# data[].attributes.attachment_link.readable_text
Widely regarded as the "one that works," the Edmark Reading Program has long helped students who need an alternative to phonics.

The key to this success is the program's use of a carefully sequenced, highly repetitive word recognition method combined with errorless learning. This approach eliminates incorrect responses and helps students view themselves as readers. The Edmark Reading Program ensures success to students of all ages who have not yet mastered beginning reading.

Students with a variety of differences and disabilities (e.g., students with developmental disability, intellectual disability, autism, hearing impairment, reading disability, or learning disability; learners of English as a second language) learn to read using the Edmark Reading Program. The Edmark Reading Program serves as the sole reading program for many students or as a supplement to a phonics-based or other type of reading program. Students from preschool through adulthood are successful with the Edmark Reading Program.
New in the Second Edition

New look - New illustrations appeal to children and adults

Organization - Simplified numbering and easy to plan and manage

Stories - Many new stories and full-color illustrations

Mastery Test - Integrated into the program to provide baseline data and periodic assessment

Lesson Plan/Record Book - Combines lesson planning and ongoing progress monitoring

Reading and Social Skills Games - Games with lesson plans teach social skills while reinforcing vocabulary and comprehension

The Rides - This new reader is a student reward for completion of Level 1

Judy's Birthday Party - This new reader is a student reward for completion of Level 2

Word Signs DVD - A video word-signing guide demonstrating the 350 words from Levels 1 and 2

Research-based Instructional Strategies

Errorless Learning

Positive Reinforcement

Use of Manipulatives

Oral and sight word vocabulary

Controlled vocabulary stories

Social Skills Enrichment

Continuous Progress Monitoring

200 Words from the Dolch Word List and basal readers

Extensive comprehension practice of words, phrases, and stories

Visual memory of words

Left-to-right reading/tracking

Thinking and discrimination skills

Association between oral language and print

Students with developmental disabilities or Autism

Students with learning disabilities

Title 1 students

ESL students

Preschool and kindergarten students who lack vocabulary development

Non-Readers who struggle with phonics

# data[].attributes.attachment_link.description
Widely regarded as the "one that works," the Edmark Reading Program has long helped students who need an alternative to phonics. The key to this success is the program's use of a carefully sequenced, highly repetitive word recognition method combined with errorless learning. This approach eliminates incorrect responses and helps students view themselves as readers.

# data[].attributes.attachment_link.title
Welcome to TouchMath, Multisensory Teaching, Learning Math Tools Make Math Fun!

# data[].attributes.attachment_link.description
Welcome to TouchMath, a leading multisensory teaching & learning math program for preschoolers, elementary, middle and high school students, learners in Special Ed and students in the autistic spectrum.

# data[].attributes.attachment_link.readable_text
The store will not work correctly in the case when cookies are disabled.

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

A research- and standards-based curriculum for elementary students to learn number sense; Precursor for secondary curricula like Teaching to Standards: Math

Product Features:

Core concepts include numbers and operations, algebra, geometry, and measurement

Aligned with Common Core, state standards, and National Council of Teachers of Mathematics standards

Begins with one-to-one correspondence and progresses to complex addition and ABAB pattern skills

Incorporates several sets of story-based objects to maintain engagement with fun math themes

Provides a multiyear curriculum for students who use a variety of methods to communicate

Includes an easy-to-follow teacher's prompt guide and multiple activities per lesson

# data[].attributes.attachment_link.description
Product Features: Core concepts include numbers and operations, algebra, geometry, and measurement Aligned with Common Core, state standards, and National Council of Teachers of Mathematics standards Begins with one-to-one correspondence and progresses to complex addition and ABAB pattern skills Incorporates several sets of story-based objects to maintain engagement with fun math themes Provides a multiyear curriculum for students who use a variety of methods to communicate Includes an easy-to-follow teacher’s prompt guide and multiple activities per lesson

# data[].attributes.attachment_link.readable_text
Reading Intervention Program For Struggling Students
Try It

What is LANGUAGE! Fourth Edition?

LANGUAGE!® Fourth Edition is an intensive, comprehensive literacy curriculum for students in grades 4-12 who are substantially below grade-level expectations. With an explicit, systematic approach that is proven to accelerate the growth of struggling readers and nonreaders, LANGUAGE! integrates instruction in foundational skills, writing, vocabulary, fluency, grammar, comprehension, and spoken English.
Download Overview

LANGUAGE! Fourth Edition Meets the Needs of Any Student in Grades 4-12 by:

Rapidly advancing struggling readers to grade-level literacy

Filling gaps in literacy learning and ensuring strong foundational skills

Building student experiences with literary and informational text

Preparing students for literacy in all content areas

Providing comprehensive results documentation-proven to accelerate growth

Meeting student needs with multiple entry and exit points and ongoing differentiation

Integrating powerful technology to empower teachers to deliver instruction digitally

Incorporating Six Traits of Writing to help students build sophisticated writing skills

Evidence Based

LANGUAGE! integrates reading, writing, spelling, vocabulary, grammar, foundational skills, and spoken English. The entire curriculum weaves all of the necessary strands of literacy into six instructional steps of a daily lesson.
Research Foundations

Proven Results

With LANGUAGE! Fourth Edition, students have consistently exceeded typical Lexile ® growth. These results were demonstrated in a study conducted with a Three-Year Cohort (2011-2014) that included students in grades 4-12 in 163 districts, in 42 states.
Research Summary

# data[].attributes.attachment_link.title
LANGUAGE! - Comprehensive Literacy Curriculum (Grades 4-12)

# data[].attributes.attachment_link.description
LANGUAGE! 4th Edition Integrates Reading, Writing, Spelling, Vocabulary, Grammar & Spoken English with an Intensive Literacy Curriculum for Struggling Students.

# data[].attributes.attachment_link.readable_text
Instruction for Students with Dyslexia

Wilson Reading System ® (WRS) is the flagship program of Wilson Language Training ®and the foundation of all other Wilson ® programs. The Tier 3 Structured Literacy (SL) program is based on phonological-coding research and Orton-Gillingham principles.

Everyone Deserves To Learn To Read

By providing intensive WRS instruction in small groups or individually with a highly skilled teacher, reading and spelling success is achievable.

Based on more than three decades of data, WRS is designed for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through their current intervention; have been unable to learn with other teaching strategies; or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.

Student focus

All students in grades 2-12 and adults who are not making sufficient progress in intervention or who may require more intensive instruction due to a language-based learning disability/dyslexia

Group Size

Small group (ideally up to 4 students), one-to-one

Lesson Length

One full lesson consists of all 3 Blocks of instruction (approximately 30 minutes to complete each Block); minimum of two complete lessons per week

Setting

Special education classroom, resource room, literacy center, adult education

Instructor

WRS Level I Certified Wilson ® Dyslexia Practitioner (W.D.P.) or WRS Level II Certified Wilson ® Dyslexia Therapist (W.D.T.)

Professional learning & support

● Wilson Academy ®/WRS Learning Community (online)

● Program workshops and instructor-led courses

● In-person and online courses on intensive instruction

● Basic and advanced word study

● WRS Level I and II Certification with practicum observations and implementation seminars

● Sustainability plans

Overview of Wilson Reading System

WRS supports college- and career-readiness standards by providing students who have a language-based learning disability with the foundational and language skills that are necessary to access grade-level text. This comprehensive program can follow students from grade to grade, as needed.

The principles of instruction have been identified by research as effective teaching principles found to increase student achievement. WRS also aligns with the International Dyslexia Association's (IDA) guidelines for working with students with dyslexia (IDA, 2008). Success is achieved through greater intensity, duration, and smaller group sizes.

Unique characteristics set WRS apart from other programs:

A systematic, explicit, cumulative, intensive, and focused approach is used to teach the structure of the English language/total word structure for decoding and encoding.

A systematic and integrated approach to decoding, morphology and the study of word elements, encoding and orthography (internalizing the rules that govern English), high frequency word instruction, oral reading fluency, vocabulary, and comprehension.

Orton-Gillingham principles make all instruction direct, multisensory, and interactive. Consistent links are made between visual, auditory, and kinesthetic-tactile pathways to enhance memory and learning of written language.

Unique "sound-tapping system" attunes students to the separate phonemes in a word, develops the understanding that the sounds of spoken language work together to make words, and facilitates segmentation and blending of sounds.

Material is presented in 12 Steps, not corresponding to school grade levels, that are further divided into 63 incremental substeps, each building upon the previous one. Mastery of each substep is required before progressing to the next one, making the demands of the subsequent substep manageable and achievable.

A ten-part lesson plan that addresses the following in a sensible and logical fashion: decoding, morphology and the study of word elements, encoding and orthography (internalizing the rules that govern English), high frequency word instruction, oral reading fluency, vocabulary, and comprehension.

A penciling technique for scooping sentences and passages into meaningful phrases facilitates reading with prosody.

Concepts are taught through the manipulation of sound, syllable, and word element (prefix, base element, and suffix) cards.

One of the most extensive collections of controlled and readable text (wordlists, sentences, stories) for students beyond the primary grades provided.

Three levels of vocabulary offered.

Criterion-based assessments are built into the program to measure student progress and success.

To learn more about our approach, please visit Our Approach to Program Design page.

After feeling frustrated and unprepared to help my struggling students, I was beyond fortunate to receive a Wilson Reading System kit from an assistant principal. This gift started my journey into Wilson training and ultimately led to phenomenal success for countless students. I have learned so much during my practicum opportunities, and through these experiences with Wilson materials, I became empowered to confidently support struggling readers and writers. My students and their parents will tell you: Wilson works!
Renee Bernhardt, M.Ed., President, International Dyslexia Association, GA, Wilson Dyslexia Practitioner (W.D.P.)

WRS Level I and Level II Certification Accredited by the International Dyslexia Association

The International Dyslexia Association (IDA) focuses on the complex issues of dyslexia, promoting effective teacher preparation and intervention strategies for students with dyslexia as one of their goals. Following an independent review process, Wilson Language Training and Wilson® Accredited Partners received the AccreditationPlus designation by the IDA as an Independent Teacher Training Program, indicating our alignment to IDA's Knowledge and Practice Standards for Teachers of Reading (KPS). This recognition demonstrates that Wilson certified educators are well-qualified to provide instruction to students with dyslexia based on recognized best practices and standards in the field.

WRS Curriculum

Familiarize yourself with the skills and concepts of the Wilson Reading System ® (WRS).

WRS Implementation

Learn how to identify students appropriate for the WRS and how to implement it successfully in your classroom.

WRS Materials

WRS instructor and student materials make learning multisensory and explicit.

Implemented Across the Country

Wilson Reading System ® (WRS) effectively develops the reading skills of struggling readers, including individuals with a language-based learning disability.

See what states have recognized WRS

Wilson Reading System® Learning Community

With Wilson Reading System, you gain access to this membership-based companion site, which supports individuals teaching Wilson's programs. Gain access to reference and instructional materials, expert tips, and more.

# data[].attributes.attachment_link.title
Wilson Reading System - Wilson Language Training Corporation

# data[].attributes.attachment_link.description
Everyone Deserves To Learn To Read By providing intensive WRS instruction in small groups or individually with a highly skilled teacher, reading and spelling success is achievable.

# data[].attributes.attachment_link.title
Seeing Stars® Program Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling (SI)

# data[].attributes.attachment_link.description
The Seeing Stars®️ program, by Nanci Bell, develops symbol imagery-the ability to visualize sounds and letters in words-as a basis for orthographic awareness, phonemic awareness, word attack, word recognition, spelling, and contextual reading fluency.

# data[].attributes.attachment_link.title
Project Read | Language Circle Enterprises

# data[].attributes.attachment_link.description
Born from real-life classroom challenges, we are dedicated to helping all students realize their full potential and achieve academic success.

# data[].attributes.body
Reading Mastery Signature Edition uses the highly explicit, systematic approach of Direct Instruction to accelerate reading and help students achieve a high rate of success. Three strands address Reading, Language Arts, and Literature through a common instructional design that helps students learn more efficiently. With the addition of technology-based resources for both additional practice and professional development, Reading Mastery Signature Edition helps teachers optimize each minute spent in the classroom.

The Reading Strand:

Addresses all five essential components of reading as identified by Reading First—phonemic awareness, phonics and word analysis, fluency, vocabulary, and comprehension.

Provides spelling instruction to help students make the connection between decoding and spelling patterns.

Develops decoding, word recognition, and comprehension skills that transfer to other subject areas.

The Language Arts Strand:

Teaches the oral language skills necessary to understand what is said, written, and read in the classroom.

Helps students communicate ideas and information effectively.

Develops the ability to use writing strategies and processes successfully.

The Literature Strand:

Supports the reading strand by offering a wide variety of literary forms and text structures.

Provides multiple opportunities for students to practice vocabulary and comprehension strategies and write for authentic purposes.

Gives ample opportunity for students to read at their independent level.

Each strand can be used as a supplement to the core curriculum for targeted intervention, or combined for use as a comprehensive, stand-alone reading and language arts program that meets rigorous state standards.

# data[].attributes.headline
Task Boxes and the TEACCH Methods for Students with ISN

# data[].attributes.subject
Task Boxes and the TEACCH Methods for Students with ISN

# data[].attributes.attachment_link.title
Task Boxes and The TEACCH Method for Students w/Autism

# data[].attributes.headline
Small Group Rotations for Students with ESN

# data[].attributes.subject
Small Group Rotations for Students with ESN

# data[].attributes.attachment_link.title
Small Group Rotations with Moderate/Severe Special Education Students

# data[].attributes.headline
What's Before the iPad: Teaching Basic Prerequisite Skills 

# data[].attributes.subject
What's Before the iPad: Teaching Basic Prerequisite Skills 

# data[].attributes.headline
Support Content Learning Through Technology for K-12 Students with Disabilities 

# data[].attributes.subject
Support Content Learning Through Technology for K-12 Students with Disabilities 

# data[].attributes.headline
High Leverage Practices in Special Education 

# data[].attributes.subject
High Leverage Practices in Special Education 

# data[].attributes.headline
Evidence-Based Practice for Students with Severe Disabilities 

# data[].attributes.subject
Evidence-Based Practice for Students with Severe Disabilities 

# data[].attributes.body
1. Click on the SIGN IN in the upper right-hand corner
2. EMAIL: training@teachtown.com
3. PASSWORD: 323Teachtown (use capital T)

For all of the products, click on the Curriculum Tab at the top, then Units. This is the best way to start to explore. The list of Fiction and Non-Fiction books will be on the left-hand column and the associated Lesson Plans on the right. The Sandbox is open for you to explore as well. Please do not add any actual students as this account is used by thousands of people across the country.

TeachTown Contact: Eric Bernstein ebernstein@teachtown.com

# data[].attributes.body
Emotional intelligence is not fixed at birth and can be more important to social success and individual happiness than IQ.  BeCool is the first program developed specifically to nourish the key elements of “Emotional Intelligence”: Impulse Control, Empathy and Self-Awareness.  Within the context of teaching how to be assertive, BeCool teaches kids specific reflective thinking techniques to promote self-control, stop bullying and interrupt the tendency to impulsively act out.  In the process of imagining the pros and cons of behaving HOT, COLD, or COOL and using optimistic self-talk, students become more self-aware and empathic to the feelings of others.

The BeCool Series teaching paradigm is based on Assertion Training. Your students will watch as their video peers hesitate and then model three different ways to respond to conflict: 1. Blowing up (HOT); 2. Giving up (COLD); 3. In Control (COOL). The negative consequences of the victim-like/passive response and the hot-head/aggressive response are then contrasted against positive outcomes of the assertive/COOL response.

Unique Teaching Icons are used to symbolize the aggressive/HOT response, the passive/ COLD response, and the assertive/COOL response. Each time a particular response is illustrated, it is paired with the icon that symbolizes that response. Fire is used to symbolize the HOT response, ice is used to symbolize the COLD response and calm white clouds are used for the COOL response. In time, students are able to recall the feeling tone of the HOT, COLD and COOL response by recalling the icon itself. These icons are especially helpful for students with cognitive disabilities. These students may be unable to verbalize behaviors associated with acting “COOL,” but quite capable of recalling the “clouds” icon of the COOL response and the calm tone associated with it and act accordingly.

Each age-level series comes with individual modules, complete with a minimum of three DVD’s and a comprehensive teacher’s guide, to teach coping skills in different problem areas.

# data[].attributes.attachment_link.readable_text
BeCool® Conflict Resolution: The Cool Way to Respond to Conflict. Field-Tested and Proven Effective!

Emotional intelligence is not fixed at birth and can be more important to social success and individual happiness than IQ. BeCool is the first program developed specifically to nourish the key elements of "Emotional Intelligence": Impulse Control, Empathy and Self-Awareness. Within the context of teaching how to be assertive, BeCool teaches kids specific reflective thinking techniques to promote self-control, stop bullying and interrupt the tendency to impulsively act out. In the process of imagining the pros and cons of behaving HOT, COLD, or COOL and using optimistic self-talk, students become more self-aware and empathic to the feelings of others.

The BeCool Series teaching paradigm is based on Assertion Training. Your students will watch as their video peers hesitate and then model three different ways to respond to conflict: 1. Blowing up (HOT); 2. Giving up (COLD); 3. In Control (COOL). The negative consequences of the victim-like/passive response and the hot-head/aggressive response are then contrasted against positive outcomes of the assertive/COOL response.

Unique Teaching Icons are used to symbolize the aggressive/HOT response, the passive/ COLD response, and the assertive/COOL response. Each time a particular response is illustrated, it is paired with the icon that symbolizes that response. Fire is used to symbolize the HOT response, ice is used to symbolize the COLD response and calm white clouds are used for the COOL response. In time, students are able to recall the feeling tone of the HOT, COLD and COOL response by recalling the icon itself. These icons are especially helpful for students with cognitive disabilities. These students may be unable to verbalize behaviors associated with acting "COOL," but quite capable of recalling the "clouds" icon of the COOL response and the calm tone associated with it and act accordingly.

Each age-level series comes with individual modules, complete with a minimum of three DVD's and a comprehensive teacher's guide, to teach coping skills in different problem areas.
The BeCool Paradigm is research based and truly works.

# data[].attributes.attachment_link.title
The BeCool Series (K-12) - #1 Conflict Resolution Program in America

# data[].attributes.attachment_link.description
BeCool® Conflict Resolution: The Cool Way to Respond to Conflict. Field-Tested and Proven Effective! Emotional intelligence is not fixed at birth and can be more important to social success and individual happiness than IQ. BeCool is the first program developed specifically to nourish the key elements of "Emotional Intelligence": Impulse Control, Empathy and Self-Awareness.

# data[].attributes.body
Teach your students essential skills for independent living with these comprehensive programs. The social and life skills programs in this category are all about helping individuals make it on their own in the real world.  Students will be taught about good hygiene, appropriate dress, grooming, attitude and what it takes to make a good First Impression, as well as how to be “LifeSmart”.

The LifeSmart series provides over 18 hours of video instruction and includes programs that teach social skills in the areas of dating, money management, safety, friendship, and work. The focus of LifeSmart is teaching the “Top10” core skills in areas crucial to life adjustment. LifeSmart uses the Stanfield Comedy Players to model both incorrect and appropriate behaviors in real-life situations.

The programs in our Living with Others Library teach necessary social skills, and how to use these skills to become a good roommate and interact with people in a positive way. Home of Your Own teaches cooperative living skills needed to successfully live with others. This program models classic right and wrong ways to interact with others in a shared living space in a humorous yet informative way. Students can then put all of these social skills into action to locate and use community resources in Community Man. In this program, students also learn how to be productive and responsible members of their neighborhoods.

# data[].attributes.attachment_link.readable_text
Teach your students essential skills for independent living with these comprehensive programs

The social and life skills programs in this category are all about helping individuals make it on their own in the real world. Students will be taught about good hygiene, appropriate dress, grooming, attitude and what it takes to make a good First Impression, as well as how to be " LifeSmart ".

The LifeSmart series provides over 18 hours of video instruction and includes programs that teach social skills in the areas of dating, money management, safety, friendship, and work. The focus of LifeSmart is teaching the "Top10" core skills in areas crucial to life adjustment. LifeSmart uses the Stanfield Comedy Players to model both incorrect and appropriate behaviors in real-life situations.

The programs in our Living with Others Library teach necessary social skills, and how to use these skills to become a good roommate and interact with people in a positive way. Home of Your Own teaches cooperative living skills needed to successfully live with others. This program models classic right and wrong ways to interact with others in a shared living space in a humorous yet informative way. Students can then put all of these social skills into action to locate and use community resources in Community Man. In this program, students also learn how to be productive and responsible members of their neighborhoods.

# data[].attributes.attachment_link.title
Social & Life Skills - Social Skills Programs

# data[].attributes.attachment_link.description
The social and life skills programs in this category are all about helping individuals make it on their own in the real world. Students will be taught about good hygiene, appropriate dress, grooming, attitude and what it takes to make a good First Impression, as well as how to be " LifeSmart ".

# data[].attributes.body
Job Survival Skills

Our First Job Survival Skills series shows students how to be responsible and get a job, stay safe while at work, and avoid the kinds of behaviors that lead to termination. The series also outlines the 11 essential employee attributes and work skills and confronts the unrealistic fantasies many young people have about the world of work.

Transitions Curriculum

The Transitions Curriculum was designed by two nationally known transition experts and puts the student in the drivers seat by teaching them personal, career, and life management skills. The social skills needed in order to be approved by boss and co-workers are also taught. Transitions include 1,500 sequenced objectives, 300 lessons, assessment units, 600 worksheets and IEP meeting materials.

Working Program

The Working Program uses VideoModeling to show students how to interview, land a job, and keep that job by getting along with the boss and co-workers. Included in this program are interviews with employers and counselors advising on how to present one’s self.

JobSmart Program

Finally, our JobSmart program, part of our comprehensive LifeSmart Curriculum, will teach students important social skills related to the workplace and show students how to avoid trouble on the job, how to have an appropriate attitude for work, and how to get a promotion. In this module, students will learn what experts consider to be work DOs and DON’Ts.

# data[].attributes.attachment_link.readable_text
The need for School-to-Work series

Surveys show that employers complain that too many young workers show up clueless about the work skills needed in the real world. Stanfield School-To-Work Skills programs cover all things job and work ethic related and will show your students what employers really want.

Job Survival Skills

Our First Job Survival Skills series shows students how to be responsible and get a job, stay safe while at work, and avoid the kinds of behaviors that lead to termination. The series also outlines the 11 essential employee attributes and work skills and confronts the unrealistic fantasies many young people have about the world of work.

Transitions Curriculum

The Transitions Curriculum was designed by two nationally known transition experts and puts the student in the drivers seat by teaching them personal, career, and life management skills. The social skills needed in order to be approved by boss and co-workers are also taught. Transitions include 1,500 sequenced objectives, 300 lessons, assessment units, 600 worksheets and IEP meeting materials.

Working Program

The Working Program uses VideoModeling to show students how to interview, land a job, and keep that job by getting along with the boss and co-workers. Included in this program are interviews with employers and counselors advising on how to present one's self.

JobSmart Program

Finally, our JobSmart program, part of our comprehensive LifeSmart Curriculum, will teach students important social skills related to the workplace and show students how to avoid trouble on the job, how to have an appropriate attitude for work, and how to get a promotion. In this module, students will learn what experts consider to be work DOs and DON'Ts.

# data[].attributes.attachment_link.title
School To Work Skills - James Stanfield Company

# data[].attributes.attachment_link.description
Surveys show that employers complain that too many young workers show up clueless about the work skills needed in the real world. Stanfield School-To-Work Skills programs cover all things job and work ethic related and will show your students what employers really want.

# data[].attributes.headline
The Circles Curriculum - Family Life & Relationships

# data[].attributes.subject
The Circles Curriculum - Family Life & Relationships

# data[].attributes.body
Our Family Life & Relationships programs cover topics such as social boundaries, sexuality, health care and abuse prevention.

Our Circles® curriculum has been completely remade! Circles has been extremely successful in teaching students about levels of intimacy and appropriate contact with all of the people they encounter. Currently used in over 10,000 facilities nationwide, Circles teaches social boundaries, relationship boundaries and relationship specific behaviors using a multi-layer circle diagram to demonstrate different relationship levels.

Life Horizons® teaches the physiological, emotional, moral and legal aspects of sexuality. The program also focuses on attitudes and behaviors that promote good interpersonal relationships and responsible sexual behavior. It is the most widely used family life education program for individuals with developmental and learning disabilities.

LifeFacts® is a 6-part course of study for individuals with special needs on topics relevant to living life more fully, safely and healthfully. Programs in the LifeFacts series include Abuse Prevention, SmartTrust, Managing Emotions, Sexuality, Substance Abuse and Injury/Illness.

There are additional programs that address puberty and everything that comes with physical maturation. These programs cover everything from menstrual self-care to abuse prevention strategies for children, adolescents, and young adults with developmental and intellectual disabilities.

*Note: Sexually explicit materials can be edited to meet the requirements of student needs and community taste.

# data[].attributes.attachment_link.readable_text
Our Family Life & Relationships programs cover topics such as social boundaries, sexuality, health care and abuse prevention.

Our Circles® curriculum has been completely remade! Circles has been extremely successful in teaching students about levels of intimacy and appropriate contact with all of the people they encounter. Currently used in over 10,000 facilities nationwide, Circles teaches social boundaries, relationship boundaries and relationship specific behaviors using a multi-layer circle diagram to demonstrate different relationship levels.

Life Horizons® teaches the physiological, emotional, moral and legal aspects of sexuality. The program also focuses on attitudes and behaviors that promote good interpersonal relationships and responsible sexual behavior. It is the most widely used family life education program for individuals with developmental and learning disabilities.

There are additional programs that address puberty and everything that comes with physical maturation. These programs cover everything from menstrual self-care to abuse prevention strategies for children, adolescents, and young adults with developmental and intellectual disabilities.

* Note: Sexually explicit materials can be edited to meet the requirements of student needs and community taste.

# data[].attributes.attachment_link.title
Family Life & Relationships - Social Boundaries

# data[].attributes.attachment_link.description
Our Family Life & Relationships programs cover topics such as social boundaries, sexuality, health care and abuse prevention. Our Circles® curriculum has been completely remade! Circles has been extremely successful in teaching students about levels of intimacy and appropriate contact with all of the people they encounter.

# data[].attributes.body
Part I - Help your students “see“ social boundaries. Explain the relationship between the level of intimacy and appropriate TOUCH, TALK, and TRUST. You’ll teach your students relationship boundaries and relationship-specific behaviors. For example, it’s okay to hug your mother, but it’s not okay to hug the mail carrier.

Part II - Demonstrate how intimacy levels change as relationships change. Emphasize the role of mutual choice among individuals when deciding what level of intimacy will characterize a relationship. The connection between the kind of relationship and the corresponding level of intimacy is demonstrated visually, making learning this important content area easy for students. 34 min

# data[].attributes.attachment_link.readable_text
&times

All of our primary programs are now available for STREAMING!

Family Life & Relationships

Circles®: Intimacy & Relationships Level 1 & 2 BundleNew

What's in the package

1 Giant Wall Graph

50 Large Laminated Graph Icons

50 Student Personal Graphs

300 peel n stick icons

2 Teacher's Guides

With this Circles Level 1 & 2 bundle, you'll provide your students with the most advanced materials available to teach sexual & social boundaries to people with developmental disabilities.

Help your students "see" social boundaries. Explain the relationship between the level of intimacy and appropriate TOUCH, TALK, and TRUST. You'll teach your students relationship boundaries and relationship-specific behaviors. For example, it's okay to hug your mother, but it's not okay to hug the mail carrier. 66 min

Demonstrate how intimacy levels change as relationships change. Emphasize the role of mutual choice among individuals when deciding what level of intimacy will characterize a relationship. The connection between the kind of relationship and the corresponding level of intimacy is demonstrated visually, making learning this important content area easy for students. 34 min

Circles Level 1 - NEW EDITION

Circles Intimacy & Relationships: Level 1, has been completely remade and includes many additions to further emphasize the guidelines of social boundaries as well as to apply the Circles Paradigm to current cultural and technological trends.

What makes this edition of Circles better than ever?

1. Recently revised, updated and filmed, this new edition of Circles reflects current cultural trends and includes a more diverse cast of characters.

2. This edition of Circles presents a more in-depth description of the types of social interaction appropriate in each circle to promote safe touch.

3. This edition of Circles features an emphasis on consensus, and the right to refuse touch (even from people close to you) is stressed throughout the program.

4. The Red Stranger Circle and the Red Stranger Space are introduced as two distinct circles to highlight the difference between total strangers, who always stay far away, and those strangers who actually might become part of a person's social network, even if briefly. The giant Circles wall graph has been similarly updated to reflect this improvement.

5. This edition of Circles includes a segment on social media and cyber safety.

6. The updated Teacher's Guide enhances the curriculum with step-wise instructions for implementing the lessons contained in the Circles Curriculum and provides ideas for reinforcing the concepts presented.

7. The updated Teacher's Guide now includes Discussion questions to survey strengths and weaknesses in the area of social-developmental education. These questions can be used as student pre- and post-tests.

8. This new edition of Circles includes two new segments that focus on students of similar age to the main character: classmates and unknown students at the same school. These segments emphasize that other people of the same age who seem familiar, are not necessarily known to the student.

9. This new edition of Circles aligns PERFECTLY with the Circles Social Skills app for iOS and Chromebook!

Circles Level 2

Many teachers currently using Circles Intimacy & Relationships: Level 1 have requested a second step follow-up program that illustrates the application of the Circles® rules of social intimacy in more complex social settings. This is it.

Versatile Reality-Based Format Appeals to a Broader Audience
Because it uses a reality-show format, Circles Intimacy & Relationships: Level 2 is ideal for illustrating more subtle applications of the Circles rules of Social Distance. Level 2 is an ideal second-step program for students with moderate-to-mild intellectual disabilities and can be used as a stand-alone introduction to the paradigm for higher-functioning students.
Level 2 Second-Step Content includes:

Alternative Intimacy Level Signs

Circle Jumping: when it's OK and when it's not

Reversal of Intimacy Level

Rejecting Intimacy and Having Intimacy Rejected

Relationship Dissolution, and more!

The child who is 'left behind' most is the one who leaves school without transition readiness.

Dr. James Stanfield, Ed.D.

Stanfield Special Education Curriculum

VideoModeling® Programs

VideoModeling® is a ground-breaking teaching concept originated by the James Stanfield Company that's used in thousands of public and private schools across America and Canada for special education needs.

Read More

Journaling, mediation, and intentional talk aren't just for adults. 5 ways we can facilitate healthy management of mental health in our children.

Stanfield Special Education Curriculum

Using Humor to Teach Social Skills

Humor = Retention

We believe you learn best when you laugh. By making the classroom experience more comfortable and enjoyable, humor can make teaching and learning more effective, especially for the K12 segment. At Stanfield, we use humor as an integral part of our curricula.

If you as a speaker don't help your audience to remember your lessons, then you're wasting everyone's time. Humor... can help accomplish that needed retention...

Gean Perret, Screenwriter

Learn more

As a thank you for signing up for emails, you'll have advance notification of exclusive offers, new offerings, and more.

# data[].attributes.attachment_link.title
Circles Social Boundaries: - Level 1 & 2 Bundle

# data[].attributes.attachment_link.description
times All of our primary programs are now available for STREAMING! Family Life & Relationships What's in the package 1 Giant Wall Graph 50 Large Laminated Graph Icons 50 Student Personal Graphs 300 peel n stick icons 2 Teacher's Guides With this Circles Level 1 & 2 bundle, you'll provide your students with the most advanced materials available to teach sexual & social boundaries to people with developmental disabilities.

# data[].attributes.attachment_link.description
Strategies for Teaching Based on Autism Research

# data[].attributes.attachment_link.description
Strategies for Teaching Based on Autism Research

# data[].attributes.attachment_link.readable_text
STAR Autism Support takes a comprehensive approach to professional development that addresses the unique needs of your organization. With a variety of training models and solutions, you are assured of affordable options that will assist in developing sustainable and effective programs.

Professional Development Workshops:

STAR Comprehensive Workshop
Two Days

This comprehensive two-day workshop provides participants with detailed examples and practice activities on how to implement the evidence-based practices identified in the National Standards Report (2009). The STAR Program (Arick, Loos, Falco and Krug, 2004), a research-based curriculum is used to provide examples. Appropriate content connected to the common core curriculum is presented and detailed information on the three evidenced-based instructional methods of discrete trial training, pivotal response training and teaching through functional routines are shared. Participants will learn how to implement these strategies through structured lesson plans and a curriculum scope and sequence. The workshop will include extensive data collection systems and participants will learn to collect and use data for instructional decision making. Workshop topics will include the use of a power point lecture, video examples, presenter demonstration and participant "hands-on" practice.

# data[].attributes.attachment_link.description
STAR Autism Support takes a comprehensive approach to professional development that addresses the unique needs of your organization. With a variety of training models and solutions, you are assured of affordable options that will assist in developing sustainable and effective programs. Professional Development Workshops: This comprehensive two-day workshop provides participants with detailed examples and practice activities on how to implement the evidence-based practices identified in the National Standards Report (2009).

# data[].attributes.attachment_link.readable_text
Click links below to jump to a particular article

Evidence-based Practices in the Schools for Students with Autism Spectrum Disorders

The National Professional Development Center on Autism Spectrum Disorders (NPDC) and the National Autism Center (NAC) provide extensive information on identified evidence-based intervention practices (EBPs) for children with ASD. In 2010, the NPDC conducted a review of the literature (from 1997-2007) and identified 24 EBPs. The center has just completed an expanded and updated review, which yielded a total of 27 practices. The NAC completed the National Standards Report in 2009 identifying eleven evidence-based practices with adequate student outcome data for use in school settings. Comprehensive behavioral programs were found to be effective and include strategies such as antecedent package, behavioral package, joint attention intervention, modeling, naturalistic teaching strategies, peer training package, schedules and self-management.

Overlap Between Evidence-Based Practices Identified by the National Professional Development Center (NPDC) on ASD and the National Standards Project (NSP)

Evidence-Based Practices Identified by the National Professional Development Center (NPDC) on ASD

Established Treatments Identified by the National Standards Project (NSP)

Antecedent Package

Behavioral Package

Story-based Intervention Package

Modeling

Naturalistic Teaching Strategies

Peer Training Package

Pivotal Response Treatment

Schedules

Self-Management

Comprehensive Behavioral Treatment for Young Children

Joint Attention Intervention

Prompting

X

X

The NPDC on ASD did not review comprehensive treatment models. Components of The Comprehensive Behavioral Treatment of Young Children overlap with many NPOD-identified practices.

The NPDC on ASD considers joint attention to be an outcome rather than an intervention. Components of joint attention interventions overlap with many NPDC-identified practices.

Parent Implemented Intervention

The NSP did not consider parent-implemented intervention as a category of evidence-based practice. However, 24 of the studies reviews by the NSP under other intervention categories involve parents implementing the intervention.

Social Skills Training Groups

Social Skills Training Groups (Social Skills Packages) was identified as an emerging practice by the NSP.

Speech Generating Devices

Speech Generating Devices (Augmentative and Alternative Communication Device) was identified as an emerging practice by the NSP.

Computer Aided Instruction

computer Aided Instruction (Technology-based Treatment) was identified as the emerging practice by NSP.

Picture Exchange Communication

Picture Exchange Communication System was identified as an emerging practice by the NSP.

Extinction

Extinction (Reductive Package) was identified as an emerging practice by the NSP.

Evidence-Based Practices: The STAR Program and Links Curriculum

Effective in public school settings

Curriculum-based assessments and progress monitoring

Strategies (how to teach) & Content (what to teach)

Age-appropriate content for all levels

Connected to the Common Core and other State Standards

Road map to individualize to all learners

The STAR Program (Strategies for Teaching based on Autism Research, Arick, Loos, Falco, Krug, 2004) is a research-validated comprehensive curriculum that includes detailed lesson plans, teaching materials, data systems and a curriculum-based assessment for teaching in the six curricular areas of receptive language, expressive language, spontaneous language, functional routines, academics, and play & social skills. The strategies used in The STAR Program have been shown to be effective with students with autism at the preschool and elementary level.

Links Curriculum (Linking Assessment and Instruction for Independence) is a research-validated comprehensive web-based curriculum to teach upper elementary, secondary and postsecondary students with autism to be independent across school, community and vocational routines. This evidence-based curriculum includes detailed lesson plans, visual sequence strips, data systems and assessment. Links is designed to promote student independence in natural environments. The Links online system utilizes a curriculum-based assessment to individualize routines for every student. The Links school and community lesson plans provide the user with the tools necessary to teach both individual skills and independence in daily routines.

Is your current program implementing all recommended evidence-based practices?

Evidence-based practices as suggested by The National Professional Development Center and National Standards Project

STAR

Links

Research Validation of the STAR Program

The Oregon Statewide Outcome Study: In 1999 the Oregon Department of Education began the funding of an on-going long-term outcome study designed to monitor the progress of students with autism. The Autism Outcome Study enrolled over 122 children in public pre-school and school-age programs over a five year period. These programs included rural, suburban and urban schools. The project staff provided training in The STAR Program and a separate team of researchers conducted assessments of the students to monitor their progress. The students made significant progress in all areas of instruction. In particular students made significant progress in the areas of expressive language, receptive language, social interaction skills, academics and independence on functional routines. (Arick, Young, Falco, Loos, Krug, Gense, & Johnson, 2003; Arick, Young, Falco, Loos, Krug, Gense and Johnson 2004). Ninety-one percent of the students made progress in the expressive language area. The average expressive language age gain for the first cohort of students was of 33 months of gain in the 52 month time period (Arick, et.al, 2004). The project has continued to evaluate student progress and has found results consistent with those obtained in the initial Autism Outcome Study (Arick, Willis, Nakada, 2011). Read Article

The Autism Instructional Methods Study (AIMS.): The Aims project was a comprehensive study of effective educational practices in a large urban school district. The STAR Program, and training in the curriculum, composed the core elements for a three-year study involving thirty-four K-3 classrooms for students with autism. This study was a randomized control trial funded by the National Institute of Health (NIH) and the Institute of Education Sciences (IES). The study was conducted by the University of Pennsylvania's Center for Autism Research and the Children's Hospital of Philadelphia. Students in The STAR Program showed significantly greater gains than the experimental group when program fidelity was obtained (Mandell, 2010, 2011, 2014).

Measuring Outcome in Early Intervention Program for Toddlers with Autism Spectrum Disorder: Results of this study found that students who were provided early intervention using The STAR Program made significant progress over a two year period of time. The study also found that the STAR Student Learning Profile correlated highly with other standardized measures and provided additional useful information about student skills learned (Bacon, Dufek, Schreibman, Stahmer, Pierce and Courchesne 2014). Click here to read the full research article

Evidence Basis for the Links Curriculum

The Links Curriculum integrates recommendations for best practices from research on effective instruction for secondary students with developmental disabilities including autism.

Independence

Self-Determination

Functional and Generalizable Skills

School and Community Routines

Responding to Language

Communicating with Others

Functional Academics

Engaging in Diverse Activities

Social Skills

Principles of Applied Behavior Analysis

Discrete Trial Training

Task Analysis (i.e. Functional Routines)

Visual and Environmental Supports

Antecedent-Based Strategies

Positive Behavior Strategies and Supports

Self-Management Techniques

Augmentative Communication Systems

Modeling/Imitation Strategies

Joint Attention

Student Schedules

Reinforcement

Structured Work Systems

Peer Mediated Instruction

Prompting Strategies

Links combines assessment and the instructional processes listed in the table above by using online and print materials in both school and community settings to increase student independence. It has been suggested that this combined approach is the most appropriate method for implementing evidence-based curriculum for students with ASD and other developmental disabilities (Kavale & Forness, 1999). Emphasizing skill generalization to enhance independence is also considered a critical component in the development of an appropriate curriculum for this population of students (National Research Council, 2001) and is interwoven throughout the Links Curriculum. Links capitalizes on students' strengths, interests, and abilities and individualizes the assessment and instructional process in natural environments.

Research Validation of the Links Curriculum

Links Assessment System

A major field test was conducted in the state of Oregon during 1999-2000 to determine the reliability and validity of the measurement system that is utilized in the Links Curriculum. Thirty school districts, 133 instructors, and 478 students with moderate to severe disabilities participated in the study (Arick, Nave, & Hoffman, 2000). Extensive reliability and validity studies were conducted. Test-retest and inter-observer reliability were found to be high. Assessment validity correlated with the Vineland Adaptive Behavior Scales. It was found to measure independence levels in students with significant disabilities including students with autism. Further information can be found in the implementation guide.

Links Instructional System

A study was implemented by a group of instructors residing in several areas of the U.S. A pre-post single subject design was utilized. At the conclusion of the study, an analysis of the pre-post results was conducted. Data from the study indicated that 90% of the students improved across all routines selected. This indicates that 90% of the students made progress on their selected routines. Further information on this study can be found in the implementation guide. Learn more from the Links Manual.

References

National Autism Center (2009). National Standards Project findings and conclusions: Addressing the need for evidence-based practice guidelines for Autism Spectrum Disorders. Randolph, MA: National Autism Center.

Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., Schultz, T. R. (2013). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.

# data[].attributes.attachment_link.description
Click links below to jump to a particular article The National Professional Development Center on Autism Spectrum Disorders (NPDC) and the National Autism Center (NAC) provide extensive information on identified evidence-based intervention practices (EBPs) for children with ASD. In 2010, the NPDC conducted a review of the literature (from 1997-2007) and identified 24 EBPs.

# data[].attributes.body
Our blog has been designed to keep our educators, parents and clinicians up-to-date on trending topics in special education.

# data[].attributes.attachment_link.description
TeachTown's blog for educators, parents and clinicians addresses timely and trending topics in special education.

# data[].attributes.body
Welcome to TeachTown’s expansive library of videos. Learn more about TeachTown’s educational solutions designed for students with moderate to severe disabilities, including autism spectrum disorder, by viewing the segments below. Complete with solution walkthroughs and examples, as well as general special education content, take some time to explore our video library and contact us for more information!

# data[].attributes.attachment_link.description
TeachTown's video library is designed to showcase its expansive suite of solutions, founded on the methodologies of applied behavior analysis (ABA).

# data[].attributes.attachment_link.title
TeachTown Research | Evidence of Solution Effectiveness

# data[].attributes.attachment_link.description
Stakeholders have a vested interest in knowing that the educational programs proposed to impact the lives of children diagnosed with autism spectrum disorder (ASD) and moderate to severe disabilities are based, as far as possible, on evidence, so that the resources available to fund these programs are used in the most efficient and effective way possible.