Autism, Transition
Expectations Matter
No matter the student, set great expectations for them and help support their growth!
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Autism
ARD/IEP Supports, Significant Cognitive Disabilities, Autism, Behavior, Evaluation, Instruction
Data Collection: Trial by Trial Recording
Trial-by-trial data collection is used often for academic tasks. Record data for each opportunity, or trial, the student is given. The data may be reported in trials or in percentages, depending on how the goal is written.
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Autism, Behavior
Self and mutual regulation
What is the value of self-regulation and mutual regulation? Featuring Barry Prizant, Ph.D., co-developer of the SCERTS model, a comprehensive and multidisciplinary approach designed to improve communication and social-emotional functioning of young children with autism.
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Autism
Technology-aided Instruction and Intervention
Technology-aided instruction and intervention are those in which technology are the central feature of an intervention that supports the goal for the student.
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Autism, Assistive Technology
Autism Spectrum Disorder and Assistive Technology
This series examines the common challenges for students with autism and offers assistive technology devices and supports that may help students succeed.
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Autism
Teaching Priorities
Marissa talks about how a three-week professional development opportunities has changed her professional practice.
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Autism
Why is Fidelity Important?
Understanding why fidelity is important to skill acquisition.
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Autism, Behavior
What Expecatons Should I Have for My Student with Autism?
Often we come up with a plan that's specific to a behavior, but when that plan evolves, so should your expectations and purpose. Featuring Sasha Long, founder of the Autism Helper.
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Autism, Behavior, Instruction, Significant Cognitive Disabilities
Strategies in Action
Concrete strategies and actionable techniques that can be implemented in the classroom to enhance the educational experience of students with autism.
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Autism, Behavior
Honoring Student Preferences
Don't force a reluctant student to "join the rest" if he is more comfortable watching the group and following along, especially if he can show that he is learnign the content.
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