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30 trainings found for: "evidence-based practices" Reset
These 28 webinars, 30 -45 minutes in length, cover information on evidence-based practices (EBPs) as identified by the National Professional Development Center on Autism Spectrum Disorder.
Introduction to Evidence Based Practices
This course sets the stage for all webinars in our Evidence-Based Practice series. Learn why identifying and using effective practices with learns with Autism Spectrum Disorders is “best practice”. Learn what evidence-based interventions and how to find resources related to them to build your knowledge and skills for your work with students with autism.
Functional Behavior Assessment
Learn how functional behavior assessment, a systematic set of strategies, can be used to determine the underlying function of purpose of a behavior. Learn how the data collected in this assessment can be used to create an intervention plan.
Learn how to use extinction, an applied behavior analysis procedure, to reduce or eliminate inappropriate, interfering behavior. It involves identifying the function of this behavior and then withdrawing the positive reinforcement that maintains that inappropriate behavior.
Peer-Mediated Instruction and Intervention
Learn how typically developing, carefully prepared peers can help students with learners with autism acquire new social skills. These skills are acquired by providing increased social opportunities within natural environments through peer interaction, peer modeling, and peer reinforcement.
Parent Implemented Intervention
Learn why teaching parents to implement interventions directly with their child may be useful. Learn how teaching parents appropriate interventions, increases positive learning opportunities that lead to the acquisition of important skills.
Picture Exchange Communication System
Learn about how the Picture Exchange Communication system is used to teach learners to communicate in a social context. Learn how this intervention can be used to improve communication, play, and behavioral skills.
Structured Play Groups
Learn how structured play groups are used to help students develop their play and social engagement skills. Learn how groups are organized, how peers are selected, how themes are delineated, and what roles adults have in leading, prompting or scaffolding supports for students with autism.
Cognitive Behavioral Intervention
Learn how this intervention can teach students to examine their own thoughts and emotions, recognize when negative thoughts and emotions are escalating in intensity, and then use strategies to change their thinking and behavior.
Technology-aided Instruction and Intervention
Technology-aided instruction and intervention (TAII) are those in which technology is the central feature of an intervention that supports the goal or outcome for the student. It incorporates a broad range of devices, such as speech generating devices, smart phones, or tablets. Learn the common features of this intervention, when and how to implement it, and the instructional procedures for learning how to use these technology supports and how to support its use in appropriate contexts.
Pivotal Response Training
Learn how Pivotal Response Training, an applied behavior analysis technique, can be effective for developing communication, language, play, and social behaviors. Learn how this intervention builds on the learner’s initiative and interest. Learn how it enhances the pivotal learning variables: motivation, responding to multiple cues, self-management, and self-initiations of social interaction.
Learn how to use scripting to provide learners with a verbal and/or written description about a specific skill or situation that serves as a model for the learner. Learn the main rationale for implementing this intervention.
Social narratives are interventions that describe social situations in some detail by highlighting relevant cues and offering examples of appropriate responding. Learn how these narratives are aimed at helping learners to adjust to changes in routine and adapt their behaviors based on the social and physical cues of a situation. Learn how to use these narratives to teach specific social skills or behaviors.
Social Skills Training
Learn how social skills training, with group or individual instruction, is designed to teach learners with autism to appropriately interact with typically developing peers.
Learn how to use response interruption/redirection (a prompt, comment, or other distractor) to divert the learner’s attention away from an interfering behavior and reduce its occurrence. Learn how this intervention can be particularly useful with persistent interfering behaviors that occur in the absence of other people, in a number of different settings, during a variety of tasks.
Reinforcement is any stimulus that will increase the likelihood of a behavior will reoccur. Learn how this intervention, an applied behavior analysis technique, is used to teach new skills and to increase behaviors. Learn how reinforcement establishes the relationship between the learner’s behavior/use of a skill and the consequence of the behavior/skill.
In a setting or activity in which a learner should engage in a behavior or skill, a brief delay occurs between the opportunity to use the skill and any additional instructions or prompts. Learn how this intervention can be an effective way to fade the use of prompts during instructional activities.
Discrete Trial Training
Learn about this one-to-one instructional approach used to teach skills in a planned, controlled, and systematic manner.
Functional Communication Training
Learn how this intervention, a positive behavior support, is designed to reduce problem behaviors by replacing them with meaningful, functional, and effective communication behaviors or skills.
Learn how exercise, a strategy that involves an increase in physical exertion, can be a means of reducing problem behaviors or increasing appropriate behavior while increasing physical fitness and motors skills.
Self-management interventions help learners with autism spectrum disorders (ASD) learn to independently regulate their own behaviors and act appropriately in a variety of home, school, and community-based situations. Learn how these interventions teach students with autism to discriminate between appropriate and inappropriate behaviors, how to properly monitor and record their won behaviors, and how to reward themselves for behaving appropriately.
Learn how video modeling, a video recording of a visual model of the target behavior or skill, can assist learners in acquisition of or engaging in that desired behavior or skill.
One of the most powerful tools in your toolbox, learn how visual supports can help to increase independence and support your students with ASD. Visual supports are any tool presented visually that supports an individual as he or she moves through the day.
This intervention can be used to decrease an identified interfering behavior and increase engagement by modifying the environment.
Learn how naturalistic intervention can be used to encourage specific behaviors based on a learner’s interests. Learn how to use this intervention in typical settings, activities, and/or routines to build more complex skills that are naturally reinforcing and appropriate to the interaction.
Learn how modeling, the demonstration of a desired target behavior, results in the imitation of the behavior by the learner and how that leads to acquisition of the desired target behavior.
Task analysis is the process of breaking a skill into smaller, more manageable steps in order to teach the skill. Learn why and when to use this intervention. Learn how it can lead to skill mastery and independences.
Learn how this intervention is used to reinforce desired behaviors, while inappropriate behavior are ignored. This special application of reinforcement is designed to reduce the occurrence of inappropriate or interfering behaviors (e.g., tantrums, aggression, self-injury, stereotypic behavior).
Learn how prompting is used to increase the likelihood that a learner will provide a desired response and how this assists them in acquiring a targeted behavior or skill. Learn when to use a prompt, how to determine the level of prompting a student requires, and how to reduce or fade prompting once a skill is mastered.
Simple Strategies to Implement EBPs
Evidence-Based Practices (EBPs) in education are a requirement for educators working with any student. Not only is this part of state and federal regulations, it is best practice. This workshop, presented by Dr. Robert Pennington, investigates the use of simple strategies to use when training educators - strategies that are effective at developing and maintaining the use of EBPs in the classroom.