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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.

  1. 1

    Arrival Routine - Nicholas
  2. 2

    Arrival Routine - Phong
  3. 3

    Choice Making During Small Group
  4. 4

    Choice Making During Snack - Charlie
  5. 5

    Choice Making During Snack - Dre
  6. 6

    Choice Making During Snack - Marissa
  7. 7

    Choice Making During Snack - Phong
  8. 8

    Honoring Student Preferences
  9. 9

    Identifying Student Preferences
  10. 10

    Individualizing a Student's Schedule
  11. 11

    Measuring Student Progress
  12. 12

    Offering a Replacement
  13. 13

    Problem Solving
  14. 14

    Recording Student Progress
  15. 15

    Strategies in Action
  16. 16

    Teaching Language
  17. 17

    Teaching Priorities
  18. 18

    Transitioning Outside
  19. 19

    Reinforcement Using Token System
  20. 20

    Prompting
  21. 21

    Request Using Device
  22. 22

    Labeling
  23. 23

    Functional Communication Training (FCT)
  24. 24

    Self-Management
  25. 25

    Verbal Redirection
  26. 26

    Reinforcement

Related Resources

Monthly Instructional Guides for Students with Complex Access Needs

Significant Cognitive Disabilities, Instruction, Behavior, ARD/IEP Supports, Assistive Technology

Defining Team Roles and Responsibilities

Significant Cognitive Disabilities, Instruction

Regional Day School Program for the Deaf Program Review (Pilot)

Deaf/Hard of Hearing

Learning from your Inappropriate Responses

Autism, Behavior

TIER Progress Monitoring Tool

MTSS

Students with Visual Impairments: Eligibility for Special Education

Blind/Visually Impaired

Honoring Student Preferences

Autism, Behavior

What Expecatons Should I Have for My Student with Autism?

Autism, Behavior

Self-Management

Autism, Behavior, Instruction, Significant Cognitive Disabilities

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