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Labeling

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Autism, Behavior, Instruction, Significant Cognitive Disabilities

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

    Teaching Language
  16. 16

    Teaching Priorities
  17. 17

    Transitioning Outside
  18. 18

    Reinforcement Using Token System
  19. 19

    Prompting
  20. 20

    Request Using Device
  21. 21

    Labeling
  22. 22

    Functional Communication Training (FCT)
  23. 23

    Self-Management
  24. 24

    Verbal Redirection
  25. 25

    Reinforcement
  26. 26

    Visual Supports for Vocational Training
  27. 27

    Error Correction
  28. 28

    Behavioral Momentum
  29. 29

    First/Then
  30. 30

    Priming
  31. 31

    Meeting Sensory Needs
  32. 32

    Visual Timer

Related Resources

Expectations Matter

Autism, Transition

Sample Grading Rubric for Students with Complex Access Needs

Significant Cognitive Disabilities, Instruction

Core Content Area/Tier 1: Instructional Observation

Child Find, Dyslexia and Other Related Disorders, Evaluation

ARD 101

ARD/IEP Supports

September Monthly Instructional Guide Checklist

Significant Cognitive Disabilities

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Buổi Họp Mặt Đầu Tiên Với Giáo Viên

Significant Cognitive Disabilities, ARD/IEP Supports

What behavior is functional?

Autism, Behavior

Autism Supplement Guidance Document

Autism, ARD/IEP Supports

Writing Effective Impact and Need Statements in the Full and Individual Evaluation

Evaluation, ARD/IEP Supports

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