling had a 53% improvement rate from baseline to intervention phase on enhancing social and communication skills for children with ASD.
Qi, Chiq & Lin, Yi-Ling. (2012). Quantitative Analysis of the Effects of Video Modeling on Social and Communication Skills for Children with Autism Spectrum Disorders. Procedia - Social and Behavioral Sciences. 46. 4518-4523.
Video modeling was a fast and effective tool for teaching perspective-taking tasks to children with autism. These results concurred with previous research that perspective taking can be taught.
Charlop-Christy, M. H., & Daneshvar, S. (2003). Using Video Modeling to Teach Perspective Taking to Children with Autism. Journal of Positive Behavior Interventions, 5(1), 12–21.
Video modeling led to faster acquisition of tasks than live modeling and was effective in promoting generalization.
Charlop-Christy, M.H., Le, L. & Freeman, K.A. J Autism Dev Disord (2000) 30: 537.
Video modeling was an efficient technique for teaching relatively long sequences of responses in relatively few teaching sessions in the absence of chaining procedures.
D’Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5–11.
Nineteen studies published between 1985 and 2005 suggested that video modeling interventions are effective in teaching a variety of skills to children with autism.
Delano, M. E. (2007). Video Modeling Interventions for Individuals with Autism. Remedial and Special Education, 28(1), 33–42.
Results suggest that video modeling is an effective intervention strategy for addressing social-communication skills, functional skills, and behavioral functioning in children and adolescents with ASD. Results also indicate that skills are maintained over time and transferred across persons and settings. The results suggest that video modeling strategies meet the criteria for designation as an evidence-based practice.
Bellini, S., & Akullian, J. (2007). A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders. Exceptional Children, 73(3), 264–287.