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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

    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

Related Resources

Explicit Instruction: Implementation Checklist

MTSS

Transition Planning

Transition

Lời Khuyên Về Việc Trở Thành Nạn Nhân và Bị Bắt Nạt

Significant Cognitive Disabilities, Transition

Inclusive Education Team Meeting Agenda/Minutes

Significant Cognitive Disabilities, Inclusion

Hopes and Dreams

Autism, Transition

What is SPPI 14?

Transition

Large Team Strategy to Support Students

Autism

Communication Assessment: Deaf and Hard of Hearing Students

Deaf/Hard of Hearing, ARD/IEP Supports, Evaluation

What behavior is communication?

Autism, Behavior

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