Common Misconceptions Misconceptions about reinforcement including, “I don’t believe in bribing students” and “I’m not going to reward him for doing work he is just supposed to do” are common barriers to the use of reinforcement in the classroom. Developing a better understanding of the definition of reinforcement, the role it plays in everyone’s life,… Read More Understanding and Using Reinforcement
Teaching Abstract Concepts to Concrete Thinkers Students with autism are, generally, concrete thinkers, which can make teaching math skills difficult. As math work becomes more abstract, how can educators help these students build problem solving and application skills? Jo Boaler, Professor of Mathematics Education at Stanford University, reports that brain evidence supports the use of… Read More Using Visual Representations in Math Instruction
Increasing Number of Students with Autism In the 10-year span from 2004 to 2014, the number of students served under IDEA Part B with a disability category of autism rose by 202% (U.S. Department of Education, 2018). With the continued rise in the number of students with autism, more teachers are faced with the challenge… Read More Professional Development to Meet Rising Needs in Autism
Autism Statewide Network
TTAC members across the state collaborate quarterly to provide instructional resources as well as training and technical assistance for teachers of students with autism. Members also participate on the Virginia Autism Council to improve services for individuals with autism from birth to adulthood, and coordinate with staff members of the Virginia Autism Center for Excellence (ACE). For example, regional Communities of Practice in Autism (CoLAs) have been established as a joint effort with ACE and T-TACs, and staff members have participated in the state grant from the National Professional Development Center for Autism to offer training and technical assistance in evidence based practices for students with autism. Our mission statement: Through collaboration, statewide T/TACs will build capacity through professional development, instructional resources, and library materials to professionals, families, divisions, and agencies to improve outcomes for young children and youth with autism spectrum disorders.
VCU Autism Center for Excellence
Take advantage of seminars, courses and webinars available at the VCU Autism Center for Excellence (ACE). All of the training activities are based on the Skill Competencies for Professionals and Paraprofessionals in Virginia Supporting Individuals with Autism Across the Lifespan. (Download the Skill Competencies) ACE bases the trainings on up-to-date evidence-based research and practices and sources such as the National Professional Development Center on Autism Spectrum Disorder and the National Autism Center. These activities are free to all Virginia residents. Visit the VCU Autism Center for Excellence.
An online presentation to demonstrate compartmentalization and structure in a self- contained classroom for students with autism.
Alternative Pencils give students access to the alphabet and can help students with significant and/or intellectual disabilities engage in emergent literacy activities. This module demonstrates five different types of alternative pencils.
The purpose of collecting data is to provide objective evidence of a program’s effectiveness and to guide instructional decisions. Educators can ensure that they provide meaningful instruction by collecting useful data on students’ progress and then use the data to make instructional decisions. In other words, with meaningful data, educators can adjust their instruction in response to students’ performance.