Classroom Structure for ASD
An online presentation to demonstrate compartmentalization and structure in a self- contained classroom for students with autism.
Writing with Alternative Pencils
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.
Collect Meaningful Data on Student Progress
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.
VCU Autism Center for Excellence
Take advantage of seminars, courses and webinars available at the VCU Autism Center for Excellence. All of the training activities are based on the Skill Competencies for Professionals and Paraprofessionals in Virginia Supporting Individuals with Autism Across the Lifespan. For more information about the Skill Competencies, please click here. 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.
VCU Autism Center for Excellence – https://vcuautismcenter.org/te/
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.
E-News You Can Use for Autism
The National Professional Development Center for Autism has identified 27 evidenced based practices. The premier training and technical assistance center specific to Autism in the state of Virginia, the Autism Center for Excellence, has chosen 5 of these evidenced based practices as the “foundational five” evidence-based practices. The “foundational five” include: antecedent-based interventions, visual supports, systematic instruction, and interventions to promote social and communications skills. The NPDC used a rigorous criteria to classify 27 focused interventions as EBPs in 2014. The NPDC is currently developing online modules, called AFIRM, for each of the 27 identified practices.
Below you will find numerous professional development opportunities from TTAC ODU and collaborative partners to support your summer learning.
Antecedent Based Interventions
Social Skills Interventions
TTAC ODU – Multiple online modules on communication