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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Please take 5 minutes to complete the feedback form, (click the link/ image shown) in addition to sending us any questions, concerns, etc that you have in mind!

Optional:
- Use the email links provided to contact us directly at any point!

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, confer…

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Inclusion is not a readiness model STARTism

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Understand the spirit of special education law, system of supports and purpose of tiered support systems

Apply the learning to your role and job description in relation to supporting the learning of the whole child, including social, behavioral, and adaptive skills

Articulate and integrate appropriate strategies and responses to daily situations and challenges

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Learning Stream: Non Violent Crisis Intervention

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Learning Stream: Non Violent Crisis Intervention

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Search "CPI"

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Personal Professional Learning Portal

Looking for your transcripts? Need to change your password? You can do these at your using your LearningStream login! (If you need step-by-step directions, access the help document using your CISD Google account.)

Search the Catalog

You can use event name or description keyword(s) in the search criteria box, or search for events by category to find a specific event.

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Looking for your transcripts? Need to change your password? You can do these at your using your LearningStream login! (If you need step-by-step directions, access the help document using your CISD Google account.) You can use event name or description keyword(s) in the search criteria box, or search for events by category to find a specific event.

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Review the documents below.

- Supporting the whole child: Roles & Responsibilities
- Para Educator Questions to ask
- Active Supervision snapshot + video

Add your thoughts to the ongoing documents

- Supporting the whole child: Roles & Responsibilities  (specific ideas or examples)

- Para Educator Questions to ask (at the end of the document, or as a comment on this padlet)

Record 1 takeaway on your training tracking document to turn into your supervisor.

Optional:
- View active supervision guidance document
- Read Independence Facilitors article

Approximately 25- 30 minutes

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Used to decrease interfering behaviors, predominantly those that are repetitive, stereotypical, and/or self-injurious.

Useful with persistent, interfering behaviors that occur in the absence of other people, in different settings, and during a variety of tasks.

Approx: 1.5-2 hours

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Response Interruption/Redirection | Autism Internet Modules

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Reinforcement is used to increase the chances a learner with autism spectrum disorders (ASD) will use a target skill or behavior. This module targets the basic rules of positive reinforcement and provides interactive case activities for discussing a plan for, using, and monitoring reinforcement.

Approx: 1.5-2 hours

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Reinforcement: Introduction & Practice

Reinforcement is used to increase the chances a learner with autism spectrum disorders (ASD) will use a target skill or behavior. This module targets the basic rules of positive reinforcement and provides interactive case activities for discussing a plan for, using, and monitoring reinforcement.

The module was developed specifically for paraprofessionals working with elementary school students (ages 5-12) with ASD. However, special education teachers, general education teachers, other practitioners, and family members find the video examples and activity-based scenarios helpful. The corresponding Home Companion Guide may be especially helpful for families interested in using reinforcement at home.

What Will I Learn?

The AFIRM module guides the learner through:

Types of reinforcement, including positive reinforcement and token economy

How to support learners with ASD by using reinforcement

Activity-based scenarios that promote real-world application of reinforcement.

The Reinforcement: Introduction & Practice module will take approximately 1.5 to 2 hours to complete.

Suggested citation:
Sam, A., Savage, M., Steinbrenner, J., Morgan, W., Chin, J., & AFIRM for Paras Team. (2020). Reinforcement: Introduction & Practice. FPG Child Development Institute, University of North Carolina. Retrieved from https://afirm.fpg.unc.edu/

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Reinforcement: Introduction & Practice Reinforcement is used to increase the chances a learner with autism spectrum disorders (ASD) will use a target skill or behavior. This module targets the basic rules of positive reinforcement and provides interactive case activities for discussing a plan for, using, and monitoring reinforcement.

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Watch the information below.

Record 2 takeaways on your training tracking document to turn into your supervisor.

Optional:
- Redirection video + article from Understood.com
- Review effective redirection & alternative engagement document
- Review response strategies document
- Review error correction planning document
- Review CPI: Tips for limit setting
- Review Limit Setting Planning

Time: Approximately 30-40 minutes

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Watch the recording and/ or Review the documents below.
- Best Practices
- START-isms
- Language Matters

Record 1 takeaway on your training tracking document to turn into your supervisor.

Approximately 8- 10 minutes per document

Total: 35- 45 mintues

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Watch the information below.

Record 2 takeaways on your training tracking document to turn into your supervisor.

Optional:
- Review & complete the self awareness-> self care action plan
- Supporting inclusive environments
- Developing & supporting inclusive environments
- Co-Regulation Strategies

Time: Approximately 25-30 minutes

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Utilize the guided notes while watching the webinars below.

Record a take away from each recording on your tracking document to turn into your supervisor.

Optional:
- Review the eligibility categories document
- Review the educational team roles document

Total Time: Approximately 1.5 hours

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Watch the information below.

Record 2 takeaways on your training tracking document to turn into your supervisor.

Optional:
- Explore PBIS resources & information
- Review Supporting students with disabilities in a PBIS Framework

Time: Approximately 30-35 minutes

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Watch the information below.

Record 1 takeaway on your training tracking document to turn into your supervisor.

Approximately 5-8 minutes

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Watch the information below.

Record 2 takeaways on your training tracking document to turn into your supervisor.

Optional:

- Universal Supports Checklist
- Visual Supports Planning Worksheet

Time: Approximately 45-50 minutes

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SUPPORTING ROLES & RESPONSIBILITIES RECORDING

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SUPPORTING ROLES & RESPONSIBILITIES RECORDING

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Transitions can be challenging for individuals with autism spectrum disorders (ASD) or extensive needs.

This module will provide promising practices in transition strategies with specific examples that may be used as models for developing transition interventions for your learner.

Approx 45-60 minutes

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Transitioning Between Activities | Autism Internet Modules

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Intensive Support Team:

Nicci McGrath: McGrathN@CalhounISD.org

Jamie Rogers: RogersJ@CalhounISD.org

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Visual cues are concrete objects used to increase the learner with ASD's ability to complete a target skill or behavior. This module targets the types of visual cues, such as visual directions or instructional cues, and provides interactive case activities for each of the planning for, using, and monitoring visual cue steps.

Approx: 1.5-2 hours

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Visual Cues: Introduction & Practice

Visual cues are concrete objects used to increase the learner with ASD's ability to complete a target skill or behavior. This module targets the types of visual cues, such as visual directions or instructional cues, and provides interactive case activities for each of the planning for, using, and monitoring visual cue steps.

The module was developed specifically for paraprofessionals working with elementary school students (ages 5-12) with ASD. However, special education teachers, general education teachers, other practitioners, and family members find the video examples and activity-based scenarios helpful. The corresponding Home Companion Guide may be especially helpful for families interested in using visual cues at home.

What Will I Learn?

The AFIRM module guides the learner through:

What are visual cues, including when and how to use specific types of visual cues

How to support learners with ASD by using visual cues

Activity-based scenarios that promote real-world application of visual cues.

The Visual Cues: Introduction & Practice module will take approximately 1.5 to 2 hours to complete.

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Visual Cues: Introduction & Practice Visual cues are concrete objects used to increase the learner with ASD's ability to complete a target skill or behavior. This module targets the types of visual cues, such as visual directions or instructional cues, and provides interactive case activities for each of the planning for, using, and monitoring visual cue steps.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, confer…

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These notes support learning for the modules linked below.

You can open in google and type directly onto the document, or print and fill in the notes.

Provide a copy of the completed notes to your supervisor.

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CONNECTION BETWEEN BEHAVIOR & LEARNING RECORDING

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CONNECTION BETWEEN BEHAVIOR & LEARNING RECORDING

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Approximately 5-8 minutes

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Approximately 5-8 minutes

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Supporting the whole child: Roles & Responsibilities

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Supporting the whole child: Roles & Responsibilities

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Supporting the whole child: Roles & Responsibilities

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Social competence is the ability to interact successfully with peers and adults in a variety of situations and environments. Individuals with autism spectrum disorder (ASD) may find this to be a significant challenge.

This 5-part series provides an overview of social competence, guidance on assessment and intervention to improve social competence, and strategies to embed social competence instruction into everyday activities.

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Prompting is used to help the learner with autism spectrum disorders (ASD) successfully use a target skill or behavior. This module targets the basic rules of least-to-most prompting and provides interactive case activities for discussing a plan for, using, and monitoring prompting.

Approx: 1.5-2 hours

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Prompting: Introduction & Practice

Prompting is used to help the learner with autism spectrum disorders (ASD) successfully use a target skill or behavior. This module targets the basic rules of least-to-most prompting and provides interactive case activities for discussing a plan for, using, and monitoring prompting.

The module was developed specifically for paraprofessionals working with elementary school students (ages 5-12) with ASD. However, special education teachers, general education teachers, other practitioners, and family members find the video examples and activity-based scenarios helpful. The corresponding Home Companion Guide may be especially helpful for families interested in using prompting at home.

What Will I Learn?

The AFIRM module guides the learner through:

What is least-to-most prompting, including when to use least-to-most prompting

How to support learners with ASD by using prompting

Activity-based scenarios that promote real-world application of prompting

The Prompting: Introduction & Practice module will take approximately 1.5 to 2 hours to complete.

Suggested citation:
Sam, A., Savage, M., Steinbrenner, J., Morgan, W., Chin, J., & AFIRM for Paras Team. (2020). Prompting: Introduction & Practice. FPG Child Development Institute, University of North Carolina. Retrieved from https://afirm.fpg.unc.edu/

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Prompting: Introduction & Practice Prompting is used to help the learner with autism spectrum disorders (ASD) successfully use a target skill or behavior. This module targets the basic rules of least-to-most prompting and provides interactive case activities for discussing a plan for, using, and monitoring prompting.

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Self Awareness, Self Care & Self Regulation

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Self Awareness, Self Care & Self Regulation

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A big part of self care is knowing when a specific strategy is appropriate based on how you're feeling. What does THAT mean? Here's an example: You're really stressed out: you have 2 tests and a research paper due. You decide you need some self care because you are feeling stressed, so you decide to watch a TV show. Before you know it, you're feeling more relaxed... and 5 hours have gone by. Now you still have 2 tests and a research paper, and you're more stressed than you were before! Yes, watching a TV show might be a form of self care in some instances, but in this instance, it seems more avoidant. Sometimes self care isn't "fun." Sometimes, self care is not taking the easy way. In order to keep yourself accountable, try coming up with your own Self Care Action Plan.

Before creating your own action plan, check out this video:

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A big part of self care is knowing when a specific strategy is appropriate based on how you're feeling. What does THAT mean? Here's an example: You're really stressed out: you have 2 tests and a research paper due. You decide you need some self care because you are feeling stressed, so you decide to watch a TV show.

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Approx 21 minutes

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PBISApps empower educators to make data-driven decisions in real time for the best student outcomes. The SWIS Suite: Powerhouse reports for schools. PBIS Assessment: Measure effectiveness and school climate for free. PBIS Evaluation: Reports for districts, regions & states.

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Universal Supports for Prevention-K-12 Checklist

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In this module, you will learn all about how to implement modeling, the different types of modeling procedures, and the benefits for each individual modeling procedure. In addition you will learn why modeling can be effective for teaching new skills to learners with autism.

Learn how to implement modeling

Different types of modeling procedures

Why modeling can be effective for teaching new skills to learners

Approx 45- 60 minutes

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Supporting Peer Interactions: Introduction & Practice

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Supporting Peer Interactions: Introduction & Practice

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Supporting peer interactions is a critical component for learners with autism.  This module targets how to use foundational evidence-based practices to support peer interactions, and provides interactive case activities for each of the planning for, using, and monitoring supporting peer interaction steps.

Approx: 1.5-2 hours

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Supporting Peer Interactions: Introduction & Practice

Supporting peer interactions is a critical component for learners with autism. This module targets how to use foundational evidence-based practices to support peer interactions, and provides interactive case activities for each of the planning for, using, and monitoring supporting peer interaction steps.

The module was developed specifically for paraprofessionals working with elementary school students (ages 5-12) with autism However, special education teachers, general education teachers, other practitioners, and family members find the video examples and activity-based scenarios helpful. The corresponding Home Companion Guide may be especially helpful for families interested in supporting peer interactions at home.

What Will I Learn?

The AFIRM module guides the learner through:

What is in the EBP toolkit

When and how to support peer interactions

Activity-based scenarios that promote real-world application of supporting peer interactions

The Supporting Peer Interactions: Introduction & Practice module will take approximately 1.5 to 2 hours to complete.

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Supporting Peer Interactions: Introduction & Practice

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Supporting Peer Interactions: Introduction & Practice Supporting peer interactions is a critical component for learners with autism. This module targets how to use foundational evidence-based practices to support peer interactions, and provides interactive case activities for each of the planning for, using, and monitoring supporting peer interaction steps.

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Respectful redirection is a quick, in-the-moment strategy to give corrective feedback to students. You get your students' attention without making a big deal about it, using a calm tone, neutral body language, and clear, concise wording.

You tell students exactly what they're doing incorrectly and what they should be doing instead with as few words as possible, leaving less room for confusion. (If your school uses a PBIS framework, you may hear this strategy called "error correction.")

to see how one teacher uses respectful redirection with her whole class.

Set expectations. Before you can start using respectful redirection, make sure your students know what is expected of them in your classroom. These expectations should be reasonable, age-appropriate, and culturally responsive. Knowing your students well will help you create expectations that respect cultural differences and life experiences. Share and review the expectations regularly as part of building your class culture.

When a student doesn't follow a classroom expectation, decide in the moment whether you need to intervene. Ask yourself: What is this behavior communicating? Is it getting in the way of the student's learning or the learning of others?

Also, when you're deciding whether to intervene, remember that some students may look off-task when they're doing things that actually keep them on-task. For example, students who are standing up or fidgeting at their desks may look off-task. But for students who have ADHD, movement can be a strategy that helps them concentrate.

If you decide that you need to use a respectful redirection, follow the steps from the example below.

1. Address the issue as quickly as possible. If your redirection will only be for one student, do your best to speak privately.

Walk to Josh and say quietly and calmly, "Josh, I can tell you really want to share your ideas, but you were talking while Laurel was talking."

2. Describe what the student should do instead by referring to your classroom expectations.

Point to a visual of classroom expectations and say, "In this class, we take turns speaking during discussions. Next time you have an idea to share with the group, wait until the person who is speaking stops, and then share your idea."

3. Explain why the alternate behavior is a better option.

"It's easier for people to listen when one person is talking at a time."

4. Ask the student to demonstrate understanding, either by practicing it immediately or by telling you how they will do it in the future.

"Josh, the next time you want to share your idea when someone else is talking, what could you do?"

5. When the student follows your redirection, provide feedback and reinforcement.

"Josh, the way you waited to speak until after Laurel was finished talking allowed everyone in your group to listen and share their ideas. Well done."

Respectful redirection isn't just about telling students to focus on what they're supposed to be doing. It's also about how you say it. Research shows that this type of brief, consistent, systematic correction with feedback has a positive effect on student behavior. How you speak to students - the tone you use, the words you choose, and how much you say - affects the way they respond to you.

Students who learn and think differently especially benefit from this strategy. For students with ADHD, research shows that delayed feedback is less likely to result in positive behavior changes. An immediate redirection helps students recognize cause and effect.

As a predictable framework, respectful redirection can be comforting to students, especially those who have experienced trauma. One of the elements of strong trauma-informed teaching is a safe community. Routines and predictability help to build trust, allowing students to feel safe. They know how the process works and their role in it.

When done successfully, respectful redirection can remove the need for further intervention. Talking to students in a positive, calm manner while giving specific feedback gives them a way to get back on task without needing more information.

Respectful redirection can work at home, too. Share behavior contracts families can use to help their kids learn to replace an inappropriate behavior with a more appropriate one.

Research behind this strategy

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Respectful redirection: A behavior strategy for teachers

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Respectful redirection is a classroom management strategy that teachers use to quickly and calmly tell students what they're doing incorrectly and what they should be doing instead.

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Top Eight Tips for the Inclusive Classroom.pdf

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Approx 29 minutes

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Supporting students with disabilities in a PBIS Framework

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Supporting students with disabilities in a PBIS Framework

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Supporting Students with Disabilities Within a PBIS Framework.pdf

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3. CISD_ Para-Educator Training Systems of support.pptx.pdf

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Please save or print a copy of this to document your learning progress. Provide a completed copy to your supervisor.

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Self Paced Para Educator Learning Documentation

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Snapshot 3 - Active Supervision 3-18-19.pdf

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One common characteristic of individuals with autism spectrum disorder (ASD) is the frequent engagement in repetitive and restricted patterns, or special interests. Although these special interests may appear to prevent new learning opportunities for people with ASD, recent research has proved that incorporating special interests into daily activities may increase both social and academic behaviors. This module will present several examples of how to embed special interests into interventions to increase desired behaviors.

Approx 60- 75 minutes

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Using Special Interests in the Classroom | Autism Internet Modules

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Time delay is used to systematically fade the use of prompting for a target skill or behavior. This module targets the basic rules of time delay, including using a controlling prompt, and provides interactive case activities for discussing a plan for, using, and monitoring time delay.

Approx: 1.5-2 hours

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Time Delay: Introduction & Practice

Time delay is used to systematically fade the use of prompting for a target skill or behavior. This module targets the basic rules of time delay, including using a controlling prompt, and provides interactive case activities for discussing a plan for, using, and monitoring time delay.

The module was developed specifically for paraprofessionals working with elementary school students (ages 5-12) with ASD. However, special education teachers, general education teachers, other practitioners, and family members find the video examples and activity-based scenarios helpful. The corresponding Home Companion Guide may be especially helpful for families interested in using time delay at home.

What Will I Learn?

The AFIRM module guides the learner through:

What is time delay, including when and how to use contant or progressive time delay

How to support learners with ASD by using time delay

Activity-based scenarios that promote real-world application of time delay

The Time Delay: Introduction & Practice module will take approximately 1.5 to 2 hours to complete.

Suggested citation:
Sam, A., Savage, M., Steinbrenner, J., Morgan, W., Chin, J., & AFIRM for Paras Team. (2020). Time Delay: Introduction & Practice. FPG Child Development Institute, University of North Carolina. https://afirm.fpg.unc.edu/time-delay-introduction-practice

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Time Delay: Introduction & Practice Time delay is used to systematically fade the use of prompting for a target skill or behavior. This module targets the basic rules of time delay, including using a controlling prompt, and provides interactive case activities for discussing a plan for, using, and monitoring time delay.

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Developing & supporting inclusive environments

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Developing & supporting inclusive environments

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TIES Belonging Resources | Creating communities of belonging for students with significant cognitive disabilities

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Approx 24 minutes

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Connection between behavior and learning slides

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Connection between behavior and learning slides

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7. CISD_ Para-Educator Training Supporting behavior and learning.pptx.pdf

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8. CISD_ Para-Educator Training Supporting skills building and independence.pptx.pdf

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<6 minutes

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Social competence is the ability to interact successfully with peers and adults in a variety of situations and environments. Individuals with autism spectrum disorder (ASD) may find this to be a significant challenge. This 5-part series provides an overview of social competence, guidance on assessment and intervention to improve social competence, and strategies to embed social competence instruction into every day activities.

Approx Total: 2.25 - 3 hours
Overview: 45- 60 minutes
Assessment: 25-35 minutes
Play & Friendship: 30-45 mintues
Strategies: 25- 35 minutes
Embedding into instruction: 10-15 minutes

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Social competence is the ability to interact successfully with peers and adults in a variety of situations and environments. Individuals with autism spectrum disorder (ASD) may find this to be a significant challenge. This 5-part series provides an overview of social competence, guidance on assessment and intervention to improve social competence, and strategies to embed social competence instruction into every day activities.

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

# data[].attributes.attachment_link.description
Social competence is the ability to interact successfully with peers and adults in a variety of situations and environments. Individuals with autism spectrum disorder (ASD) may find this to be a significant challenge. This 5-part series provides an overview of social competence, guidance on assessment and intervention to improve social competence, and strategies to embed social competence instruction into every day activities.

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This module contains information about the characteristics of autism, including social communication, repetitive behaviors, thinking and learning, and how to support learners.

Approx: 2-3 hours

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Introduction to Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a lifelong developmental disability that primarily affects social communication. This introduction to ASD describes characteristics of autism, including social communication, repetitive behaviors, thinking and learning, and how to support learners with ASD.

What Will I Learn?

The AFIRM model guides the learner through:

Characteristics of ASD, including social communication, repetitive behaviors, thinking and learning

How to support learners with ASD

Activity based scenarios that promote real-world application.

The Introduction to ASD module will take approximately 2 to 3 hours to complete.
If you leave the module prior to finishing, your place within the module will be saved. From your My Account page, look in the My Modules tab and select the last page viewed to resume this module.

Suggested citation:
Steinbrenner, J., Sam, A., Chin, J., Morgan, W., & AFIRM for Paras Team. (2019). Introduction to ASD. FPG Child Development Institute, University of North Carolina. Retrieved from https://afirm.fpg.unc.edu/introduction-asd

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Autism spectrum disorder (ASD) is a lifelong developmental disability that primarily affects social communication. This introduction to ASD describes characteristics of autism, including social communication, repetitive behaviors, thinking and learning, and how to support learners with ASD.

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4. CISD_ Para-Educator Training Best Practices.pptx.pdf

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When determining the need for paraprofessional support, it is critical to design a plan that focuses on independence since this is a primary goal for all students. A good place to start involves giving paraprofessionals a new title; we suggest calling them Independence Facilitators.

In the typical classroom situation with a student with Autism Spectrum Disorder (ASD), paraprofessionals give prompts, corrections, and help when the teacher cannot provide this level of support. However, when assigned 1:1, this can result in students being over-monitored as compared to other students, which increases the likelihood of being over-prompted, over-corrected, or over-helped. This interferes with the development of independence.

However, a shift in perspective takes place when support staff move from "I am a paraprofessional" to "I am an Independence Facilitator." In this frame of mind, everyone stays focused on teaching independence in routines, academic work, and social interactions. This also serves as a reminder to use prompting intentionally with a plan to reduce the level of prompting over time because the goal is increased independence.

What else could an Independence Facilitator do to promote independence when working 1:1 with a student? Instead of verbally prompting, helping, or correcting the student, the paraprofessional needs to model the expected work and behavior of students in the class, while seated alongside the supported student. It is like demonstrating "this is how the work is to be completed."

When the student with ASD is engaged, completes work, and follows direction, authentic verbal, and visual reinforcement is given (e.g., "great work," thumbs up, knuckles). If the student needs help, the adult shows their own work, models how to do the task, or provides a visual prompt of expectations (e.g. points to visual on desk showing "I'm listening") rather than verbally correcting. Verbal statements are reserved for positive interaction and reinforcement only.

What is the advantage of this approach? Research shows that most students benefit from a ratio of five positively reinforced behaviors for every one correction (5:1). When students are over-prompted and over-corrected, the ratio is reversed (1:5), and the prompts, redirections, and help (especially verbal and physical assistance) may feel not only unpleasant but aversive. This results in challenging behavior for the purpose of escaping from the adult or the classroom.

When Independence Facilitators use Modeling for 5:1, they are keeping a strong positive to corrective ratio. This can increase engagement and decrease escape motivated behavior, while also promoting independence.

As students with ASD learn to observe the Independence Facilitator modeling expected behavior, they will also learn to observe peers. What will peers model? Often, what they observe in adults. An Independence Facilitator is not only modeling for students with ASD, but they also model for peers by demonstrating how positive interaction and support should work with a student with ASD. By demonstrating 5:1 positive to corrective interactions, reserving verbal interaction for positive engagement, and modeling expected behavior, everyone on the team, staff and students, are all working toward the same goal of promoting independence.

Read "Are Paraprofessional Supports Helpful?" by Michael Giangreco, Ph.D. and Betsy Hoza, Ph.D. to learn more about this topic.

START Connecting Homepage

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When determining the need for paraprofessional support, it is critical to design a plan that focuses on independence since this is a primary goal for all students. A good place to start involves giving paraprofessionals a new title; we suggest calling them Independence Facilitators.

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AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Approx 14- 21 hours total, each module 2-3 hours

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AFIRM for Toddlers Introduction (same module as above but opens in a new browser window)

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers. Please note that these modules work best in Firefox and Chrome.

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AFIRM for Toddlers Introduction (same module as above but opens in a new browser window) AFIRM for Toddlers AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

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5 Easy Tips for Effective Limit Setting | Crisis Prevention Institute (CPI)

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Limit setting isn’t just a skill for crisis prevention; it’s a tool that can help you negotiate any challenge, big or small.

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FM - Educational Teams and Roles Fact Sheet.pdf

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Supporting roles and responsibilities slides

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Supporting roles and responsibilities slides

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2 minutes

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Special Education & related services video

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Special Education & related services video

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3 minutes

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2. CISD_ Para-Educator Training Special education law.pptx.pdf