All our courses are free, you can learn at your own pace, and you can earn CEUs and a certificate for each course you complete.
17 trainings found for: Teaching Tools Reset
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.
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.
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.
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).
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.
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.
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.
Social Engagement: The Fuel for Learning in the Classroom
Findings of research in social neuroscience foster our ability to create supportive learning environments where social engagement is a “fuel” for a child’s learning. From this course, presented by Emily Rubin, learn about strategies for measuring student engagement, designing instruction to enhance engagement, and building capacity through teacher-to-teacher mentorship to achieve a school/classroom environment that is focused on the success of every student.
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.
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.
This intervention can be used to decrease an identified interfering behavior and increase engagement by modifying the environment.
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.
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.
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.
Discrete Trial Training
Learn about this one-to-one instructional approach used to teach skills in a planned, controlled, and systematic manner.
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.
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.