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Click "Open in a New Window"

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Copy of "Color Zones of Regulation" by A happy ThingLink User

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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Boom Learning | Empowering teachers and students

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Boom Cards transform the classroom into an interactive, gamified learning experience with data to track progress and identify learning gaps.

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If you're providing remote instruction this year, you may have seem images where educators create a personalized virtual classroom that they share with students during online meetings. These classroom images are easy to make and they help students feel more connected even when they are learning from home. In this tutorial, we'll provide step-by-step directions for how to create a Bitmoji Classroom and we'll use a variety of posters and books focused on social emotional learning.

Please make a copy of our Google Slides to use as a starting template and also use the free SEL images to decorate your walls.

Note: We also have included a slide with the five logos for our online games. If you have students using our games, using a clickable logo will make it much easier for them to log in.

What is Bitmoji?

Bitmoji is a free app for your mobile device that let's you create an avatar that looks a lot like you. You can create personalized images of your avatar using the library of activites and poses within the app.

1. Step one: Download and install the Bitmoji app by going to the Bitmoji w ebsite. Scroll down and click on either "Download on the App Store" for Apple devices or "Get it on Google Play" for Android.

2. Step two: After creating your avatar and images for you classroom, you will need the Google Chrome extension for Bitmoji in order to download your images.

3. Step three: Get creative!

You can also join a Facebook Group to share ideas and images. This one, Bitmoji Craze for Educators, is very active and has nearly 500,000 members.

Creating a Bitmoji Classroom in Google Slides

To help you get started, please make a copy of our Virtual Classroom SEL Google Slides by clicking the link. And even if you have already created your own classroom, you may want to make a copy of our slides so that you can reuse our artwork.

Note: When you create your virutual classroom, you will want to find images that are free to reuse. FAVPNG is a free image site and the Facebook Group mentioned above is also a great resource. In addition, you will typically use .png files with transparent backgrounds so that the image you are pasting on top doesn't look like it is inside of box. However, if you find a non-png image you want to use, you can use this Remove Image Background site to convert your image.

Step One: Pick a background color for your room by clicking on the Background menu in Google Slides. This will be the color of your wall.

Step Two: Next, add an image of a floor. You will likely need to crop and/or adjust the image, but make sure you leave plenty of wall space for the next steps.

Step Three: Add furniture and accessories to your room. You may want to create a front of classroom view like the one below, or a space that more closely resembles where you would interact with your students.

Step Four: Next, personalize your space with decorations and images. Note: you may want to build multiple different backgrounds depending on the lesson you are teaching, so simply duplicate the prior Google Slide before adding your decorations. Also, when viewing a copy of our slides (not the image below), you will notice that some of the books and posters have clickable links. Adding clickable links on images is a great way to make it easier for your students to find the resources you want them to use.

Step Five: Finally, add your Bitmoji and other characters to your slide.

So that's how to create a Bitmoji classroom, but if you have problems or need help, you can always ask for assistance on our Centervention Facebook Group for Social Emotional Learning.

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How to Create a Bitmoji Classroom for SEL

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If you're providing remote instruction this year, you may have seem images where educators create a personalized virtual classroom that they share with students during online meetings. These classroom images are easy to make and they help students feel more connected even when they are learning from home.

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online program to make visuals/pecs/social stories

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Information about Pandemic EBT, or P-EBT

P-EBT is a federal food program. The California Department of Social Services (CDSS), in partnership with the California Department of Education (CDE), received approval to operate the program in response to COVID-19 related school and child care closures. P-EBT provides food benefits to help families with young children (under age 6) who got CalFresh Food benefits between October 2020 and August 2021 and school age children who were eligible for free or reduced-price school meals through the federal School Breakfast or National School Lunch Program for School Year 2020-21, and assumed to have attended school via distance learning at least some of that time.

For additional information, visit the P-EBT website at https://ca.p-ebt.org/.

P-EBT 2.0 Eligibility

Young children are eligible for P-EBT 2.0 if between October 1, 2020, and August 31, 2021, they were:

Age 0-6 years old; and

Part of a household getting CalFresh food benefits; and

Living in a county where at least one school facility is closed or is limiting in-person instruction.

School aged children are eligible for P-EBT 2.0 if they were:

Enrolled at a school for school year 2020-21 that participated in the federal School Breakfast Program or National School Lunch Program; and

Eligible to get free or reduced-price meals for school year 2020-21; and

Assumed to have attended school via all distance learning or a hybrid of all distance learning and in-person learning at least some days of the week during school year 2020-21.

P-EBT 2.0 cards for eligible young children who got CalFresh between October 2020 and January 2021 were automatically mailed beginning early July 2021 through August 2021. P-EBT 2.0 cards for eligible school age children will be automatically mailed beginning early August 2021 through November 2021. P-EBT 2.0 cards for eligible young children who got CalFresh between February 2021 and May 2021 will be automatically mailed beginning in November 2021. All remaining cards for both age groups will be mailed in December 2021.

Cards will be mailed by age group in alphabetical order based on the first name of the eligible child. There is NO P-EBT 2.0 application.

Children eligible for free school meals based on their attendance at a school where all children can get free breakfast, lunch, or both, are also eligible for P-EBT. This is true even if the child did not individually apply for free or reduced-price school meals.

Families who feel they do not need P-EBT benefits can choose to not accept P-EBT benefits by destroying their card before using it.

Do not throw your card away as it will be reloaded with additional benefits. Each eligible child will receive their own P-EBT 2.0 card.

P-EBT 2.0 does not:

Require sign-up or an application;

Affect other benefits you may be receiving;

Impact immigration or make the recipient a public charge;

For more information, please visit the P-EBT website at https://ca.p-ebt.org/

Summer P-EBT

California's Summer P-EBT plan has been approved! All eligible children will receive a standard summer P-EBT benefit of $375, which will be reloaded on existing P-EBT 2.0 cards in December 2021. School children who were eligible to receive free or reduce price school meals at a school participating in the federal meal programs at the end of school year 2020-21 will be eligible to receive summer P-EBT benefits. California also allowed families to submit a free or reduce price meal application to become newly eligible for summer P-EBT during the summer. Young children who are getting CalFresh food benefits will also receive summer P-EBT benefits.

P-EBT Help

Families that have already received a P-EBT card and need assistance with PIN set-up, need to request a replacement card, or did not receive their card in the mail as expected, may contact the P-EBT Helpline at (877) 328-9677 (M-F, 6am to 8pm) for help.

Families that have not received a P-EBT card but have questions about their P-EBT eligibility can also contact the P-EBT Helpline at (877) 328-9677 (M-F, 6am to 8pm).

Program History

Before P-EBT 2.0, there was P-EBT 1.0 and the P-EBT extension.

P-EBT 1.0

P-EBT 1.0 benefits were provided to children who were eligible for free or reduced-price meals during the 2019-2020 school year at a school participating in the federal School Breakfast or National School Lunch Program. P-EBT 1.0 benefits have now been issued to all eligible children.

P-EBT Extension

California was also authorized to provide additional P-EBT food benefits for the months of August and September 2020. This is referred to as the "P-EBT Extension". Children were eligible for P-EBT extension benefits if they:

Previously received P-EBT benefits for the 2019-20 school year;

Were attending a California school participating in the federal School Breakfast and National School Lunch Programs for the 2020-21 school year; and

Were assumed to be attending school virtually or via a hybrid model of virtual and in-person instruction for the 2020-21 school year.

Under the P-EBT extension, each eligible child received a new P-EBT card with P-EBT benefits for the months of August and September 2020. These new P-EBT cards were mailed directly to families in late October through late December. Eligible families did not need to apply to receive P-EBT extension benefits.

Families who received P-EBT Extension benefits will get a small supplement for the months of August and September 2020 for parity with children newly eligible for P-EBT 2.0. Families who did not receive P-EBT extension benefits, but have recently been determined eligible for P-EBT 2.0, will get benefits for August and September 2020 with their P-EBT 2.0 benefits for the remainder of the 2020-21 school year.

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Information about Pandemic EBT, or P-EBT P-EBT is a federal food program. The California Department of Social Services (CDSS), in partnership with the California Department of Education (CDE), received approval to operate the program in response to COVID-19 related school and child care closures.

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The Department of Developmental Services (DDS) is now accepting applications from community-based organizations (CBOs) and regional centers (RCs) for SAE grant funds available in 2022-23. More information

On August 31, 2022, Governor Gavin Newsom declared a State of Emergency for The State of California, as a result of a significant heat wave affecting California that started on [...]

Issue The Regional Center of the East Bay (RCEB) is requesting a 637 waiver to the Department of Developmental Services (DDS) for an Alternative Services Delivery to waive California Code [...]

Learn more about our services and programs

Stay current with news about Regional Center of the East Bay

This website uses cookies to improve your experience. We'll assume you're ok with this, but you can opt-out if you wish. Cookie settings ACCEPT

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The Department of Developmental Services (DDS) is now accepting applications from community-based organizations (CBOs) and regional centers (RCs) for SAE grant funds available in 2022-23. More information On August 31, 2022, Governor Gavin Newsom declared a State of Emergency for The State of California, as a result of a significant heat wave affecting California that started on [...]

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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

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.

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

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

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AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

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Assistive Technology Modules

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CONNECT Modules are FREE practice-focused instructional resources for faculty and other professional development providers. CONNECT modules are designed using a 5-Step Learning Cycle TM, an approach for making evidence-based decisions about practice dilemmas, based on the integration of multiple sources of evidence. Read Factsheet [pdf]

Because the CONNECT Modules are free and do not require users to create an account, you will not receive a certificate of completion.

Available Modules (in English and Spanish)

1. Embedded Interventions

2. Transition

3. Communication for Collaboration

4. Family-Professional Partnerships

5. Assistive Technology Interventions

6. Dialogic Reading Practices

7. Tiered Instruction

CONNECT Courses are self-paced and self-guided and designed for professionals who work with or support young children and their families in a variety of learning environments and inclusive settings. Each course (except for the FREE Foundations of Inclusion) is priced at $30 / participant.
Available Courses

1. Foundations of Inclusion (FREE)

2. Adaptations that Work (5 clock hours / .5 CEUs)

3. All, Some, and A Few: Tiered Instruction (4 clock hours / .4 CEUs)

4. Better Together: Powerful Family Partnerships (2.5 clock hours / .25 CEUs)

5. Communication for Professional Collaboration (2.5 clock hours / .25 CEUs)

6. Smooth Moves: Program Transitions (5 clock hours / .5 CEUs)

7. Storybook Conversations (4 clock hours / .4 CEUs)

8. Weaving Inclusion into Everyday Activities (5 clock hours / .5 CEUs)

Already have an account?

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CONNECT Modules are FREE practice-focused instructional resources for faculty and other professional development providers. CONNECT modules are designed using a 5-Step Learning Cycle TM, an approach for making evidence-based decisions about practice dilemmas, based on the integration of multiple sources of evidence.

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https://echoautism.org/resources/

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ECHO Autism © 2023. All rights reserved. Site Design by Digital Convo.

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Your care and support can make a huge difference in the life of a young child. Sesame Street is here for you with activities and tips for the challenges and joys along the way.

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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

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.

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

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

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AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

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COVID-19 Resources for Our Families

Welcome to our COVID-19 Resources site! We found ourselves feeling a bit overwhelmed with the sheer volume of COVID-19 online resources, so we decided to curate an organized list that we consider the "best" of what is available online for our patients and families. We hope you find it useful!

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Welcome to our COVID-19 Resources site! We found ourselves feeling a bit overwhelmed with the sheer volume of COVID-19 online resources, so we decided to curate an organized list that we consider the "best" of what is available online for our patients and families. We hope you find it useful!

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How to use visual supports

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Visual Supports Tool Kit Autism Speaks.pdf

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curriculum for students with disabilities

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curriculum for students with severe disabilities

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THE STYER-FITZGERALD PROGRAM IS THE KEY TO SPECIAL EDUCATION. THE EASY-TO-ADMINISTER ASSESSMENT LINKS DIRECTLY TO THE CURRICULUM, PROVIDING A COMPREHENSIVE APPROACH TO TEACHING FUNCTIONAL SKILLS TO STUDENTS WITH MODERATE TO SEVERE DISABILITIES, INCLUDING

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You can make quizzes or use for review

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Put your students at the centre of their learning experience

Give your students the tools to create their own learning experiences. Through student choice, autonomy, and collaboration, your students can create, present, and study lesson content on topics of interest in their own words and at their own pace.
Empower students to create with Kahoot! for:

In-class knowledge sharing

Lesson review and test prep

Collaborative learning

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Kahoot! for schools | Make learning awesome at school

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Make learning awesome together! Kahoot! for schools helps teachers collaborate, save time and create more engaging games.

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The WCCUSD Food Services Department is made up of a team of food and nutrition professionals that are dedicated to students' health, well being and their ability to learn. We support learning by promoting healthy habits for lifelong nutrition and fitness practices.

5/4 - 5/8/2020

5/11 - 5/15/2020

The Food Services Department will be offering curbside meal pickups available for breakfast, lunch and supper to children 18 years and younger.

How To Make Your Own Face Covering

From the Surgeon General and CDC
Click on Image above or use this link: https://youtu.be/tPx1yqvJgf4 AVAILABLE NOW
Free and Reduced Price Meals are available to families who believe they may qualify. If your family chooses to apply please complete a "2019-2020 Multipurpose Family Income Form."

You will be notified by mail of your child's status. Until notification you must provide your child with a lunch or lunch money.

Please take advantage of the options to prepay your student's meal accounts.
Prepaid meal accounts help the lunch lines go faster and gives students more time to eat, relax and play.
It also gives you the peace of mind of not having to worry about looking for lunch money every day or worry that it might get lost, stolen or used for other things other than lunch.

2019-2020 School Year Meal Prices

Breakfast Lunch

Reduced Price

No Charge

No Charge

Full Price - Elementary

1.75

3.00

Full Price - Middle & High

2.50

3.00

Elementary Adult Meal

2.50

4.00

Secondary Adult Meal

2.75

4.00

______________________________________________________________

Learning and good nutrition go hand in hand!

Food Services is committed to providing healthy school meals and snacks to the students of West Contra Costa Unified in order to support student academic success and promote healthful eating habits that lead to lifelong positive nutrition practices. We provide more than 30,000 meals and snacks per day to students and staff throughout the district, and employ more than 240 team members.

School meals are served to students under the National School Lunch and Breakfast Programs. Meals, foods and beverages sold or served at schools meet state and federal requirements which are based on the USDA Dietary Guidelines. We provide students with access to a variety of affordable and appealing foods that meet the health and nutrition needs of students. Meals and snacks are also served through the United States Department of Agriculture's Seamless Summer Option and the Child and Adult Care Feeding Program. Following the nutrition guidelines prescribed by the Healthy, Hunger-Free Kids Act of 2010, we serve whole-grain rich products; low fat and fat free milk; 100% fruit and/or vegetable juices; and a variety of fresh, seasonal fruits and vegetables.

______________________________________________________________

We would LOVE to hear your feedback about our meal program.
We have made NEW changes.
Please take a moment to complete our survey.

______________________________________________________________

Benefits of Breakfast

Did you know that there are many benefits of eating breakfast?

Studies have shown that eating breakfast, especially breakfast at school, has a positive effect on a student's overall dietary health.
Evidence also shows that eating breakfast has a positive effect on academics.

So remember to take time for a delicious breakfast at school to fuel your body and mind!

______________________________________________________________

We comply with local, state, and federal health and safety regulations. To review the most recent health inspection reports, contact West Contra Costa Unified School District - Food Services Department at 510-307-4580.

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West Contra Costa Unified School District - School Nutrition And Fitness

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The WCCUSD Food Services Department is made up of a team of food and nutrition professionals that are dedicated to students' health, well being and their ability to learn. We support learning by promoting healthy habits for lifelong nutrition and fitness practices.

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Emergencies and National Disasters: Helping Children and Families Cope

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Emergencies and National Disasters: Helping Children and Families Cope

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The following are resources to support families in helping young children cope with the challenges that might occur during stressful emergency or disaster situations. This website will be updated as we obtain more resources.

Let's work as a community to support our little ones! Do you have a COVID 19/emergency-related Pyramid Model or early childhood resource you want to share with families? Email it to sipayton@usf.edu.

For Early Childhood Professionals

For Early Childhood Professionals

ReOpening Early Childhood Programs

ReOpening Early Childhood Programs

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The following are resources to support families in helping young children cope with the challenges that might occur during stressful emergency or disaster situations. This website will be updated as we obtain more resources. Let's work as a community to support our little ones!

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CNN/ Sesame Street Coronavirus City Hall 

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CNN/ Sesame Street Coronavirus City Hall 

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cnn's sesame street town hall: top moments from kids-friendly event - cnn

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Best moments from CNN and Sesame Street's coronavirus town hall for kids and parents

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CNN partnered with Sesame Street for a special town hall about coronavirus to give kids the opportunity to learn more about the pandemic and ask questions.

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We Wear Masks - A Social Story about the coronavirus

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A Children's Story About Social Distancing

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A Children's Story About Social Distancing

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Time to Come In, Bear: A Children's Story About Social Distancing

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St. Jude Children's Hospital Activity Book  

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St. Jude Children's Hospital Activity Book  

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St. Jude Children's Hospital Coronavirus Coloring book 

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St. Jude Children's Hospital Coronavirus Coloring book 

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Just For Kids: A Comic Exploring The New Coronavirus

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Just For Kids: A Comic Exploring The New Coronavirus

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Updated on March 16 at 1:56 p.m. ET. This comic has been updated. Click here for the newest version.
Kids, this comic is for you.

It's based on a radio story that NPR education reporter Cory Turner did. He asked some experts what kids might want to know about the new coronavirus discovered in China.

To make this comic, we've used his interviews with Tara Powell at the University of Illinois School of Social Work, Joy Osofsky at the LSU Health Sciences Center in New Orleans and Krystal Lewis at the National Institute of Mental Health.

Print and fold a zine version of this comic here. Here are directions on how to fold it. To read this comic in Chinese, click here.To read it in Spanish, click here.

Malaka Gharib is an NPR editor and the author and illustrator of I Was Their American Dream: A Graphic Memoir, about being first-generation Filipino Egyptian American.

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Just For Kids: A Comic Exploring The New Coronavirus

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You may have heard the word "coronavirus" online or on TV. You probably have a lot of questions. Check out our comic to get some answers - and print out a zine version at home.

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7 support strategies designed to meet the unique needs of individuals with autism during this period of uncertainty.

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Tzvi Schectman

If you have a child with special needs you now how difficult transitions are. Children with special needs, especially children with autism have difficulty with moving from one activity or event to another. An effective solution to help with transitions has been the use of visual timers. Visual timers help teach the concept of time to children with special needs. It also gives them an understanding that every activity is limited to a set amount of time. So where can you find a visual timer for your child?

Right here. We have gathered together 20 visual timers that can help your child with special needs.

1. Time Timers

Recommended by Autism and ADHD experts, Time Timer is one of the most popular visual timers available on the market. With an uncluttered interface, silent operation and optional audible alert this timer works great in almost any setting. Time Timers come in three, eight and 12 inch sizes, perfect for the classroom, in your home or on the go. Price: $30-$40 Purchase at: TimeTimer.com

2. Time Tracker & Time Tracker Mini

Time Tracker is a great visual tool for children with special needs. Following along the lines of a traffic light, Time Tracker uses colors to notify a child that his or her time is almost up. Time Tracker features volume control, a pause feature and quick programming of the lights and sound effects. Price: $26 Purchase at: Amazon.com

3. Time Tracker Mini

The Time Tracker Mini is a smaller more simple version of the Time Tracker. The Time Tracker Mini is half the size of the original Time Tracker (4.75 inches tall) and operates easily with just 2 dials. Alarm times on the Mini can be set from 5 minutes to 2 hours, in 5-minute increments. Price: $15 Purchase at: Amazon.com

4. Talking Timer

The Lux Talking Timer offers the flexibility to be used as either a precise clock or as a count up/count down timer. A clear spoken voice will announce the time of day or how much time remains until the count down elapses. You can set a timer for up to 23 hours and decide if you would like an audible alarm or not. Price: $17 Purchase at: Amazon.com

5. Amco Color Alert Timer

While this timer was designed with the kitchen in mind, it can also be used for your child with special needs. The Amco Color Alert Timer is useful if you are looking for an inexpensive timer or looking for the added bonus of kitchen use. The timer is a 60 minute timer, that blinks yellow with 10 minutes left and red with one minute left. Price: $17 Purchase at: Amazon.com

6. Time Timer Watch

The Time Timer watch is a great product for young adults with autism or ADHD. The watch has three features: A clock, alarm and countdown timer. The Time Timer watch gives teens and young adults independence while helping them to get a better understanding of time. Features of the watch include vibrating and audible alerts, repeatable time segments and 12- or 24-hour clock options. Price: $75 Purchase at: TimeTimer.com

Aside from the physical timers that you can purchase in stores there are also many timer apps available in the Apple iTunes Store and the Google Play Store. Below is a list of highly regarded timer apps for both platforms.

7. Sharing Timer

Sharing Timer focuses on reinforcing the concept of sharing and turn-taking. With sharing timer you can select an activity, choose whose turn it is and set the timer. The graphics, sounds, activities and of course the time limit can all be customized to fit your needs. With its large, clear graphics, Sharing Timer makes it easier for children with special needs to use. Price: $7.99

8. Time Timer

The Time Timer App displays time as a red disk that quietly gets smaller as time elapses. Children as young as three understand that when the red is gone, time is up! The Time Timer App has a professional look and packed feature set to help adults make every moment count. Highly recommended by experts in education, healthcare, ADHD, Autism and parenting. Time Timer has separate apps for the iPhone and iPad. Price: $4.99 for iPad App and $2.99 for iPhone App

9. Vis Timer

Visual thinkers, especially when they are children, have difficulty conceptualizing time. The VisTimer was developed to provide a gentle implementation of time imposed limits. It utilizes an animated shrinking pie chart to depict elapsed time. Vis Timer includes an early warning preference setting to indicate the timer is approaching completion. Price: $1.99

10. iPrompts

iPrompts is a special needs app that does a number of things including: picture schedules, choice prompts and more. iPrompts also has a countdown timer that displays an image of the caregiver's choice along with a graphical countdown timer set to any duration. The app is useful for demonstrating how much time is left until a current activity ends, or before the next pictured activity begins. Price: $39.99

11. Stoplight Clock

Stoplight Clock provides a distraction-free countdown with vivid colors to let your child know when they are nearly out of time. With this app you can disable the alarm and customize the length of time for each color. Price: 1.99

12. Kiddie Countdown Timer

Kiddie Countdown makes it easy for your kids to see how much time they have left for a particular task. Kiddie Countdown uses clear simple graphics in green, yellow and red to let your child know how much time is left. The App also supports background alarms so even if it isn't running in the foreground, you will still get the alarms. Price: $0.99

13. Wait Timer

Wait Timer is a visual and audio tool to help children with waiting. The app includes a social story about waiting, and an audio/visual tool for waiting that can be set to different times. Features include: settings to easily change the "wait" time. You can set the timer to as little as one second to gradually introduce waiting and there is no minimum or maximum times. Price: $2.99

14. Buddy's Timer

Buddy's Timer is perfectly suited to children with autism. The app is a no-frills countdown timer that helps teach the concepts of time. You can set the timer for up to 60 minutes in increments of five. The app comes with a screen lock and a piano key chime for audio support. Price: $1.99

15. Easy Kids Timer

Easy Kid Timer is a fun visual timer for a parent or teacher of any child learning patience and the concept of time. You can easily customize Kids timer with your own pictures and descriptions of tasks. Price: $1.00

16. Touch & Go Visual Countdown Timer

This app is aimed at kids who benefit from visual reinforcers, particularly kids who are non-verbal, have autism, or kids who just plain do better with visual feedback. The app allows you to set various timers (in seconds), the corresponding text to display and the image to display during the countdown. Price: Free

17. Visual Auditory Timer

The Visual Auditory Timer is is an extremely simple application that is geared toward individuals along the Autism Spectrum, ADHD, or others who need visual reinforcement. This app provides an unobtrusive timer and alarm to complete time-driven tasks. Price:$0.99

18. Time Timer

Make every moment count with this intuitive, customizable visual timer. The Time Timer is an intuitive and effective visual timer that is preferred by teachers, productivity experts and families with ADHD and Autism. This visual timer is now optimized for Android! Price: $1.99

19. iPrompts

iPrompts is a special needs app that does a number of things including: picture schedules, choice prompts and more. iPrompts also has a countdown timer that displays an image of the caregiver's choice along with a graphical countdown timer set to any duration. Price: $9.99

20. visTimer

visTimer is a small application that is designed for people with Autism, ADHD, or others who benefit from visual reinforcement. The timer can be set to durations of 1 to 60 minutes. It can also operate in clockwise or counter-clockwise modes. The sound & textual prompts can be enabled/disabled and the textual prompts edited. Did we miss any? Tell us in the comments below.

More Special Needs Apps

Looking for more special needs apps? Check out the Special Needs App Review! With over a thousand apps now available to help individuals with special needs it has become increasingly difficult to find and choose the right special needs app. The Friendship Circle App Review gives you the ability to find the perfect special needs app for your child.

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Tzvi Schectman If you have a child with special needs you now how difficult transitions are. Children with special needs, especially children with autism have difficulty with moving from one activity or event to another. An effective solution to help with transitions has been the use of visual timers.

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Free hand washing routine visuals.

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Strategies for Teaching Based on Autism Research

HomeRoutine Essentials: Washing Hands

Support Student Hand-Washing

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Strategies for Teaching Based on Autism Research

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We as adults all rely on visual helpers every day. We use calendars, day timers, street signs, grocery lists, maps, and so on. Using visual cues in our environment allows us to plan, organize, and most of all be independent. Visuals are equally important to children because they are just beginning to learn how things work in the world.

Why do visual supports make it easier for children to understand and communicate?

Words "disappear" right after we say them, visuals hold time and space.

Visuals direct attention to them and hold attention.

Visuals allow more time to process the information.

Visuals assist in remembering.

Using the same words every time a visual is shown, teaches your child those words.

Anything we see that helps us with communication by giving us information with our eyes is a visual support. The type of visual that works best with each individual child depends on what is meaningful to the child. The most widely recommended visuals are those that are used to provide children with information.

For example, labels placed around the home or classroom help to inform your child where to find and where to put materials. Rules provide your child with clear expectations. Other types of visuals that give information in a logical, structured and sequential form consist of schedules, mini-schedules, and "first/then" boards. Activity choice boards allow your child to make selections during their play.

The previously named visuals can be presented in several formats, depending on your child's level of understanding. Ranging from most concrete to most abstract, possible visuals are:

Objects - this would be considered the first level of visual representations and would include the actual objects (e.g., for some children, seeing a sandwich in their parent's/teacher's hand tells them "it's time for lunch.")

Colour photographs - this would consist of coloured photographs of the concrete objects (e.g., for some children being shown a photograph of a bus means "we're going to daycare" OR "we're going home")

Black and white photographs - this level would consist of the same photographs but in black and white

Colour line drawings - these are picture symbols that are often used with children who are able to understand at this level of abstraction

Black and white line drawings - these are also picture symbols and serve the same purpose as coloured lined drawings

Miniature objects - these are smaller versions of the objects

Larger pictures should be used with children who are just learning to associate the picture with the object. Smaller pictures can be used when children are familiar with the pictures and what they represent. You can help your child to move to a more abstract format by associating the pictures. For example, a photograph of a bus can have a small picture symbol of a bus pasted on the bottom corner to demonstrate to the child that they both mean the same thing.

If there are two or more pictures in a series, most speech-language pathologists recommend that they be arranged vertically (top to bottom) for children who are just learning to follow a sequence, and horizontally (from left to right) for children who demonstrate any pre-reading skills.
Tip: remember to place visuals at your child's eye level. Here is a closer look at some visuals that you can use:
Labels in the Home and Classroom

provide information about where to find items

demonstrate where items need to be put away

allow for more independence in accessing materials

promote your child's understanding of visuals representing objects

How to Use Labels in the Home or Classroom

using one format of visuals, label different rooms (e.g., bedroom) or areas (e.g., cubby)

place the picture at your child's eye level

always have the name of the area printed with the picture

label toys and toy shelves with pictures of the items on them

toy cupboards - individual bins can be labeled as well as the place on the shelf where the bin belongs

Rules

provide a clear, consistent description of expectations

when posted in an accessible place, they can be referred to whenever necessary, such as when your child does not seem to understand what is expected

How to Use Rules

decide on the main rules by discussing them with your child, children and others

use positive wording to state how your child should behave (e.g., "Walk" rather than "Don't run")

post in a visible area at your child's eye level

refer your child to the posted rules when he is not behaving accordingly

Schedules

help alleviate your child's anxiety

improve your child's understanding and cooperation

provide your child with information about:

what regular activities are happening that day

what is the sequence of events to come

what new activities will occur

what is not happening

when it is time to stop one activity and start another

Which Visuals to Use

use a maximum of six or seven visuals in the sequence

identify times of the day which are noticeably different from each other (e.g., when location changes or when activities change)

choose symbols that are general enough that they cover the range of possibilities for the activity (e.g., "lunch time" rather than a specific food)

label pictures with the exact words that you and others will use to refer to the activity

Where to Put a Schedule

mount in a visible place where the schedule can be referred to easily (e.g., at their classroom desk, in your child's bedroom)

keep it accessible for your child to refer to on his own

How to Use a Schedule

choose a specific time(s) of the day where you can go over the pictures on the schedule with your child and name the pictures in order

remove each picture once the activity is completed (e.g., snack time is finished)

show the picture of the upcoming activity especially if your child does not wish to change activities (e.g., tidy up, then go outside)

show changes in the regular routine by changing the pictures and describing the change (e.g., no daycare, today stay home)

Mini-Schedules

supplement the daily schedule

direct choices or sequence of activities

are often more detailed than schedules and therefore can teach specific skills

How to Use a Mini-Schedule

provide mini-schedules within the area of your home where additional information is needed (e.g., a "wash hands" mini-schedule above the sink, a "washroom" mini-schedule near the toilet)

provide pictures for the main steps required to complete the task (e.g., turn on water, get soap, wash hands, turn off water, dry hands)

introduce the mini-schedule to your child during the activity which it describes the specific steps

point to each picture and say the words associated with step in the sequence as it is being carried out

use consistent language, stressing the main words (e.g., get soap)

First/Then Boards

teach logical sequences of events (e.g., "First tidy up, then go outside")

visually clarify step-by-step instructions

assist with skill-building by motivating your child to engage in a less-preferred activity knowing that a preferred activity will follow

How to Use First/Then Boards

the "first" picture is always an activity that you want your child to engage in such as a transition or skill-building activity

the "then" picture reinforces the "first" activity by being an activity or object your child enjoys

show the first/then board to your child and name the activities while pointing to the pictures

assist your child in carrying out the sequence

Choice Boards

provide information about what options are available

may be used to broaden your child's play interests

prompt your child to make a request or choice

clarify spoken language

How to Use Activity Choice Boards:

if using the choice board to expand your child's play interests place some pictures of activities that he does not usually choose

if you are trying to encourage your child to make a choice independently, place pictures of activities or toys that he already likes and a picture of a non-preferred activity - to ensure that he is making a choice

start by placing 2 pictures of possible activities your child may choose from on a board and gradually add more pictures

your child may indicate his choice by vocalizing, verbalizing, or gesturing

give your child the indicated choice (e.g., activity, object, food) immediately to reinforce having made a choice

In the Classroom:

There are two different types of activity choice boards:

1. Classwide - usually consists of a board with activity pockets where each child places his name card in the pocket of the activity in which he would like to engage. There are several variations of this type. The board may have enough velcro spots for the corresponding number of children who can play at each classroom area. Or, each child may have a name pocket where the activity card is placed. Some teachers have each child choose their first activity at the end of circle time using this method. Other teachers require the child to move their name card as they change activities throughout the day.

2. Individual - a few possible activities are presented on a board. The choices may be presented to broaden your child's play repertoire (and therefore consist of some activities not usually chosen) or to encourage her to indicate a selection (and therefore depict activities that she already likes). If your child is just learning to make a choice, a non-preferred activity should also be represented to ensure that she is making a choice. Your child may indicate her choice by vocalizing, verbalizing, or gesturing. She should receive the indicated choice immediately to reinforce having made a choice.

Circle Time Song Boards

provide the opportunity to make a choice independently

help keep attention

provide consistent, repetitive language

expand your child's ability to understand and use language

How to Use Song Choice Boards

find props or pictures that correspond to a few of your child's favourite songs

make a board onto which the props and/or pictures can be mounted using tape or velcro

name the songs represented on the board and ask your child, "Do you want 'Twinkle, Twinkle, Little Star' or 'Eensy Weensy Spider'?"

if your child is nonverbal, she can indicate her song choice through eye gaze, pointing, or gesturing

if your child uses verbal language, she can indicate a song choice by naming the item

remove and hold up the prop or picture for your child to see while singing

turn over or put away the prop or picture when the song is finished

Try using some of these visual supports in your home or classroom to help your child understand better and to communicate with others.

References:

Hogdon, L. (1995). Visual Strategies for Improving Communication. Quirk Roberts Publishing.

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We as adults all rely on visual helpers every day. We use calendars, day timers, street signs, grocery lists, maps, and so on. Using visual cues in our environment allows us to plan, organize, and most of all be independent. Visuals are equally important to children because they are just beginning to learn how things work in the world.

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Autism House: Visual Supports for the Home (Part 1)

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Inside Out   Meet the Zones: Green, Blue, Red,  and Yellow

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The STAR Program

The STAR Program (Arick, Loos, Falco, Krug, 2004) teaches children with autism the critical skills identified by the National Research Council. The ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and teaching functional routines form the instructional base of this comprehensive program for children with autism.

The Links® Curriculum

The Links Curriculum (Arick, Hoffman, Magee-Arick, 2012) is a comprehensive curriculum 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.

Evidence-Based and Research-Validated Curriculum

The STAR Program and the Links Curriculum are grounded in evidence-based practices and have shown to be effective in many settings, including public school programs. These curricula transfer research into practice by providing teachers with the tools to implement a comprehensive program using the teaching strategies identified as most effective for students with significant learning challenges.

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STAR Autism Support | Strategies for Teaching Based on Autism Research

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The STAR Program (Arick, Loos, Falco, Krug, 2004) teaches children with autism the critical skills identified by the National Research Council. The ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and teaching functional routines form the instructional base of this comprehensive program for children with autism.

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Your friends on Sesame Street are here to support you during the COVID-19 crisis. Our site is filled with rich content you can use with children to spark playful learning, offer them comfort, and help your whole family thrive.

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Free Applied Behavior Analysis (ABA) Data Collection Sheets

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Free Applied Behavior Analysis (ABA) Data Collection Sheets

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While Thread Learning is a digital platform and we believe in electronic data collection, we also understand some still prefer to use traditional pen and paper methods to gather and analyze data.

That's why we created these free ABA data sheets that anyone can use as they see fit. Below is a summary of each sheet, including what types of data they collect and our suggested methods of use.

These sheets are free to download, and who knows, if you like what you see, maybe down the road you'll try our electronic option!

Trial Data Sheets (20 + 10 trials)

Discrete trial training (DTT) is one of the most common techniques used in Applied Behavior Analysis for students with autism or on the spectrum. The goal of this one-to-one approach is to teach these students new cognitive and social skills.

These ABA data sheets include input forms for ten and twenty trials to track particular actions. These allow behavior analysts (BCBAs) and special education teachers to input and track behavior-based objectives and goals for students.

You can customize each sheet to meet the needs of individual children. As practitioners identify and reinforce new skills, you can also update the trial data sheets.

ABA Interval Data Sheets (Generic + 10 minutes)

We have two free ABA interval data sheets you can use, one generic with no set times, and one broken down into ten-minute increments.

In the generic sheet, teachers can set their own time frame to monitor behavior. Ten-minute increments of activities are monitored in the ten-minute sheet.

You'll notice a +/- section in each of these sheets. A plus means that a behavior occurred during the defined time period, while a minus means it did not.

Another factor to consider in these ABA data sheets is whole vs. partial intervals. Whole refers to the behavior being performed consistently throughout the set timeframe, while partial means the behavior was only completed partially during that time.

Some will argue that whole intervals underestimate behavior rates, while partial intervals overestimate them. We recommend experimenting with both to determine which works best for your individual students.

ABC Data Sheet

An ABC Data Sheet requires a direct form of observation and serves to track antecedent events, behaviors and consequences.

The antecedent occurs before a behavior takes place. Factors such as the environment and external instruction can impact the antecedent along with the student's internal state of mind and feelings.

The behavior is what the primary action being performed is. This should focus on measurable and observable behaviors.

The consequence happens right after the behavior occurs. The severity of the consequences can impact the likelihood of a repeated behavior, whether it increases, decreases or remains the same.

This ABA data sheet is helpful in determining student behavior patterns. There's also a space for additional functions and notes.

Duration Data Sheet

Our Duration Data Sheet helps to measure the length of a behavior from start to finish. It often helps to measure fits of crying, screaming, and other negative actions.

It requires a staff member paying close attention with a timer to start and stop timing. Behavior duration often rises before noticeable changes in frequency, but this sheet provides both pieces of valuable information so you can measure trends.

This ABA data sheet also allows you to calculate the percentage of time spent on the tracked behavior and average time per occurrence.

For more information on ABA data collection, please check out Behaviorbabe's free online resources as well!

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Free Applied Behavior Analysis (ABA) Data Collection Sheets · Thread Learning

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While Thread Learning is a digital platform and we believe in electronic data collection, we also understand some still prefer to use traditional pen and paper methods to gather and analyze data. That's why we created these free ABA data sheets that anyone can use as they see fit.

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Handwriting Without Tears: Distance Learning

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Handwriting Without Tears: Distance Learning

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Encourage Children's Learning at Home

Whether you've already closed for the school year, or are considering a path forward, the following resources can help you continue children's handwriting, keyboarding, and pre-kindergarten development from a distance.

Access our Interactive Teaching Tools at no cost

You can now access the Pre-K Interactive Teaching Tool and/or Handwriting Interactive Teaching Tool for 90 days at no cost. You can also invite families to utilize these tools during your school closure. Click on the links below to get started.
Need help getting access? Call Customer Care at 888-983-8409 or email us at technology@lwtears.com

Print Support for Take Home Resources + Keyboarding Access

We're eliminating shipping fees on selected products that can be taken home to use as well as offering no cost access to our Keyboarding program.

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Whether you've already closed for the school year, or are considering a path forward, the following resources can help you continue children's handwriting, keyboarding, and pre-kindergarten development from a distance. Access our Interactive Teaching Tools at no cost You can now access the Pre-K Interactive Teaching Tool and/or Handwriting Interactive Teaching Tool for 90 days at no cost.

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A general guide for parents to reference if they wish to practice at home. Note: Open with Google Slides when prompted in order for videos to function properly.

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The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. We have developed extensive, user-friendly training materials, videos, and print resources which are available directly from this website to help early care, health and education providers implement this model.

State Partnerships

Visit our states page to find more information about any of our state partners or new resources and information for all states.

State Partners: California, Colorado, Hawaii, Iowa, Maryland, Massachusetts, Nebraska, North Carolina, Tennessee, Vermont, and Wisconsin.

Stay Connected to CSEFEL: sign up for our electronic updates

Pyramid Model

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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You can turn your google slides into interactive worksheets.

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This website is interactive and ready for all devices to use! It includes a variety of educational games that cover subjects such as reading, writing, math, counting, virtual manipulatives, and much more. Very engaging for kids to have fun and learn simultaneously.

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Toy Theater is your source for free educational games specially designed for elementary-aged students. It's available on all desktop computers, tablets, and mobile devices, ensuring learning is never out of reach. If you are a fan of our site, we encourage you to share Toy Theater on your social media or website.

Explore Toy Theater

Here's a sneak peek into what Toy Theater has in store:

Math Games: Ranging from counting and numeral recognition to division and telling time, there's a vast assortment of interactive math games.

Language Arts: Students can work on spelling, letter recognition, and even practice reading with online books.

Art and Music : From teaching students to play simple songs on a keyboard to exploring symmetry via art games, the platform fosters creativity alongside learning.

Puzzles and Games: Ideal for early finishers or indoor recess, their online educational puzzles and games promise fun-filled learning.

Teacher Tools: Need a fun timer or a spinner? Or perhaps a simple way to evaluate basic math skills? Their virtual teacher tools have got you covered.

Whether you project Toy Theater games and interactive tools on your smartboard for the whole class to see or use them during small group work, you're sure to love them!

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Toy Theater | Fun Online Educational Games for Kids

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Make learning a blast! Toy Theater is chock full of interactive online art, reading & math games for kids. Designed with the needs of kindergarten through third grade classrooms in mind, these free games are trusted by teachers around the world to provide real educational value.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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General and simplified for all to share with Spanish speaking parents who wish to introduce PECS to their child. Guide written in simple short steps, pictures per each step, and YouTube video modeling how to teach PECS included.

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General and simplified for all to share with Spanish speaking parents who wish to introduce PECS to their child. Guide written in simple short steps, pictures per each step, and YouTube video modeling how to teach PECS included.

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Social stories - Head Start Center for Inclusion

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Head Start Center for Inclusion COVID-19 Resources

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NCAEP | The National Clearinghouse on Autism Evidence and Practice

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Our NEW and much anticipated report on Evidence-Based Practices is complete and ready for you. View Report >