This 11-part course program series is intended to prepare educators and school administrators to use the IEP Discussion Guide in the best way possible. Each course covers a chapter in the IEP Discussion Guide that is found within the course. All courses must be completed in the order of the TEALearn program listing. Participants will be awarded 9 hours of CPC after completing this series which…
Type: Learning Opportunity
A quick reference sheet detailing student likes, dislikes, reinforcers, IEP goals, and more., When to use, At-a-glance reminders of IEP goals, favorite reinforcers, or potential challenges Reference for staff less familiar with a student, such as an elective teacher, occupational therapist or substitute. , How to use, The information for a student profile can come from a variety of sources. Family, teachers, paraeducators, specialists, health professional, or the student may all provide helpful information when building a student profile. Some categories you might include: Age, grade, photo, and other identifying facts Strengths and challenge Likes and dislikes IEP goals BIP steps Assistive technology/…, Tips, Keep your student reference sheets on hand, up to date, and organized in a folder or on a binder ring. Keep an up to date duplicate copy with your substitute materials.
Type: Resource General
A visual that shows consequences for expected and challenging behaviors., When to use, Use when you know the function of a challenging behavior and need to teach an alternative or replacement behavior., How to use, Identify and clearly define the challenging behavior to address. Determine the antecedent, what happens immediately before the challenging behavior. Create a graphic organizer with the antecedent in the center. Draw two paths branching off from the antecedent: -The first path should be the agreed upon replacement behavior; the second path should be the challenging behavior. Finally, identify the…, Tips, It is important that the student knows how to perform the replacement behavior. Explicit teaching through modeling, reinforcement, prompting, and repetition may be necessary. This tool may be beneficial even if it is not used with a student. Members of an educational team can utilize it during a Functional Behavior Assessment process or discussions about behavior change to clarify and assure…, Variations, Use illustrations, words, or a combination, depending on student need.
Type: Resource General
This guide provides multiple, easy to follow professional development course-tracks for paraprofessionals working with students with autism. Paraprofessionals who complete these courses will be equipped with the knowledge and skills needed to effectively support students with autism through evidence-based practices and strategies, as well as earn digital badges that provide evidence of completed…
Type: Resource General
The resources in this collection provide campus administrators with the knowledge needed to support students who have or are suspected of having a disability and their teachers.
Type: Resource Series
For longer activities, earned tokens can provide a tangible representation of completing smaller components within the task. The tokens are often traded for a larger reinforcer at the completion of the task.
Type: Resource General
Prompting is an evidence-based practice designed to direct a student’s attention. Using the least restrictive prompt possible allows for quick fading.
Type: Resource General
In this video, we see a student use his communication device to request his chosen reinforcer once he has completed a task.
Type: Resource General
