Visual reminders of behaviors that may help to reinforce or replace verbal directions or prompts. , When to Use: , Use to replace or reinforce verbal directions. Use to quickly and quietly redirect a student. , Tips:, Make sure that the student has the desired skill before using behavior cards. A student must be taught how to “sit in seat” before a visual will help them remember to sit in their seat. Think about what you want the desired behavior to ‘look like’ and ‘sound like’ for each student. Sitting in seat may look or sound different for each student. Teach the student based on their abilities and needs. , How to Use: , Use the cue card to visually reinforce verbal directions, or as nonverbal reminders. Be sure the student can see the cue card. , Tip: , Use photos of the student or students engaging in the behavior, rather than line drawings, to increase student ownership and understanding of the desired behavior..
Type: Resource General
Data is taken on labels and then moved to a tracking sheet at a convenient time., When to use: , Use to track student behaviors or skills in a busy classroom environment. Use for behaviors that happen throughout the day. Good for taking many kinds of data. , How to use: , Place pages of blank labels on clipboards around the room. Quickly grab a clipboard and use a label any time you need to record data. Set up your data label with important information such as name, date, and target behavior. Each time the student engages in the behavior, make a mark on the data label. At the end of the observation, during a planning period, or at the end of the day, peel the…, Tip: , Keep a writing utensil attached to the clipboards. , Variations: , Print labels specific to the data you are collecting and place on clipboards around the room for easy access.
Type: Resource General
Masking tape can be placed on the leg for an on-the-move solution to taking data., When to use: , Use to track student behaviors or skills. Use for behaviors that happen throughout the day. Best for taking data on how often a behavior happens (known as frequency data). , How to use: , Identify a target behavior and place a strip of masking tape on a clipboard or your thigh. For marking, use a pen or a felt tip marker. Each time you observe the student engaging in the behavior, draw one tally on your masking tape. At the end of the observation, count the total number of marks on your tape, and write that number on the data collection sheet of your choosing, or simply peel the…, Variations: , Use more than one strip of tape and label each with student initials when data is being taken on a single behavior for more than one student at a time. For example, you might track how often each of your students initiates a conversation with a peer during a social skills group. Multiple strips of tape can also be used to track multiple behaviors for a single student during an observation period…
Type: Resource General
In this Accommodation Companion Guide, a general description of the accommodation and examples of how this could appear in a student learning plan is provided to allow educators to see the connection between some accommodations that students may receive and the digital resources available to implement those supports. This is not an exhaustive list of accommodations that may be documented in a…
Type: Resource General
This is the fifth course in a series of 10, 60-90 minute online courses. After completing the Autism Assessment Toolkit Part 5:Working as a Transdisciplinary Team, the participant will be able to discuss: the importance of the having trained and knowledgeable personnel and what this entails the essentials and requirements of a "transdisciplinary" assessment how to benefit the student by drafting…
Type: Learning Opportunity
This is the sixth course in a series of 10, 60-90 minute online courses. After completing the Autism Assessment Toolkit Part 6: Report Writing, the participant will be able to discuss: the various components of evaluation the answers to the core challenge of report writing: who is the student and what does s/he need? good examples and nonexamples of report writing the team process and workflow of…
Type: Learning Opportunity
This is the seventh course in a series of 10, 60-90 minute online courses. After completing the Autism Assessment Toolkit Part 7: Developing Effective Recommendations, the participant will be able to discuss: the journey from evaluation to intervention, including developing concerns, recommendations, and goals the strategies and supports that help a people move towards a long-term vision the…
Type: Learning Opportunity
