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During the closing session is a time for students to "round out" their group experience, express their "goodbyes" to one another, and celebrate the accomplishment of any personal or group goals.
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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Which emotion am I?
You will need:

A loop of elastic to fit around each player’s head (or use the Hedbanz bands if you have the game)

A set of emotions cards (see below), printed onto photo paper or cardstock and laminated for durability (optional)

To play:

1. Shuffle the emotions cards and place them on a stack face down in the middle of the table.

2. Each player selects a card from the stack and tucks it into their elastic headband (facing out) without looking at it. Now everyone can see which emotion each player has, except their own

3. Starting with the youngest player and proceeding clockwise around the table, take turns to ask one question about the card on your head as you try to figure out which emotion you have, you must not however use the actual emotion word. For example you might ask, “Would I feel like this if I won a game of soccer?” “Would I have tears if I felt this way? “Did I feel like this when I fell out of bed?” The other players answer yes or no.

4. When a player feels confident that they can identify their emotion, they may take a guess on their turn. The first person to identify their emotion is the winner of that round. The other players can then keep taking turns to ask questions about their emotions card until all emotions have been identified.

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Using this poster, the counselor can read with students on what you can do when you feel these emotions. During the session, the counselor can ask the students how they are feeling and then have them choose one of those activities to do to regulate their emotions.

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The main challenges with Autistic kids is interacting socially, using language, and having limited interests or repetitive behaviors. Visuals help in all three areas
Reference
https://www.autismspeaks.org/sites/default/files/2018-08/Visual%20Supports%20Tool%20Kit.pdf

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Contributing factors for emotional dysregulation in autism spectrum disorder 

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Contributing factors for emotional dysregulation in autism spectrum disorder 

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the chart helps to us to understand in a snap shot what contributes to emotional dysregulations in Autistic individuals.

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Let students know exactly what’s going to happen in the group work task and what the outcome should be, including how team mates are expected to treat each other. Provide a visual list of rules that the group can follow and refer to, and if possible an example of what the finished result should look like.
http://snagglebox.com/article/autism-group-work/

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Helping children With Autism Regulate Emotions

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Helping children With Autism Regulate Emotions

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Helping kids learn how to regulate their emotions is essential for their success in life. By teaching them skills that will help them with emotional regulation we enable them to interact socially with others and be successful in society.
Poor emotion regulation may significantly impair daily functioning for individuals with autism spectrum disorder, preventing them from being able to successfully manage many activities children take for granted, from school recess and birthday parties to working in small groups and completing homework.
Intervention Teaches Emotional Regulations (2016). https://researchautism.org/intervention-teaches-emotional-regulation/

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This Power point, or Keynote Presentation, teaches students of all ages about the different Zones of Regulation. https://www.teacherspayteachers.com/Product/Zones-of-Regulation-Slideshow-2932390

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Introducing students to eachother is an important component to the opening session, as well as loosening everyone up! Upon going in a circle and stating your name, students will choose a "This or That" scenario. This is something light and funny that will grab the attention of all and allow for some comedic relief in an anxiety filled room.

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Students with ASD often may experience tantrums, uncontrolled outbursts, aggression, and self-injury. These behaviors are often seen as them being defiant, when in reality behavioral reactions stem from ineffective management of emotional states in response to stress or over-stimulation.

To help lessen outbursts, tantrums, and self-injurious behaviors, we must help students identify their anger and release it in a healthy manner.

Mazefscy, C.A., & White, S.W. (2013). Emotional regulation: concepts and practice in autism spectrum disorder.

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In order to help them regulate their anger, we first must know how much anger they have.

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For students with ASD, identifying emotions can be difficult due to their inability to read facial expressions and socal cues. But, labeling of one’s emotion has been proposed as critical to successful emotional regulation and being able to communicate to others about your emotional state is also involved in interpersonal emotional regulation.

Mazefscy, C.A., & White, S.W. (2013). Emotional regulation: concepts and practice in autism spectrum disorder.

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Reasons for Lack of Emotional Regulation

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Reasons for Lack of Emotional Regulation

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For many typically developed individuals, personal space is automatic. But several studies have shown that patterns of personal space regulation are altered in individuals who follow an atypical developmental trajectory, such as people with ASD. Teaching appropriate personal space  is a vital role in positive social interactions between students with ASD and their peers.

Lough, E., Hanley, M., Rodgers, J., South, M., Kirk, H., Kennedy, D. P., & Riby, D. M. (2015). Violations of Personal Space in Young People with Autism Spectrum Disorders and Williams Syndrome: Insights from the Social Responsiveness Scale. Journal Of Autism And Developmental Disorders, 45(12), 4101–4108. https://doi-org.ezp.waldenulibrary.org/10.1007/s10803-015-2536-0

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Something that I have come across when working with students with ASD, is there love for hugging! They do not understand that it is not always approprapite to give hugs; it may not be the time or place. This visual shows the student that it is okay to hug, but first you must consider where you are and what you are doing. It gives examples of when hugs are appropriate, but per the personal space rule, it is helpful to first ask for a hug! If a hug is not wanted, then a high-five or hand-shake it acceptable!

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This is an activity that helps kids demonstrate Self-regulation skills. https://www.pinterest.com/pin/606086062330281058/

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Part of Lesson One is to give the students clear expectations. We will discuss the poster so the students know what is expected of them during each session. The expected behavior of the students needs to be visually available.

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Sadness like other emotions can trigger extreme responses, one way to help regulate sadness is to meditate.
Mindfulness is a great technique for regulating emotions and relaxing. Studies have shown that meditating makes you all around more relaxed and able to deal with complex situations that occur throughout the day.
Reference:
http://blog.stageslearning.com/blog/teaching-children-with-autism-about-emotions

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Students will use the cards to hep identify emotions. These cards include a wide variety of facial expressions that can help children match the facial expression to the correct emotion, and in some cases discuss what is happening in the picture.
reference:

https://blog.stageslearning.com/blog/teaching-children-with-autism-about-emotions

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These cards help students recognize the emotions they are feeling.

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This song helps students identify feelings. It gives them a reference for what a feeling might look like.
https://youtu.be/utZr0dPu5sk

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The students will watch this video. This you-tube video helps us teach children what to do with emotions. We encourage the Students to express their anger in a controlled manner.
https://youtu.be/v-JClCkg0ag

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Each student will work on a journal, in the journal they will write their story through drawing or writing. Social Stories are a strategy often used when working with children with ASD to address social, behavioral and communication deficits.
It is a visual, story-based approach utilized to "facilitate a wide range of social, behavioral, and communicative functions in preschool and school=age children and adolescents with ASD who vary widely in their cognitive and linguistic profiles.
reference:
https://www.schoolcounselor.org/asca/media/asca/ASCAU/Students-With-Special-Needs-Specialist/Goodman-Scott.pdf

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The final session activity:
To focus on communication, imagination and socialization.
Allow child to choose medium to work with. Give instructions for child to make a picture to describe how they feel about ending the sessions. Fears, excitement, what they learned in the past 7 weeks.

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Children will continue to learn about "working together"
Children will continue to learn social skills an group awareness
Children will experience the sensory aspects of collage and texture
children will have choices and be able to express creatively through the mediums offered.
https://www.slideshare.net/Pam8364/art-therapy-autism

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Purpose: Encourage following motor commands, motor memory and coordination skills.

Materials: Index cards with color words written on them (or use letters, numbers, sight words, vocabulary words, etc.)
Activity:  Give each child an index card with the color word on it and tape it to the child’s shirt.  The children should sit in a circle where they can each see all of the color cards.
The leader calls out a color and throws the ball to a person wearing that color card.  The leader then calls out another color and that person throws the ball to a person wearing the correct color card. Repeat calling out all of the colors.

Now start a pattern – call out “red-yellow” and the ball should go to a red person followed by a yellow person. Now make it harder “red-yellow-purple-yellow-blue” and see if the children can remember all the colors you called passing the ball to the correct person.

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Emotions Notebook:
Students will draw a picture of how they are feeling in the notebook.
Then they will write a word that explains how they feel.
Next, they will make a note on a how the would use that emotion.

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https://youtu.be/M7dD2yhHaSM
Students can support each other, the video show students how to support each other.
Children need to have adults they can talk to bout their worries, frustration and struggles in life.

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To help with closing the Group, the students will receive a certificate to help them with the closing of the group.
https://www.pinterest.com/pin/10907224073141401/

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https://youtu.be/akTRWJZMks0The video is for the students to watch, It helps by showing kids ways to control there emotions.

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This is a physical reminder the student can carry with them to help them remember ways to regulate their emotions.

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To help students recognize and learn ways to get rid of anger the activity Bowling off anger will be played.
Bowling off anger Game:

Use a table or four desks pulled together

You will need the paper cup, grocery bag, and tape

Have 6-8 students sit around the table. Place the cup at one end of the table. Tape the grocery bag at the other end. On command, the group must attempt to blow the cup into the grocery bag with no physical touching-- only air power.

Have them do it several times, until they've worked out a technique to do it quickly, and with much less frustration.

When finished, ask them why they think this game was chosen. Ask them if they were frustrated at all and if so, how did they go beyond that feeling. Hopefully there's been a little laughter.

Settle the group down and explain that the next part of the workshop is to offer alternative ways of dealing with anger

.http://www.pbs.org/inthemix/educators/lessons/schoolviol3/

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Students will discuss with facilitator ways to control their anger: for example: Walk away, talk to an adult.
Last 10 minutes of session, students will work in their journals. They will draw or write what ways they can handle their anger.

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Talk to the students about ways to deal with their anger.

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Student will talk about the things they can do to help them feel better.

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During the opening session confidentiality should be expressed. It should be in concrete, but appropriate language. The ASCA (2010) ethical standards states under {A.6.c} that the counselor must clearly state that confidentiality in group counseling cannot be guaranteed.

https://www.schoolcounselor.org/asca/media/asca/Resource%20Center/Legal%20and%20Ethical%20Issues/Sample%20Documents/EthicalStandards2010.pdf

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This activity you can take the students outside! You draw the appriraote circls (as shown in the picture). You place one child in the middle, and have another child start on the far outer circle. You discuss how this student is too far away to have a conversation. You keep moving the students in and out of the circle to show where the appropriate space is.

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To begin this activity, read or show the video to the book, Glad Monster, Sad Monster.
https://www.youtube.com/watch?v=2JjXelfM4tI

After reading the story, using various art supplies, make a glad mask, and a sad mask. Have the students then use the masks to discuss what makes them glad, and what makes them sad. Educate the students that when needing to regulate their sad emotions, they can think of things that make them glad. This will get the sad emotions off their mind.

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What makes you sad?
What do you do when you are sad?
What can you do that makes you feel better?

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Add to your journal a picture of what you like to do when you are Happy.

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Draw a picture or write something about ways you would cool off to help manage your emotions.

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Diversity is something that needs to be addressed early on in the group sessions. There may be hesitation based on cultural backgrounds, aesthetics, or abilities. Group leaders will need to encourage those participants to speak up about what makes their participation difficult so that together they can figure out a way for the group to be successful for the hesitant student. Discussing their abilities and fears about being different will allow for the counselor and other students to be accommodating and understanding.

Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.