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Labeling

Autism, Behavior, Instruction, Significant Cognitive Disabilities

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Learning labeling helps students express wants and needs effectively and builds fluency when communicating with a communication device.

Strategies in Action

Collection

Labeling - 17 / 28

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  1. 1 Offering a Replacement
  2. 2 Problem Solving
  3. 3 Reinforcement Using Token System
  4. 4 Prompting
  5. 5 Request Using Device
  6. 6 Visual Supports for Vocational Training
  7. 7 Visual Timer
  8. 8 Meeting Sensory Needs
  9. 9 Priming
  10. 10 First/Then
  11. 11 Behavioral Momentum
  12. 12 Error Correction
  13. 13 Reinforcement
  14. 14 Verbal Redirection
  15. 15 Self-Management
  16. 16 Functional Communication Training (FCT)
  17. 17 Labeling
  18. 18 Honoring Student Preferences
  19. 19 Choice Making During Snack - Phong
  20. 20 Choice Making During Snack - Marissa
  21. 21 Choice Making During Snack - Dre
  22. 22 Choice Making During Snack - Charlie
  23. 23 Teaching Priorities
  24. 24 Transitioning Outside
  25. 25 Teaching Language
  26. 26 Measuring Student Progress
  27. 27 Individualizing a Student's Schedule
  28. 28 Identifying Student Preferences

Related Resources

Wait Card

Autism

What behavior is functional?

Autism, Behavior

Providing Effective Classroom Support to Teachers of Students with Complex Access Needs

Significant Cognitive Disabilities

Approved Core Materials

MTSS

Parentally Placed Private School Children Quick Guide and FAQ

Child Find, Evaluation, Early Childhood, Dyslexia and Other Related Disorders, State Guidance, ARD/IEP Supports

Accommodations and Modifications - Texas SPED Quick Learns

Inclusion, ARD/IEP Supports

Having Effective and Efficient Team Meetings

Significant Cognitive Disabilities, Inclusion

Explicit Instruction: Implementation Checklist

MTSS

August Monthly Instructional Guide Checklist

Significant Cognitive Disabilities

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