Autism, Behavior, Instruction, Significant Cognitive Disabilities
Autism
In this video, we see a student use his communication device to request his chosen reinforcer once he has completed a task.
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Autism
Mentor's Guide for Onboarding Special Education Teachers Working with Students with Autism
How can this guide help me? For mentors, finding or creating appropriate training for LEA staff can be time-consuming. This guide, created to accelerate this process, will help you: Select and tailor training assignments based on the individual needs of the educator Support the educator through a
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Autism, Transition
Futures Planning from an Educator Perspective
Discussing important aspects of futures planning from an educator's perspective.
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Autism, ARD/IEP Supports
Report Writing
Part 6 of a series, this course examines the team process and workflow of writing a clear, concise, comprehensive report.
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Autism
Communication: The Power of Communication for Individuals with Autism Spectrum Disorders
This course will share how communication develops and the intervention approaches that support the development of these skills in students with autism.
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Autism, Behavior
Behavior is Communication
Provides information on communication as it relates to behavior: why we communicate and how to study the components that go into reducing challenging behavior.
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Autism, Behavior, Inclusion
Respect Each Student’s Dignity and Need for Autonomy
Learn principles of teaching students with autism by being an example and teaching how to treat others with dignity and respect.
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Autism, Transition
Identifying Student Needs and Strengths
The special educator's job is to identify student needs and supports. With transition, focus on the things that students CAN do.
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Autism, Transition
Everyone Must Work
The importance of work regardless of disability or the severity of that disability is discussed.
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Autism, Transition
Critical Conversations: Importance of Safety
Bobbie Gallagher discusses why instruction on safety is important, even for adolescents with autism.
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