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  1. Home
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  3. Tips and Strategies For Special Education

Social Communication: Giving Wait Time

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Significant Cognitive Disabilities

In this video, Ayo Jones discusses strategies for giving wait time. This video aligns with the Rubric of Effective Practices from TX CAN Indicator IV: Social Communication.

Related Course

  1. 1

    Robust Vocabulary

  2. 2

    Student-centered Vocabulary

  3. 3

    Motor Planning

  4. 4

    First-Then Charts

  5. 5

    Teaching Routines and Procedures

  6. 6

    Creating a Class Schedule

  7. 7

    Setting an Agenda for Team Meetings

  8. 8

    Defining Team Roles and Responsibilities

  9. 9

    Taking a Standard and Making It Accessible

  10. 10

    Academic Rigor

  11. 11

    Differentiation in Action

  12. 12

    Getting Started with Stations

  13. 13

    Task Analysis and Chaining

  14. 14

    Ideas for Advocating for Students with Complex Access Needs

  15. 15

    Student Confidentiality

  16. 16

    Student Portfolios for Students with Complex Access Needs

  17. 17

    Transitioning Students to New Educational Settings

  18. 18

    Presuming Competence when Communicating with Students with Disabilities

  19. 19

    Meeting the Sensory Needs of Your Students

  20. 20

    Importance of Offering Choices to Students

  21. 21

    Behavior as Communication

  22. 22

    Proactive Behavior Strategies

  23. 23

    How to Differentiate Instruction for Students with Disabilities

  24. 24

    Alignment to State Standards: Involving Young Students in the IEP Process

  25. 25

    Classroom Climate: Creating Independent Work Systems

  26. 26

    Social Communication: Incorporating Communication Devices

  27. 27

    Social Communication: Giving Wait Time

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First-Then Charts

Significant Cognitive Disabilities, Behavior

Error Correction

Autism, Behavior, Instruction, Significant Cognitive Disabilities

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Social Studies K-5: Self-Determination Alignment

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Foster Care and Student Success Resource Guide

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Significant Cognitive Disabilities, Inclusion

Autism Supplement Guidance Document

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Considerations for Teaching Prerequisite Skills for Students with Complex Access Needs

Significant Cognitive Disabilities, Instruction

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