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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

TEKS Behavior Alignment- ARD Committee Guide

ARD/IEP Supports, Autism, Behavior, Inclusion, Instruction, MTSS

Core Content Area/Tier 1: Instructional Observation

Child Find, Dyslexia and Other Related Disorders, Evaluation

Take Home Folder

Autism, Behavior

Technical Assistance: Child Find and Evaluation

State Guidance, Child Find, Evaluation

TEKS Behavior Alignment Resource Collection

Instruction, ARD/IEP Supports, Behavior, MTSS

Special Education Referral Process for an Initial Evaluation

Child Find, ARD/IEP Supports

Transition Services Gap Analysis Tool for 18+ Programs: Defining 18+ Adult Transition Services

Transition, Instruction

Everyone Must Work

Autism, Transition

Instructional Strategies for Working with Students with Down Syndrome

Significant Cognitive Disabilities, Instruction

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