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.
Congratulations to all of the Region 2 and 3 CoLA participants that presented at this year’s summer CoLA conference in Richmond, Virginia. Here were the presenters and their topics.
Newport News Public Schools, Wendy Clayton presented “Developing Structured Social Skills Programming in Your Classroom or Division.”
Botetourt County Public Schools, Karen Turner and Lesley Secrist presented “ESY for Social Skills Instruction – A Summer Program Using Peer Mediated Instruction and Intervention.”
Chesapeake Public Schools, Trish Momtsios presented “Evidence-Based Practices Used Successfully in an Inclusion Classroom.”
Spotsylvania County Public Schools, Ruth Valle presented “Family at Harrison Road Elementary.”
Franklin County Public School, Catherine English and Sherry Whittaker presented “Movin’ Together.”
Bedford County Public Schools, Heather Cofflin and Deanna Carter presented “Overview of the ASIT Grant.”
SECEP, Tracie Mauch presented “Standardizing Expectations and Practice to Improve Overall Outcomes for Students.”
York County Public Schools, Daria Loria and Christy Morgan presented “Supporting Students through Post-Secondary Transition.”
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
Professional Development opportunities offered by TTAC ODU
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.
A Quick Snapshot of Apps to Support Literacy Instruction - This 15 minute webinar is a review of the checkout process for the lending library iPads at TTAC ODU and a snapshot of the various literacy apps on the devices to support balanced literacy.
Professional Development offered by the Autism Center for Excellence at VCU
Environmental Structure and Visual Supports - This seminar is designed to enhance knowledge regarding the use of visual schedules with individuals on the autism spectrum. The seminar will focus on the purpose and importance of schedules, types and composition, and how to implement schedules with individuals with ASD. The seminar integrates examples, pictures, and videos to enhance learning.
Communication - This presentation explores why we teach communication skills to students with ASD, the components of communication including expressive, receptive, and pragmatic language, and basic functions of communication.
Reinforcement - This seminar provides an overview of WHAT is reinforcement, WHY is reinforcement important, and HOW to USE reinforcement to increase positive skills. It also provides a description of the different types of reinforcement, including edible reinforcers, social reinforcers, material reinforcers, activity reinforcers, and token reinforcers.
Verbal Behavior-Milestones and Placement Program (VB-MAPP) - In this seminar, a brief overview and purpose of the VB-MAPP is provided. This is followed by a case example showing how the VB-MAPP is used with a student with ASD.
Improving Goal Mastery through Data-Based Decision-Making - The course begins by outlining how to write objective and measurable goals that will allow educators to determine whether a student is making adequate progress. Next, an overview of data collection, including types and purposes of data, is provided. The final section describes how to graph data and use graphs to make informed decisions. A focus is placed on regularly reviewing student performance on goals and objectives and making person-centered changes in approaches when needed to facilitate progress.
Click here to visit ACE for even more opportunities to obtain recertification points and professional development : Autism Center for Excellence