Social Preference Mapping

Overview

In this lesson 17 of 30, students build a “Social Preferences & Communication Style Pattern” snapshot. They use a short, low-writing survey and a guided family interview to identify preferred social situations, likely misunderstandings, and communication strategies—supporting Phase 2 (sensory profile and communication) and setting up Phase 3 (future accommodations and an owner’s manual).

Learning intentions

• Students will analyse their social preferences by completing a structured preference survey.
• Students will identify communication style patterns from a family interview.
• Students will explain cause–effect relationships using simple, supported reasoning (because/so).
• Students will record key findings visually to prepare for later accommodation planning.

Success criteria

• I can choose answers in a social preference survey and name what I prefer (or what I don’t).
• I can identify at least 2 communication patterns (e.g., “when X happens, I respond by Y”).
• I can use a cause–effect sentence frame to explain one preference using evidence (because… / so…).
• I can show my results clearly in a visual format (icons, colour, or charts).

Curriculum links

• Humanities and Social Sciences — propose actions or responses to issues or challenges and use criteria to assess possible effects (social preference choices and communication strategies).
• Mathematics — plan and conduct a simple statistical investigation by posing a question, collecting relevant data, analysing it, and communicating findings.
• Auslan (or language communication skills) — participate in activities that involve planning and negotiating with others, using language that expresses information and preferences.
• English — plan and create multimodal texts that communicate information and persuasive intentions (a mini “finding page” of claims supported by evidence).
• English — plan and deliver a spoken presentation using an argument structure (claim supported with details).

Lesson structure (45 minutes)

1. 0–5 min · Dopamine Hook (visual story + movement). Teacher shows 3 “adventure moment” scene cards (school group task / quiet one-on-one / noisy crowded event) with simple emotion icons; students stand and place themselves by the scene that matches “most comfortable”. Student task: choose one scene and share one word (e.g., “safe”, “busy”, “quiet”).

2. 5–12 min · Survey Setup (low reading friction). Teacher explains: “Today we’re finding your social preferences patterns.” Provide a one-page survey with mostly icons and 3-choice options. Student task: complete the “Social Preference Survey” (6 items), e.g., “I like… group games / choice time / independent time”, “I prefer… short chats / planned talks / texting”, “I find it easier when… I know the plan / fewer people / quiet corner”.

3. 12–22 min · Family Communication Interview (verbal first). Teacher models a short script and records responses (audio recorder optional). Questions focus on communication patterns and misunderstandings:

• “When do you notice stress or shutdown starting?”
• “What helps you understand?” (visual steps, exact instructions, humour, reminders)
• “What makes it harder to communicate?” (too many voices, vague questions, fast pace) Student task: answers with support by using choice prompts (pointing, yes/no, short phrases). Parent/family member fills missing details.

4. 22–30 min · Mini Stat Investigation (count + compare). Teacher writes the investigation question: “Which social preference option shows up most for me?” Students count survey responses by option and place tallies into a simple bar chart template (colours per option). Student task: tally and identify the top 1–2 preferences (e.g., “Most: independent/quiet choice time”).

5. 30–38 min · Cause–Effect Reflection (supported writing, minimal load). Teacher provides two sentence frames on a “Reasoning Board” with icons:

• “I prefer ___ because ___.”
• “So, I can ask for ___ when ___.” Student task: complete 2 frames only, using interview evidence or survey results (teacher may scribe while student dictates).

6. 38–45 min · Share & Criteria Check (quick spoken evidence). Teacher gives a 20–30 second prompt: “My social pattern is…” and checks criteria with the student. Student task: deliver one spoken “finding” using: claim → evidence (from survey or interview) → strategy request.

Resources

• Storybook-style picture cards for social scenes (3–4 options)
• Icon-based “Social Preference Survey” (6 questions, 3-choice each)
• Tally sheet and simple bar chart template (colour-coded)
• “Reasoning Board” with because/so sentence frames and example icons
• Interview question card for family/parent
• Audio recorder option (optional)
• Coloured markers/stickers for visuals
• Dyslexia-friendly option: picture-only response supports (no long text required)

Assessment

• Observation checklist during survey selection (completed items, choice accuracy, engagement).
• Review of bar chart tallies (correct counts and ability to identify top preference).
• Teacher-student conference using success criteria: 1–2 cause–effect sentences and one spoken finding.
• Optional 1-minute exit ticket: student points to the strategy they want most (quiet corner / written steps / short prompts).

Differentiation

• Support: reduce to 4 survey items if fatigue; allow pointing/choosing with picture symbols; parent scribe for sentence frames.
• Support language: provide a “word bank” of 10 icons/phrases (quiet, planned, small group, one-on-one, break, visual steps, exact instructions).
• Extension: add one extra survey item chosen by the student (e.g., “I prefer… waiting turn / being told turn order”) and extend the cause–effect sentence.
• EAL/SEN: use consistent pictorial formats; accept non-verbal communication (pointing, nodding) as valid responses; keep instructions short and repeated with visuals.

End note for the unit flow

Today’s outputs become the baseline “communication + social preference” evidence for later accommodation planning in Phase 3, helping the student draft their own personalised “owner’s manual” strategies.