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WHEN YOU NEED YOUR HANDS TO HELP To complete math problems without wriCng, cut out and laminate worksheet parts. Add hook and loop tape to add answers to theproblems.
COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS) Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) ADULT AUTISM & EMPLOYMENT Adult Autism & Employment . Introduction ,QWURGXFWLRQ IRU 9RFDWLRQDO 5HKDELOLWDWLRQ 3URIHVVLRQDOV This guide is an outgrowth of anotherbook,
TYPES OF CURRICULUM MODIFICATIONS USED TO ALTER INSTRUCTION Types of Curriculum Modifications Used to Alter Instruction Curriculum Modification Definition Example(s) Environmental support The physical,social, and
OVERVIEW OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with STEPS FOR IMPLEMENTATION: POSITIVE REINFORCEMENT In Step 4, teachers/practitioners identify positive reinforcers for learners with ASD. Positive reinforcers are anything that increases the likelihood that the target skill/behavior will be used in IMPLEMENTATION CHECKLIST FOR NATURALISTIC INTERVENTION 2. Teachers/practitioners confirm that the target act is in the learner’s IEP or IFSP. AUTISM INTERNET MODULES The AIM modules are a great resource for building staff capacity. Each child is unique and has different needs. These modules provide step-by-step implementation strategies, as well as an array of ideas and considerations to try new things. AUTISM INTERNET MODULES Keep me logged in Forgot password? | Create an account] Autism Internet Modules | AIM Help Email: aim_info@ocali.org Copyright IMPLICATIONS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER support, these challenges may result in poor communication and strained social relationships with supervisors and co-workers. Infact,
WHEN YOU NEED YOUR HANDS TO HELP To complete math problems without wriCng, cut out and laminate worksheet parts. Add hook and loop tape to add answers to theproblems.
COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS) Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) ADULT AUTISM & EMPLOYMENT Adult Autism & Employment . Introduction ,QWURGXFWLRQ IRU 9RFDWLRQDO 5HKDELOLWDWLRQ 3URIHVVLRQDOV This guide is an outgrowth of anotherbook,
TYPES OF CURRICULUM MODIFICATIONS USED TO ALTER INSTRUCTION Types of Curriculum Modifications Used to Alter Instruction Curriculum Modification Definition Example(s) Environmental support The physical,social, and
OVERVIEW OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with STEPS FOR IMPLEMENTATION: POSITIVE REINFORCEMENT In Step 4, teachers/practitioners identify positive reinforcers for learners with ASD. Positive reinforcers are anything that increases the likelihood that the target skill/behavior will be used in IMPLEMENTATION CHECKLIST FOR NATURALISTIC INTERVENTION 2. Teachers/practitioners confirm that the target act is in the learner’s IEP or IFSP. AUTISM INTERNET MODULES Module List Current Modules (50). Antecedent-Based Interventions (ABI) ASD-4-EI: What Early Interventionists Should Know; Assessment for Identification UPDATED AUTISM INTERNET MODULES The Ohio Center for Autism and Low Incidence (OCALI), together with it's collaborative partners in the Autism Internet Modules (AIM) project, are interested in gathering data and information regarding the use and effectiveness of the AIM content and platform. STANDARD 1 FOUNDATIONS SECTION Social skills needed for educational and other environments. Skills Expressive: Communication Development in Individuals Teachers of Individuals with Developmental Disabilities/Autism PECS: STEPS FOR IMPLEMENTATION National Professional Development Center on Autism Spectrum Disorders Module: Picture Exchange Communication System (PECS) PECS Module Page1 of 6 Picture
UCC-CL UNDERLYING CHARACTERISTICS CHECKLIST-CLASSIC … 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced. UCC-CL UNDERLYING CHARACTERISTICS CHECKLIST IMPLEMENTATION CHECKLIST FOR PRT National Professional Development Center on Autism Spectrum Disorders 1 Antecedentased Interventions Module National Professional Development Center on ASD ASPIRATIONS: PARENT SUPPORT GROUP SAMPLE CURRICULUM The Ohio State University Nisonger Center (October 2008) 1 Aspirations: Parent Support Group Sample Curriculum Topics Aspirations Parent Support Group Curriculum DAILY ACTIVITY/ ROUTINE GOAL 1. USING 2-3 WORD UTTERANCES 2 Daily Activity/ Routine Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts Morning Snack Activity: Offered choices at snack time are kept out of reach but in IMPLEMENTATION CHECKLIST FOR DISCRETE TRIAL TRAINING National Professional Development Center on Autism Spectrum Disorders 1 AntecedentBased Interventions Module National Professional Development Center on ASD INTERVENTION ZIGGURAT Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. Behavior/Areas of Concern For Specific Intervention Plan. Operationalized Behaviors ( ( (( Selected UCC Items Check all that apply AUTISM INTERNET MODULES Understanding the underlying characteristics of ASD and effective practices that support their needs is essential. Designed for those who support, instruct, work with, or live with someone with autism, the Autism Internet Modules (AIM) guide users through case studies, instructional videos, pre- and post-assessments, discussion questions AUTISM INTERNET MODULES Keep me logged in Forgot password? | Create an account] Autism Internet Modules | AIM Help Email: aim_info@ocali.org Copyright IMPLICATIONS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER support, these challenges may result in poor communication and strained social relationships with supervisors and co-workers. Infact,
COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS) Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) WHEN YOU NEED YOUR HANDS TO HELP To complete math problems without wriCng, cut out and laminate worksheet parts. Add hook and loop tape to add answers to theproblems.
TYPES OF CURRICULUM MODIFICATIONS USED TO ALTER INSTRUCTION Types of Curriculum Modifications Used to Alter Instruction Curriculum Modification Definition Example(s) Environmental support The physical,social, and
DAILY ACTIVITY/ ROUTINE GOAL 1. USING 2-3 WORD UTTERANCES 2 Daily Activity/ Routine Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts Morning Snack Activity: Offered choices at snack time are kept out of reach but in IMPLEMENTATION CHECKLIST FOR NATURALISTIC INTERVENTION 1. Teachers/practitioners select a specific target act/skill to be the focus of intervention that: STEPS FOR IMPLEMENTATION: POSITIVE REINFORCEMENT In Step 4, teachers/practitioners identify positive reinforcers for learners with ASD. Positive reinforcers are anything that increases the likelihood that the target skill/behavior will be used in OVERVIEW OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with AUTISM INTERNET MODULES Understanding the underlying characteristics of ASD and effective practices that support their needs is essential. Designed for those who support, instruct, work with, or live with someone with autism, the Autism Internet Modules (AIM) guide users through case studies, instructional videos, pre- and post-assessments, discussion questions AUTISM INTERNET MODULES Keep me logged in Forgot password? | Create an account] Autism Internet Modules | AIM Help Email: aim_info@ocali.org Copyright IMPLICATIONS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER support, these challenges may result in poor communication and strained social relationships with supervisors and co-workers. Infact,
COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS) Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) WHEN YOU NEED YOUR HANDS TO HELP To complete math problems without wriCng, cut out and laminate worksheet parts. Add hook and loop tape to add answers to theproblems.
TYPES OF CURRICULUM MODIFICATIONS USED TO ALTER INSTRUCTION Types of Curriculum Modifications Used to Alter Instruction Curriculum Modification Definition Example(s) Environmental support The physical,social, and
DAILY ACTIVITY/ ROUTINE GOAL 1. USING 2-3 WORD UTTERANCES 2 Daily Activity/ Routine Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts Morning Snack Activity: Offered choices at snack time are kept out of reach but in IMPLEMENTATION CHECKLIST FOR NATURALISTIC INTERVENTION 1. Teachers/practitioners select a specific target act/skill to be the focus of intervention that: STEPS FOR IMPLEMENTATION: POSITIVE REINFORCEMENT In Step 4, teachers/practitioners identify positive reinforcers for learners with ASD. Positive reinforcers are anything that increases the likelihood that the target skill/behavior will be used in OVERVIEW OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with AUTISM INTERNET MODULES Current Modules (50) Antecedent-Based Interventions (ABI) ASD-4-EI: What Early Interventionists Should Know. Assessment for Identification UPDATED. Autism and the Biopsychosocial Model: Body, Mind, and Community. Behavior Intervention Plans. Comprehensive Program Planning for Individuals With Autism Spectrum Disorders. Computer-AidedInstruction.
AUTISM INTERNET MODULES The Ohio Center for Autism and Low Incidence (OCALI), together with it's collaborative partners in the Autism Internet Modules (AIM) project, are interested in gathering data and information regarding the use and effectiveness of the AIM content and platform. OVERVIEW OF ANTECEDENT-BASED INTERVENTIONS (ABI) National Professional Development Center on Autism Spectrum Disorders Module: Antecedent-Based Interventions (ABI) Antecedent-Based Interventions Module Page 1 of 3 National Professional DevelopmentCenter on ASD
DAILY ACTIVITY/ ROUTINE GOAL 1. USING 2-3 WORD UTTERANCES 2 Daily Activity/ Routine Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts Morning Snack Activity: Offered choices at snack time are kept out of reach but in STANDARD 1 FOUNDATIONS SECTION Social skills needed for educational and other environments. Skills Expressive: Communication Development in Individuals Teachers of Individuals with Developmental Disabilities/Autism UCC-CL UNDERLYING CHARACTERISTICS CHECKLIST-CLASSIC … 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced. UCC-CL UNDERLYING CHARACTERISTICS CHECKLIST PECS: STEPS FOR IMPLEMENTATION National Professional Development Center on Autism Spectrum Disorders Module: Picture Exchange Communication System (PECS) PECS Module Page1 of 6 Picture
IMPLEMENTATION CHECKLIST FOR PRT National Professional Development Center on Autism Spectrum Disorders 1 Antecedentased Interventions Module National Professional Development Center on ASD IMPLEMENTATION CHECKLIST FOR DISCRETE TRIAL TRAINING National Professional Development Center on Autism Spectrum Disorders 1 AntecedentBased Interventions Module National Professional Development Center on ASD INTERVENTION ZIGGURAT Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. Behavior/Areas of Concern For Specific Intervention Plan. Operationalized Behaviors ( ( (( Selected UCC Items Check all that apply AUTISM INTERNET MODULES Understanding the underlying characteristics of ASD and effective practices that support their needs is essential. Designed for those who support, instruct, work with, or live with someone with autism, the Autism Internet Modules (AIM) guide users through case studies, instructional videos, pre- and post-assessments, discussion questions AUTISM INTERNET MODULES Keep me logged in Forgot password? | Create an account] Autism Internet Modules | AIM Help Email: aim_info@ocali.org Copyright COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS) Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) WHEN YOU NEED YOUR HANDS TO HELP To complete math problems without wriCng, cut out and laminate worksheet parts. Add hook and loop tape to add answers to theproblems.
ADULT AUTISM & EMPLOYMENT Adult Autism & Employment . Introduction ,QWURGXFWLRQ IRU 9RFDWLRQDO 5HKDELOLWDWLRQ 3URIHVVLRQDOV This guide is an outgrowth of anotherbook,
TYPES OF CURRICULUM MODIFICATIONS USED TO ALTER INSTRUCTION Types of Curriculum Modifications Used to Alter Instruction Curriculum Modification Definition Example(s) Environmental support The physical,social, and
DAILY ACTIVITY/ ROUTINE GOAL 1. USING 2-3 WORD UTTERANCES 2 Daily Activity/ Routine Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts Morning Snack Activity: Offered choices at snack time are kept out of reach but in IMPLEMENTATION CHECKLIST FOR NATURALISTIC INTERVENTION 1. Teachers/practitioners select a specific target act/skill to be the focus of intervention that: STEPS FOR IMPLEMENTATION: POSITIVE REINFORCEMENT In Step 4, teachers/practitioners identify positive reinforcers for learners with ASD. Positive reinforcers are anything that increases the likelihood that the target skill/behavior will be used in OVERVIEW OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with AUTISM INTERNET MODULES Understanding the underlying characteristics of ASD and effective practices that support their needs is essential. Designed for those who support, instruct, work with, or live with someone with autism, the Autism Internet Modules (AIM) guide users through case studies, instructional videos, pre- and post-assessments, discussion questions AUTISM INTERNET MODULES Keep me logged in Forgot password? | Create an account] Autism Internet Modules | AIM Help Email: aim_info@ocali.org Copyright COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS) Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) WHEN YOU NEED YOUR HANDS TO HELP To complete math problems without wriCng, cut out and laminate worksheet parts. Add hook and loop tape to add answers to theproblems.
ADULT AUTISM & EMPLOYMENT Adult Autism & Employment . Introduction ,QWURGXFWLRQ IRU 9RFDWLRQDO 5HKDELOLWDWLRQ 3URIHVVLRQDOV This guide is an outgrowth of anotherbook,
TYPES OF CURRICULUM MODIFICATIONS USED TO ALTER INSTRUCTION Types of Curriculum Modifications Used to Alter Instruction Curriculum Modification Definition Example(s) Environmental support The physical,social, and
DAILY ACTIVITY/ ROUTINE GOAL 1. USING 2-3 WORD UTTERANCES 2 Daily Activity/ Routine Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts Morning Snack Activity: Offered choices at snack time are kept out of reach but in IMPLEMENTATION CHECKLIST FOR NATURALISTIC INTERVENTION 1. Teachers/practitioners select a specific target act/skill to be the focus of intervention that: STEPS FOR IMPLEMENTATION: POSITIVE REINFORCEMENT In Step 4, teachers/practitioners identify positive reinforcers for learners with ASD. Positive reinforcers are anything that increases the likelihood that the target skill/behavior will be used in OVERVIEW OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with AUTISM INTERNET MODULES Current Modules (50) Antecedent-Based Interventions (ABI) ASD-4-EI: What Early Interventionists Should Know. Assessment for Identification UPDATED. Autism and the Biopsychosocial Model: Body, Mind, and Community. Behavior Intervention Plans. Comprehensive Program Planning for Individuals With Autism Spectrum Disorders. Computer-AidedInstruction.
AUTISM INTERNET MODULES The Ohio Center for Autism and Low Incidence (OCALI), together with it's collaborative partners in the Autism Internet Modules (AIM) project, are interested in gathering data and information regarding the use and effectiveness of the AIM content and platform.VISUAL PROMPTS
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STEPS FOR IMPLEMENTATION EC National Professional Development Center on Autism Spectrum Disorders Module: Peer-Mediated Instruction and Intervention (PMII) Steps for Implementation: PMII for Early Childhood Neitzel, J. (2008). STANDARD 1 FOUNDATIONS SECTION Social skills needed for educational and other environments. Skills Expressive: Communication Development in Individuals Teachers of Individuals with Developmental Disabilities/Autism PECS: STEPS FOR IMPLEMENTATION National Professional Development Center on Autism Spectrum Disorders Module: Picture Exchange Communication System (PECS) PECS Module Page1 of 6 Picture
MODIFIED COMPREHENSIVE AUTISM PLANNING SYSTEMS (M-CAPS) Modified Comprehensive Autism Planning Systems (M-CAPS) Activity Targeted Skills to Teach Structure/Modifications Reinforcement SensoryStrategies
DIFFERENT TYPES OF REINFORCEMENT SCHEDULES Different Types of Reinforcement Schedules Type of Reinforcement Description Advantage Disadvantage Continuous Reinforcement is provided after each correct response. Learning occurs DISCOVERING PERSONAL GENIUS: TEAM PROCESS CHART Discovering Personal Genius: Team Process Chart Learning Doing Week One: Intake, Introduce, Interview Individual re: Discovery; Develop small Team of Stakeholders EXAMPLE “ZONE CHART” FOR EARLY CHILDHOOD Example “Zone Chart” for Early Childhood Staff #1 Staff #2 Staff #3 Activity Housekeeping/Blocks Books/Writing Manipulatives Help children begin activities and stay engaged Set up snack Get transition AUTISM INTERNET MODULES The AIM modules are a great resource for building staff capacity. Each child is unique and has different needs. These modules provide step-by-step implementation strategies, as well as an array of ideas and considerations to try new things. AUTISM INTERNET MODULES Keep me logged in Forgot password? | Create an account] Autism Internet Modules | AIM Help Email: aim_info@ocali.org Copyright AUTISM INTERNET MODULES Module List Current Modules (50). Antecedent-Based Interventions (ABI) ASD-4-EI: What Early Interventionists Should Know; Assessment for Identification UPDATED AUTISM INTERNET MODULES The Ohio Center for Autism and Low Incidence (OCALI), together with it's collaborative partners in the Autism Internet Modules (AIM) project, are interested in gathering data and information regarding the use and effectiveness of the AIM content and platform. WHEN YOU NEED YOUR HANDS TO HELP To complete math problems without wriCng, cut out and laminate worksheet parts. Add hook and loop tape to add answers to theproblems.
NATURALISTIC INTERVENTION: STEPS FOR IMPLEMENTATIONNATURALISTIC INTERVENTION ABANATURALISTIC INTERVENTION EXAMPLESNATURALISTIC INTERVENTIONS FOR AUTISMNATURALISTIC BEHAVIORAL INTERVENTIONNATURALISTIC DEFINITION ART 1. Prior to intervention, teachers/practitioners determine the learner‟s current use of the target skill. 2. Teachers/practitioners take data on the target skill a minimum of three times in more than COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS) Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) TYPES OF CURRICULUM MODIFICATIONS USED TO ALTER INSTRUCTION Types of Curriculum Modifications Used to Alter Instruction Curriculum Modification Definition Example(s) Environmental support The physical,social, and
STEPS FOR IMPLEMENTATION: POSITIVE REINFORCEMENT In Step 4, teachers/practitioners identify positive reinforcers for learners with ASD. Positive reinforcers are anything that increases the likelihood that the target skill/behavior will be used in OVERVIEW OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with AUTISM INTERNET MODULES The AIM modules are a great resource for building staff capacity. Each child is unique and has different needs. These modules provide step-by-step implementation strategies, as well as an array of ideas and considerations to try new things. AUTISM INTERNET MODULES Keep me logged in Forgot password? | Create an account] Autism Internet Modules | AIM Help Email: aim_info@ocali.org Copyright AUTISM INTERNET MODULES Module List Current Modules (50). Antecedent-Based Interventions (ABI) ASD-4-EI: What Early Interventionists Should Know; Assessment for Identification UPDATED AUTISM INTERNET MODULES The Ohio Center for Autism and Low Incidence (OCALI), together with it's collaborative partners in the Autism Internet Modules (AIM) project, are interested in gathering data and information regarding the use and effectiveness of the AIM content and platform. WHEN YOU NEED YOUR HANDS TO HELP To complete math problems without wriCng, cut out and laminate worksheet parts. Add hook and loop tape to add answers to theproblems.
NATURALISTIC INTERVENTION: STEPS FOR IMPLEMENTATIONNATURALISTIC INTERVENTION ABANATURALISTIC INTERVENTION EXAMPLESNATURALISTIC INTERVENTIONS FOR AUTISMNATURALISTIC BEHAVIORAL INTERVENTIONNATURALISTIC DEFINITION ART 1. Prior to intervention, teachers/practitioners determine the learner‟s current use of the target skill. 2. Teachers/practitioners take data on the target skill a minimum of three times in more than COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS) Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) TYPES OF CURRICULUM MODIFICATIONS USED TO ALTER INSTRUCTION Types of Curriculum Modifications Used to Alter Instruction Curriculum Modification Definition Example(s) Environmental support The physical,social, and
STEPS FOR IMPLEMENTATION: POSITIVE REINFORCEMENT In Step 4, teachers/practitioners identify positive reinforcers for learners with ASD. Positive reinforcers are anything that increases the likelihood that the target skill/behavior will be used in OVERVIEW OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with AUTISM INTERNET MODULES Registration and Account. In order to login and view any of the modules, you must first establish an account. To establish an account, first complete the registration form.Once this form is submitted, you will be logged in. If you have lost or forgotten your password, you may reset it to an automatically generated, random password by submitting the password reset form. STANDARD 1 FOUNDATIONS SECTION Social skills needed for educational and other environments. Skills Expressive: Communication Development in Individuals Teachers of Individuals with Developmental Disabilities/Autism IMPLICATIONS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER support, these challenges may result in poor communication and strained social relationships with supervisors and co-workers. Infact,
DAILY ACTIVITY/ ROUTINE GOAL 1. USING 2-3 WORD UTTERANCES 2 Daily Activity/ Routine Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts Morning Snack Activity: Offered choices at snack time are kept out of reach but inCASE STUDY: JACOB
solutions. Case Study: Jacob Jacob is a seventh-grade student who loves to tell stories and contributes relevant ideas to classroomconversations.
AUTISM INTERNET MODULES Autism Internet Modules | Welcome ASPIRATIONS: PARENT SUPPORT GROUP SAMPLE CURRICULUM The Ohio State University Nisonger Center (October 2008) 1 Aspirations: Parent Support Group Sample Curriculum Topics Aspirations Parent Support Group Curriculum DISCOVERING PERSONAL GENIUS: TEAM PROCESS CHART Discovering Personal Genius: Team Process Chart Learning Doing Week One: Intake, Introduce, Interview Individual re: Discovery; Develop small Team of Stakeholders EXAMPLE “ZONE CHART” FOR EARLY CHILDHOOD Example “Zone Chart” for Early Childhood Staff #1 Staff #2 Staff #3 Activity Housekeeping/Blocks Books/Writing Manipulatives Help children begin activities and stay engaged Set up snack Get transition DIFFERENT TYPES OF REINFORCEMENT SCHEDULES Different Types of Reinforcement Schedules Type of Reinforcement Description Advantage Disadvantage Continuous Reinforcement is provided after each correct response. Learning occurs AUTISM INTERNET MODULES The AIM modules are a great resource for building staff capacity. Each child is unique and has different needs. These modules provide step-by-step implementation strategies, as well as an array of ideas and considerations to try new things. AUTISM INTERNET MODULES Keep me logged in Forgot password? | Create an account] Autism Internet Modules | AIM Help Email: aim_info@ocali.org Copyright AUTISM INTERNET MODULES Module List Current Modules (50). Antecedent-Based Interventions (ABI) ASD-4-EI: What Early Interventionists Should Know; Assessment for Identification UPDATED AUTISM INTERNET MODULES The Ohio Center for Autism and Low Incidence (OCALI), together with it's collaborative partners in the Autism Internet Modules (AIM) project, are interested in gathering data and information regarding the use and effectiveness of the AIM content and platform. WHEN YOU NEED YOUR HANDS TO HELP To complete math problems without wriCng, cut out and laminate worksheet parts. Add hook and loop tape to add answers to theproblems.
NATURALISTIC INTERVENTION: STEPS FOR IMPLEMENTATIONNATURALISTIC INTERVENTION ABANATURALISTIC INTERVENTION EXAMPLESNATURALISTIC INTERVENTIONS FOR AUTISMNATURALISTIC BEHAVIORAL INTERVENTIONNATURALISTIC DEFINITION ART 1. Prior to intervention, teachers/practitioners determine the learner‟s current use of the target skill. 2. Teachers/practitioners take data on the target skill a minimum of three times in more than COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS) Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) TYPES OF CURRICULUM MODIFICATIONS USED TO ALTER INSTRUCTION Types of Curriculum Modifications Used to Alter Instruction Curriculum Modification Definition Example(s) Environmental support The physical,social, and
STEPS FOR IMPLEMENTATION: POSITIVE REINFORCEMENT In Step 4, teachers/practitioners identify positive reinforcers for learners with ASD. Positive reinforcers are anything that increases the likelihood that the target skill/behavior will be used in OVERVIEW OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with AUTISM INTERNET MODULES The AIM modules are a great resource for building staff capacity. Each child is unique and has different needs. These modules provide step-by-step implementation strategies, as well as an array of ideas and considerations to try new things. AUTISM INTERNET MODULES Keep me logged in Forgot password? | Create an account] Autism Internet Modules | AIM Help Email: aim_info@ocali.org Copyright AUTISM INTERNET MODULES Module List Current Modules (50). Antecedent-Based Interventions (ABI) ASD-4-EI: What Early Interventionists Should Know; Assessment for Identification UPDATED AUTISM INTERNET MODULES The Ohio Center for Autism and Low Incidence (OCALI), together with it's collaborative partners in the Autism Internet Modules (AIM) project, are interested in gathering data and information regarding the use and effectiveness of the AIM content and platform. WHEN YOU NEED YOUR HANDS TO HELP To complete math problems without wriCng, cut out and laminate worksheet parts. Add hook and loop tape to add answers to theproblems.
NATURALISTIC INTERVENTION: STEPS FOR IMPLEMENTATIONNATURALISTIC INTERVENTION ABANATURALISTIC INTERVENTION EXAMPLESNATURALISTIC INTERVENTIONS FOR AUTISMNATURALISTIC BEHAVIORAL INTERVENTIONNATURALISTIC DEFINITION ART 1. Prior to intervention, teachers/practitioners determine the learner‟s current use of the target skill. 2. Teachers/practitioners take data on the target skill a minimum of three times in more than COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS) Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) TYPES OF CURRICULUM MODIFICATIONS USED TO ALTER INSTRUCTION Types of Curriculum Modifications Used to Alter Instruction Curriculum Modification Definition Example(s) Environmental support The physical,social, and
STEPS FOR IMPLEMENTATION: POSITIVE REINFORCEMENT In Step 4, teachers/practitioners identify positive reinforcers for learners with ASD. Positive reinforcers are anything that increases the likelihood that the target skill/behavior will be used in OVERVIEW OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with AUTISM INTERNET MODULES Registration and Account. In order to login and view any of the modules, you must first establish an account. To establish an account, first complete the registration form.Once this form is submitted, you will be logged in. If you have lost or forgotten your password, you may reset it to an automatically generated, random password by submitting the password reset form. STANDARD 1 FOUNDATIONS SECTION Social skills needed for educational and other environments. Skills Expressive: Communication Development in Individuals Teachers of Individuals with Developmental Disabilities/Autism IMPLICATIONS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER support, these challenges may result in poor communication and strained social relationships with supervisors and co-workers. Infact,
DAILY ACTIVITY/ ROUTINE GOAL 1. USING 2-3 WORD UTTERANCES 2 Daily Activity/ Routine Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts Morning Snack Activity: Offered choices at snack time are kept out of reach but inCASE STUDY: JACOB
solutions. Case Study: Jacob Jacob is a seventh-grade student who loves to tell stories and contributes relevant ideas to classroomconversations.
AUTISM INTERNET MODULES Autism Internet Modules | Welcome ASPIRATIONS: PARENT SUPPORT GROUP SAMPLE CURRICULUM The Ohio State University Nisonger Center (October 2008) 1 Aspirations: Parent Support Group Sample Curriculum Topics Aspirations Parent Support Group Curriculum DISCOVERING PERSONAL GENIUS: TEAM PROCESS CHART Discovering Personal Genius: Team Process Chart Learning Doing Week One: Intake, Introduce, Interview Individual re: Discovery; Develop small Team of Stakeholders EXAMPLE “ZONE CHART” FOR EARLY CHILDHOOD Example “Zone Chart” for Early Childhood Staff #1 Staff #2 Staff #3 Activity Housekeeping/Blocks Books/Writing Manipulatives Help children begin activities and stay engaged Set up snack Get transition DIFFERENT TYPES OF REINFORCEMENT SCHEDULES Different Types of Reinforcement Schedules Type of Reinforcement Description Advantage Disadvantage Continuous Reinforcement is provided after each correct response. Learning occursOCALI AIM
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FREE, ONLINE PROFESSIONAL LEARNING Individuals with autism spectrum disorder (ASD) have unique strengths and challenges. Understanding the underlying characteristics of ASD and effective practices that support their needs is essential. Designed for those who support, instruct, work with, or live with someone with autism, the Autism Internet Modules (AIM) guide users through case studies, instructional videos, pre- and post-assessments, discussion questions, activities, and more. COMING THIS FALL 2021* NEW: Modeling
* UPDATES: ASD for EI * UPDATES: Differential Reinforcement * UPDATES: Language and Communication * UPDATES: Overview of Social Skills Functioning and Programming * UPDATES: Restricted Patterns of Behavior, Interests, andActivities
* UPDATES: Screening Across the Lifespan * UPDATES: Social Narratives * UPDATES: Social Skills Groups * UPDATES: Video Modeling RECENTLY ADDED MODULES * Girls on the Autism Spectrum* Motor Differences
RECENTLY UPDATED MODULES * Assessment for Identification * Employee with Autism* Extinction
* Prompting
* Reinforcement
* Sensory Differences* Task Analysis
HOW TO GET STARTED
1
Create an Account It’s Free!2
Select a Module of Interest3
Review All Module Content4
Complete Post-Assessment5
Earn Certificate or Grad Credit*GET STARTED
*This is optional. These modules are available at no cost; however, fee-based professional development certificates are available. If interested in graduate credit, create an account to view the college/university courses available.WHAT WILL I LEARN?
Created by experts and practitioners and grounded in evidence-based strategies, this collection of 50 free, self-paced modules is designed to help users better understand, identify, plan for, collaborate, and support individuals with autism within their school, home, community,or organization.
FEATURES
* Earn professional development certificates and graduate credit online—no face-to face meetings (minimal costs associated) * Ideal for individual or group-based learning * Track your learning with pre- and post-assessments * Expand your learning with discussion questions, activities, and other support resourcesTESTIMONIALS
> Educators are bombarded with professional development opportunities. > Oftentimes, they go and ‘sit and get’ trainings and it doesn’t > change practice. The AIM modules are time and cost effective and > they have the ability to change practice at the student level. And > because they’re online, educators can keep going back to them and > watch—you can’t do that with a face-to-face training. If I were > back in the principal role, the AIM modules would be my go-to > professional development for all teachers. I know the modules were > initially designed for low-incidence disabilities, but I have found > that they are applicable for all students. > Charles Kemp, Assistant Professor of Special Education, Shawnee > State University > The AIM modules are a great resource for building staff capacity. > Each child is unique and has different needs. These modules provide > step-by-step implementation strategies, as well as an array of ideas > and considerations to try new things. The scenarios and supporting > resources included in the modules are great supplemental supports. > Natalie Harmeling, Director of Pupil Services, Wilmington City> School District
> I thoroughly recommend using the AIM modules. These modules are > written for parents and professionals who need a foundation for > understanding autism and implementing evidence-based interventions. > The modules are user-friendly and the content can be easily adapted > to meet the needs of any student. I have taken many strategies I > have learned through the modules and used them with my students and > training with my staff. > Bethany Newsome, Speech-Language Pathologist, Chillicothe City> Schools
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Want to expand your learning? Check out these other online resourcesdeveloped by OCALI.
OCALI is a recognized global leader in creating and connecting resources and relationships to ensure that people with disabilities have the opportunity to live their best lives for their whole lives. Learn more about our training that has served over half a millionpeople worldwide.
AUTISM INTERNET MODULES Help Email: aim_info@ocali.orgCopyright © 2020
OCALI is a project of the ESC ofCentral Ohio
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