Autism, Behavior
Arrival Routine - Nicholas
Arrivals can be difficult, but the use of an arrival routine and visual strategies can support the transition to the classroom.
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Behavior
ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation
Data Collection: A-B-C Recording
This video shows one educator sharing how she uses an Antecedent-Behavior-Consequence (A-B-C) data collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to
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Autism, Significant Cognitive Disabilities, Behavior, Blind/Visually Impaired, Deafblind, Instruction
Strategies for Personnel to Effectively Transport Students with Disabilities
This resource is intended for school transportation staff and includes information on how to support students with disabilities on the school bus. This resource includes sections for supporting student behavior on the bus, disability characteristics, disability-specific support strategies, and
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Autism, Behavior
Behavior Cue Cards
Visual reminders of behaviors that may help to reinforce or replace verbal directions or prompts.
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ARD/IEP Supports, Autism, Behavior, Inclusion, Instruction, MTSS
TEKS Behavior Alignment- Campus Administrator Guide
Companion guide for Campus Administrators to support implementation and decision-making alongside the TEKS Behavior Alignment Tool.
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Autism, Behavior
What behavior is communication?
All behavior is communication whether you're in a gen-ed classroom or a special ed classroom. Lean on your fellow teachers when you might need help. Featuring Sasha Long.
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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation, Instruction
Data Collection: A-B-C Recording
Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.
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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation
Data Collection: Frequency Recording
This video shows one educator sharing how she uses a frequency data collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention.
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Autism, Behavior, Instruction, Significant Cognitive Disabilities
Functional Communication Training (FCT)
Functional Communication Training is a practical application of communication skills that equips students with the tools th
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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Blind/Visually Impaired, Autism, Evaluation
Data Collection: Duration Recording
This video shows one educator sharing how she uses a duration collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention.
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