Students in grades 4 through 8 working on perspective-taking, including neurodivergent students and their peers, who benefit from seeing differences named without blame.

Why do some answers say a reaction is fine?

Because it is. This board is written in a neurodiversity-affirming way: covering your ears in a loud room or listening without looking are different ways of being, not problems to fix.

Can I change the items?

Yes. Open it in the Activity Studio, edit or add items and keep the same board, or switch it to another template that fits the content.

Yes. It plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.

Same Moment, Different Views

Six moments that two people experience differently. The student chooses what each person might think or need.

Use with a student — free

Page 1 of 6

The cafeteria is loud. Dev loves the buzz but Lena covers her ears. What might Lena need?

This pass0 correct · 0 cued · 0 incorrect · 0/6

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Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.

How to run it

Read each moment and ask the student to describe both people's experience before choosing. Then talk about times the student has been on each side. Several items describe sensory and social differences many autistic and ADHD students will recognize; invite the student to share what helps them, if they want to, and take what they say as expertise.

Cueing ladder

Start at the top. Add support one step at a time.

Step 1IndependentSet up the situation and wait for the student to respond on their own.Log as correct
Step 2Nonverbal cueUse a look, a gesture or a point to the visual cue card.Log as cued
Step 3Indirect promptAsk 'What could you say now?' or 'How do you think they feel?'Log as cued
Step 4ModelShow what to say or do, then run the moment again so the student can try it.Log as cued

Adjust it

Easier

Give a script or two choices of what to say, and practise with you before a peer.

Harder

Role-play with a new partner, or add a twist the student has not planned for.

Matching IEP goal

Given social scenarios, Student will identify another person's thoughts or feelings and give a reason in 8 of 10 opportunities across 3 consecutive sessions, given no more than an indirect prompt.

Send it home through the parent portal →

About this activity

Six moments that two people experience in different ways: a loud cafeteria that one student loves and another covers their ears in, a scary movie that makes one friend laugh and the other hide, a party enjoyed in a quiet corner or on the dance floor. The student chooses what each person might think or need. The point running through it is that different is not wrong.

What to listen for

Notice answers that make one person wrong, or that assume both people must feel the same. That reasoning is common and worth gently questioning. Listen for whether the student can hold two views at once. Notice, too, whether the student recognizes themselves in an item; that can open a useful conversation about self-advocacy.

Carrying it home

At home, notice and name differences without judging them: you like the radio loud and your brother likes it off, how could we both be comfortable? When family members disagree about what is fun, talk about it as two views rather than a right and a wrong. It builds flexible thinking and respect at the same time.

What's in this activity

The cafeteria is loud. Dev loves the buzz but Lena covers her ears. What might Lena need?
- A quieter place or headphones
- Louder music
- To sit closer to the speakers
Two friends watch a scary movie. One laughs and one hides behind a pillow. What is true?
- They both feel scared
- People can feel different things about the same movie
- They must be watching different movies
Ray gives short answers in the group chat but talks a lot in person. What might be going on?
- Ray might find talking in person easier than texting
- Ray does not like the group
- Ray is angry at everyone
Carmen is excited about the class trip. Jordan has never been there and keeps asking about the plan. What might Jordan be feeling?
- Bored
- Unsure and wanting to know what to expect
- Angry at Carmen
At the party Miles talks with one friend in a quiet corner. Kate is dancing with everyone. Who is having fun?
- Only Kate
- Only Miles
- They both could be. People enjoy parties in different ways
Your friend does not look at you while you talk but answers your questions. What might be true?
- Your friend may listen best without looking at you
- Your friend is ignoring you
- Your friend did not hear anything

Questions

Who is this for?: Students in grades 4 through 8 working on perspective-taking, including neurodivergent students and their peers, who benefit from seeing differences named without blame.
Why do some answers say a reaction is fine?: Because it is. This board is written in a neurodiversity-affirming way: covering your ears in a loud room or listening without looking are different ways of being, not problems to fix.
Can I change the items?: Yes. Open it in the Activity Studio, edit or add items and keep the same board, or switch it to another template that fits the content.
Is it free?: Yes. It plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.

Use this board with your caseload

With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.

Track progress free

Free for SLPs. No card, no trial clock.