Course Modules

Welcome to UW ECHO in Autism and Positive Behavior Supports

Welcome to UW ECHO in Autism and Positive Behavior Supports
Module Completed Module In Progress Module Locked
Welcome to UW ECHO in Autism and Positive Behavior Supports 819  
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    Purpose Purpose
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    About Project ECHO About Project ECHO
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    UW ECHO Participant Guide UW ECHO Participant Guide
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    Credit Information Credit Information
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    Case Presentation Topics Case Presentation Topics
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Autism & Positive Behavior Supports: 2024-2025

Autism & Positive Behavior Supports: 2024-2025
Module Completed Module In Progress Module Locked
Autism & Positive Behavior Supports: 2024-2025 26630  
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    September 10: Autism 101 and What's New in Autism September 10: Autism 101 and What's New in Autism
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    September 24: Understanding Therapy Options and Supports Relating to Autism and Advanced Healthcare Needs September 24: Understanding Therapy Options and Supports Relating to Autism and Advanced Healthcare Needs
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    October 22: Sensory Needs and Processing Overview October 22: Sensory Needs and Processing Overview
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    November 5: Sensory Assessment and Screening November 5: Sensory Assessment and Screening
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    November 19: Implementing Sensory Lifestyle and Accommodations November 19: Implementing Sensory Lifestyle and Accommodations
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    December 3: Navigating Sensory Interventions Through Childhood Transitions December 3: Navigating Sensory Interventions Through Childhood Transitions
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    January 21: Wyoming Transition Supports and Resources January 21: Wyoming Transition Supports and Resources
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    February 4: Assistive Technology (AT) in Transition February 4: Assistive Technology (AT) in Transition
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    February 18: Financial Planning with WYABLE (Wyoming Achieving a Better Life Experience) Accounts February 18: Financial Planning with WYABLE (Wyoming Achieving a Better Life Experience) Accounts
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    March 4: Career Exploration and Vocational Skills March 4: Career Exploration and Vocational Skills
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Autism & Positive Behavior Supports: 2023-2024

Autism & Positive Behavior Supports: 2023-2024
Module Completed Module In Progress Module Locked
Autism & Positive Behavior Supports: 2023-2024 23562  
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    September 12: Back-to-School Routines and Expectations September 12: Back-to-School Routines and Expectations
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    September 26: Self-Advocate Panel September 26: Self-Advocate Panel
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    October 10: Teaching Replacement Behaviors October 10: Teaching Replacement Behaviors
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    October 24: Creating Inclusive Learning Environments Outside of the General Education Classroom October 24: Creating Inclusive Learning Environments Outside of the General Education Classroom
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    November 7: Establishing Instructional Control November 7: Establishing Instructional Control
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    November 28: Sensory Needs and Processing November 28: Sensory Needs and Processing
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    December 12: Transitions to and From Winter Break December 12: Transitions to and From Winter Break
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    January 23: Increasing Social Skills to Increase Communication January 23: Increasing Social Skills to Increase Communication
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    February 6: Communication: Navigating the Intersection of Speech, Language, and Autism Spectrum Disorder (ASD) February 6: Communication: Navigating the Intersection of Speech, Language, and Autism Spectrum Disorder (ASD)
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    February 20: Building Functional Communication February 20: Building Functional Communication
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    March 5: Assistive Technology to Support Students with Autism Spectrum Disorder (ASD) March 5: Assistive Technology to Support Students with Autism Spectrum Disorder (ASD)
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    March 19: Assistive Technology and Transition Considerations March 19: Assistive Technology and Transition Considerations
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    April 2: Key Skills for Maximizing Communication: Best Practices from Applied Behavior Analysis April 2: Key Skills for Maximizing Communication: Best Practices from Applied Behavior Analysis
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    April 16: Helping Students to Communicate Their Thoughts and Emotions April 16: Helping Students to Communicate Their Thoughts and Emotions
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    April 30: Resources for Families to Practice Communication Skills Over the Summer April 30: Resources for Families to Practice Communication Skills Over the Summer
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Autism & Positive Behavior Supports: 2022 - 2023

Autism & Positive Behavior Supports: 2022 - 2023
Module Completed Module In Progress Module Locked
Autism & Positive Behavior Supports: 2022 - 2023 20329  
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    September 27, 2022: Back-to-School Routines and Expectations September 27, 2022: Back-to-School Routines and Expectations
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    October 11, 2022: Social Skills and the Program for the Education and Enrichment of Relational Skills (PEERS) October 11, 2022: Social Skills and the Program for the Education and Enrichment of Relational Skills (PEERS)
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    October 25, 2022: Supporting Individuals with Autism & Complex Medical/Mental Health Support Needs October 25, 2022: Supporting Individuals with Autism & Complex Medical/Mental Health Support Needs
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    November 8, 2022: Trauma-Informed Care Among Youth with Autism November 8, 2022: Trauma-Informed Care Among Youth with Autism
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    December 6, 2022: Reinforcements and Group Contingencies December 6, 2022: Reinforcements and Group Contingencies
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    January 24, 2023: Neurodiversity January 24, 2023: Neurodiversity
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    February 7, 2023: Executive Functioning February 7, 2023: Executive Functioning
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    February 21, 2023: Transitions: Early Childhood February 21, 2023: Transitions: Early Childhood
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    March 7, 2023: Transitions: Adolescents/Teenage Years March 7, 2023: Transitions: Adolescents/Teenage Years
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    March 21, 2023: The Power of Community for Employment and Transition March 21, 2023: The Power of Community for Employment and Transition
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    April 4, 2023: Teaching Daily Living Skills with a Task Analysis April 4, 2023: Teaching Daily Living Skills with a Task Analysis
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    April 18, 2023: Diagnosis April 18, 2023: Diagnosis
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Autism & Positive Behavior Supports: 2021-2022

Autism & Positive Behavior Supports: 2021-2022
Module Completed Module In Progress Module Locked
Autism & Positive Behavior Supports: 2021-2022 11553  
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    September 16, 2021: Self-Advocates' Experiences with Educational and Vocational Supports September 16, 2021: Self-Advocates' Experiences with Educational and Vocational Supports
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    September 30, 2021: Family Perspectives September 30, 2021: Family Perspectives
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    October 14, 2021: Functions of Behavior October 14, 2021: Functions of Behavior
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    October 28, 2021: Educational Evaluations for Students with Autism October 28, 2021: Educational Evaluations for Students with Autism
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  • Page
    November 11, 2021: Developing Meaningful Individualized Education Programs (IEPs) for Students with Autism November 11, 2021: Developing Meaningful Individualized Education Programs (IEPs) for Students with Autism
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  • Page
    December 2, 2021: Functional Behavior Assessments December 2, 2021: Functional Behavior Assessments
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    December 16, 2021: Writing and Developing the Behavior Intervention Plan December 16, 2021: Writing and Developing the Behavior Intervention Plan
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  • Page
    January 13, 2022: Environmental Supports and Structure: An Antecedent-Based Approach January 13, 2022: Environmental Supports and Structure: An Antecedent-Based Approach
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    January 27, 2022: Reinforcements January 27, 2022: Reinforcements
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    February 10, 2022: Prompting February 10, 2022: Prompting
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  • Page
    February 24, 2022: Naturalistic Developmental Behavioral Interventions February 24, 2022: Naturalistic Developmental Behavioral Interventions
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    March 10, 2022: Social Skills Instruction March 10, 2022: Social Skills Instruction
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  • Page
    March 24, 2022: Task Analysis & Structured Work Systems March 24, 2022: Task Analysis & Structured Work Systems
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    April 7, 2022: Building Functional Communication April 7, 2022: Building Functional Communication
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    April 21, 2022: Transitions April 21, 2022: Transitions
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    May 5, 2022: Wrap-Up and Discussion May 5, 2022: Wrap-Up and Discussion
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Autism: 2020-2021

Autism: 2020-2021
Module Completed Module In Progress Module Locked
Autism: 2020-2021 7708  
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    September 17, 2020: Back-to-School Routines and Expectations September 17, 2020: Back-to-School Routines and Expectations
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    October 1, 2020: Parent Collaboration October 1, 2020: Parent Collaboration
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    October 15, 2020: Self-Care for Educators October 15, 2020: Self-Care for Educators
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    October 29, 2020: Collaborating with Service Providers October 29, 2020: Collaborating with Service Providers
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    November 12, 2020: Positive Behavioral Interventions and Supports for Distance Learning November 12, 2020: Positive Behavioral Interventions and Supports for Distance Learning
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  • Page
    December 10, 2020: Maximizing Communication: Best Practices from Applied Behavior Analysis and Speech-Language Pathology December 10, 2020: Maximizing Communication: Best Practices from Applied Behavior Analysis and Speech-Language Pathology
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  • Page
    January 7, 2021: Task Analysis and Activity Schedules January 7, 2021: Task Analysis and Activity Schedules
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    January 21, 2021: Assistive Technology to Support Students with Autism January 21, 2021: Assistive Technology to Support Students with Autism
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    February 4, 2021: Curriculum-Based Assessment February 4, 2021: Curriculum-Based Assessment
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    February 18, 2021: Antecedent-Based Interventions February 18, 2021: Antecedent-Based Interventions
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    March 4, 2021: Reinforcement March 4, 2021: Reinforcement
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    March 18, 2021: Social Skills Instruction and Social Narratives March 18, 2021: Social Skills Instruction and Social Narratives
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    April 1, 2021: Functional Behavior Assessments (FBAs) April 1, 2021: Functional Behavior Assessments (FBAs)
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    April 15, 2021: Behavior Intervention Plans (BIPs) April 15, 2021: Behavior Intervention Plans (BIPs)
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    April 29, 2021: Educational Evaluation Team for Autism April 29, 2021: Educational Evaluation Team for Autism
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  • Page
    May 13, 2021: Wrap-up and Discussion May 13, 2021: Wrap-up and Discussion
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Autism: 2019-2020

Autism: 2019-2020
Module Completed Module In Progress Module Locked
Autism: 2019-2020 4868  
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    COVID-19 RESOURCES COVID-19 RESOURCES
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  • Page
    November 7, 2019: Early Start Denver Model (ESDM) #1 November 7, 2019: Early Start Denver Model (ESDM) #1
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    November 21, 2019: Early Start Denver Model (ESDM) #2: Early Autism and Identifying Teaching Targets November 21, 2019: Early Start Denver Model (ESDM) #2: Early Autism and Identifying Teaching Targets
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    December 5, 2019: Early Start Denver Model (ESDM) #3: Young Children with Autism & Motivation December 5, 2019: Early Start Denver Model (ESDM) #3: Young Children with Autism & Motivation
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    December 19, 2019: Early Start Denver Model (ESDM) #4: Reciprocal Relationships December 19, 2019: Early Start Denver Model (ESDM) #4: Reciprocal Relationships
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  • Page
    January 9, 2020: Early Start Denver Model (ESDM) #5: Building Routines with and without Toys January 9, 2020: Early Start Denver Model (ESDM) #5: Building Routines with and without Toys
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    January 23, 2020: Early Start Denver Model (ESDM) #6: Elaborated Reciprocal Routines January 23, 2020: Early Start Denver Model (ESDM) #6: Elaborated Reciprocal Routines
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    February 6, 2020: Early Start Denver Model (ESDM) #7: Teaching Inside of Routines Using 3-Term Contingency February 6, 2020: Early Start Denver Model (ESDM) #7: Teaching Inside of Routines Using 3-Term Contingency
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    February 20, 2020: Early Start Denver Model (ESDM) #8: Teaching While Addressing Unwanted Behaviors February 20, 2020: Early Start Denver Model (ESDM) #8: Teaching While Addressing Unwanted Behaviors
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    March 5, 2020: Early Start Denver Model (ESDM) #9: Tracking Progress & Making Changes March 5, 2020: Early Start Denver Model (ESDM) #9: Tracking Progress & Making Changes
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  • Page
    March 19, 2020: Early Start Denver Model (ESDM) #10: Balancing Relationships, Routines, and Teaching March 19, 2020: Early Start Denver Model (ESDM) #10: Balancing Relationships, Routines, and Teaching
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  • Page
    April 2, 2020: Community Needs and COVID-19 April 2, 2020: Community Needs and COVID-19
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  • Page
    April 16, 2020: Distance Learning Strategies for Students with Unique Learning Challenges April 16, 2020: Distance Learning Strategies for Students with Unique Learning Challenges
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  • Page
    April 30, 2020: Motivational Strategies for Students and Families Engaged in Distance Learning April 30, 2020: Motivational Strategies for Students and Families Engaged in Distance Learning
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Autism: 2018-2019 Sessions

Autism: 2018-2019 Sessions
Module Completed Module In Progress Module Locked
Autism: 2018-2019 Sessions 1821  
  • Discussion Topic
    ECHO in Autism Discussion Board ECHO in Autism Discussion Board
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  • Discussion Topic
    Discussion Board; Write it Down 10.23.2018 Discussion Board; Write it Down 10.23.2018
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  • Page
    September 18, 2018: Early Start Denver Model (ESDM) Part I September 18, 2018: Early Start Denver Model (ESDM) Part I
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  • Page
    October 2, 2018: Five Quick Strategies for Kids with ASD in the Classroom: Common Concerns and Easy Fixes October 2, 2018: Five Quick Strategies for Kids with ASD in the Classroom: Common Concerns and Easy Fixes
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  • Page
    October 16: Strategies of Early Start Denver Model Part II: Early Autism & Identifying Teaching Targets October 16: Strategies of Early Start Denver Model Part II: Early Autism & Identifying Teaching Targets
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  • Page
    October 30, 2018: Strategies of Early Start Denver Model Part III: Approaching Young Children with Autism & Understanding Motivation October 30, 2018: Strategies of Early Start Denver Model Part III: Approaching Young Children with Autism & Understanding Motivation
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  • Page
    November 13, 2018: Strategies of Early Start Denver Model Part IV: Reciprocal Relationships November 13, 2018: Strategies of Early Start Denver Model Part IV: Reciprocal Relationships
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  • Page
    November 27, 2018: Strategies of Early Start Denver Model Part V: Building Routines With and Without Toys November 27, 2018: Strategies of Early Start Denver Model Part V: Building Routines With and Without Toys
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  • Page
    December 11, 2018: Strategies of Early Start Denver Model Part VI: Elaborated Reciprocal Routines December 11, 2018: Strategies of Early Start Denver Model Part VI: Elaborated Reciprocal Routines
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  • Page
    January 8, 2019: Strategies of Early Start Denver Model Part VII: Teaching inside of Routines Using 3-Term Contingency January 8, 2019: Strategies of Early Start Denver Model Part VII: Teaching inside of Routines Using 3-Term Contingency
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  • Page
    January 22, 2019: Strategies of ESDM Part VIII: Teaching while Addressing Unwanted Behaviors January 22, 2019: Strategies of ESDM Part VIII: Teaching while Addressing Unwanted Behaviors
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  • Page
    February 5, 2019: Pointers for Positive and Negative Consequences: Small Changes that Can Make or Break Behavior Plans February 5, 2019: Pointers for Positive and Negative Consequences: Small Changes that Can Make or Break Behavior Plans
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  • Page
    February 19, 2019: Social Skills, Part I February 19, 2019: Social Skills, Part I
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  • Page
    March 5, 2019: Visual Supports for Teaching Social Skills March 5, 2019: Visual Supports for Teaching Social Skills
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  • Page
    March 19, 2019: The Social Network and Remaking Recess March 19, 2019: The Social Network and Remaking Recess
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  • Page
    April 2, 2019: The Power of Extinction for Behavior Change: Planned Ignoring and Differential Reinforcement April 2, 2019: The Power of Extinction for Behavior Change: Planned Ignoring and Differential Reinforcement
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  • Page
    April 16, 2019: Intensive Behavior Supports in a Highly Structured Setting April 16, 2019: Intensive Behavior Supports in a Highly Structured Setting
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  • Page
    April 30, 2019: Environmental Structure: An Antecedent-Based Approach April 30, 2019: Environmental Structure: An Antecedent-Based Approach
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Autism: 2017-2018 Sessions

Autism: 2017-2018 Sessions
Module Completed Module In Progress Module Locked
Autism: 2017-2018 Sessions 1752  
  • Page
    September 19, 2017: Strengths and Challenges of Kids with Autism; General Ed and Resource Settings September 19, 2017: Strengths and Challenges of Kids with Autism; General Ed and Resource Settings
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  • Page
    September 26, 2017: Common Strengths and Challenges; Individuals With ASD Who Require High Structured Environments and Intensive Supports September 26, 2017: Common Strengths and Challenges; Individuals With ASD Who Require High Structured Environments and Intensive Supports
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  • Page
    October 3, 2017: Effective Behavior Management Strategies for the Classroom; Practical Magic, Part 1 October 3, 2017: Effective Behavior Management Strategies for the Classroom; Practical Magic, Part 1
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  • Page
    October 10, 2017: Effective Behavior Management Strategies for the Classroom; Practical Magic, Part 2 October 10, 2017: Effective Behavior Management Strategies for the Classroom; Practical Magic, Part 2
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  • Page
    October 17, 2017: Effective Behavior Management Strategies for the Classroom; Practical Magic, Part 3 October 17, 2017: Effective Behavior Management Strategies for the Classroom; Practical Magic, Part 3
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  • Page
    October 24, 2017: Intensive Behavior Supports in a Highly Structured Setting October 24, 2017: Intensive Behavior Supports in a Highly Structured Setting
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  • Page
    October 31, 2017: Behavior for Students in Resource and General Education Settings, Part 4 October 31, 2017: Behavior for Students in Resource and General Education Settings, Part 4
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  • Page
    November 7, 2017: Interventions for Other Mental Health Issues; Based on Coping Cats Model (Facing Your Fears) November 7, 2017: Interventions for Other Mental Health Issues; Based on Coping Cats Model (Facing Your Fears)
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  • Page
    November 14, 2017: Using the Autism Classification System of Functioning for Social Communicating November 14, 2017: Using the Autism Classification System of Functioning for Social Communicating
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  • Page
    November 28, 2017: Communication Strategies for Individuals Performing at ACSF:SC Level V November 28, 2017: Communication Strategies for Individuals Performing at ACSF:SC Level V
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  • Page
    December 5, 2017: Communication Strategies for Individuals Performing at ACSF:SC Level III or IV December 5, 2017: Communication Strategies for Individuals Performing at ACSF:SC Level III or IV
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  • Page
    December 12, 2017: Communication Strategies for Individuals Performing at ACSF:SC Level I or II December 12, 2017: Communication Strategies for Individuals Performing at ACSF:SC Level I or II
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  • Page
    January 9 2018: Teaching Strategies/Discrete Trial, Part 1 January 9 2018: Teaching Strategies/Discrete Trial, Part 1
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  • Page
    January 16 2018: Teaching Strategies/Discrete Trial, Part 2 January 16 2018: Teaching Strategies/Discrete Trial, Part 2
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  • Page
    January 23 2018: Teaching Strategies/Discrete Trial, Part 3 January 23 2018: Teaching Strategies/Discrete Trial, Part 3
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  • Page
    January 30, 2018: Two Major Factors That Impact Academic Work; Deductive Reasoning and Motor Difficulties January 30, 2018: Two Major Factors That Impact Academic Work; Deductive Reasoning and Motor Difficulties
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  • Page
    February 6, 2018: Other Things to Consider for School Settings February 6, 2018: Other Things to Consider for School Settings
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  • Page
    February 13, 2018: Executive Function and Self-Regulation February 13, 2018: Executive Function and Self-Regulation
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    February 20, 2018: Five Quick and Easy Self-Regulation Strategies February 20, 2018: Five Quick and Easy Self-Regulation Strategies
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  • Page
    February 27, 2018: Communicating with Parents February 27, 2018: Communicating with Parents
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    March 6, 2018: Visual Supports March 6, 2018: Visual Supports
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    March 20, 2018: Bullying March 20, 2018: Bullying
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    March 27, 2018: General Educator's Perspectives/Experiences with ASD Students March 27, 2018: General Educator's Perspectives/Experiences with ASD Students
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    April 3, 2018: Community Needs; Next Steps April 3, 2018: Community Needs; Next Steps
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    April 10, 2018: Early Start Denver Model April 10, 2018: Early Start Denver Model
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    April 17, 2018: Increasing Post-High School Employment for Students with Autism April 17, 2018: Increasing Post-High School Employment for Students with Autism
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    April 24, 2018: Summer Ideas for Families and Educators April 24, 2018: Summer Ideas for Families and Educators
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Autism: 2016-2017 Sessions

Autism: 2016-2017 Sessions
Module Completed Module In Progress Module Locked
Autism: 2016-2017 Sessions 1754  
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    September 6, 2016: Definition of Autism and New DSM-5 Guidelines September 6, 2016: Definition of Autism and New DSM-5 Guidelines
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  • Page
    September 13, 2016: Autism Screening; Tools for Early Identification and Diagnosis September 13, 2016: Autism Screening; Tools for Early Identification and Diagnosis
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  • Page
    September 20, 2016: Characteristics and Commonalities of High Functioning Autism and Related Issues September 20, 2016: Characteristics and Commonalities of High Functioning Autism and Related Issues
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  • Page
    September 27, 2016: Current Research Review September 27, 2016: Current Research Review
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    October 4, 2016: Community Needs October 4, 2016: Community Needs
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    October 11, 2016: Behavior Management, Part 1; Preventive Strategies-The Best Tools for Eliminating Behavior Escalation October 11, 2016: Behavior Management, Part 1; Preventive Strategies-The Best Tools for Eliminating Behavior Escalation
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    October 18, 2016: Behavior Management, Part 2; Increasing Student Compliance with Directions October 18, 2016: Behavior Management, Part 2; Increasing Student Compliance with Directions
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  • Page
    October 25, 2016: Behavior Management, Part 3; Creating Effective Consequences-Steps for Improving the Impact of Positive Reinforcement and Reductive Procedures October 25, 2016: Behavior Management, Part 3; Creating Effective Consequences-Steps for Improving the Impact of Positive Reinforcement and Reductive Procedures
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  • Page
    November 1, 2016: Behavior Management, Part 4; More Tips on Student Motivation-Avoiding Universal Errors when Setting up Reinforcement Systems November 1, 2016: Behavior Management, Part 4; More Tips on Student Motivation-Avoiding Universal Errors when Setting up Reinforcement Systems
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  • Page
    November 8, 2016: Functional Assessment and Replacement Behaviors November 8, 2016: Functional Assessment and Replacement Behaviors
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  • Page
    November 15, 2016: Writing the Behavior Intervention Plan November 15, 2016: Writing the Behavior Intervention Plan
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    November 29, 2016: Implementation of the BIP Across Settings November 29, 2016: Implementation of the BIP Across Settings
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  • Page
    December 6, 2016: Tips for Easy Data Collection December 6, 2016: Tips for Easy Data Collection
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  • Page
    December 13, 2016: Sensory Issues and Strategies December 13, 2016: Sensory Issues and Strategies
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    January 10, 2017: Visual Supports/Structure in the Classroom January 10, 2017: Visual Supports/Structure in the Classroom
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  • Page
    January 17, 2017: Community Needs January 17, 2017: Community Needs
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  • Page
    January 24, 2017: Self-Regulation Strategies, Part 1 January 24, 2017: Self-Regulation Strategies, Part 1
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  • Page
    January 31, 2017: Self-Regulation Strategies, Part 2 January 31, 2017: Self-Regulation Strategies, Part 2
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  • Page
    February 7, 2017: Self-Regulation Strategies, Part 3 February 7, 2017: Self-Regulation Strategies, Part 3
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  • Page
    February 14, 2017: Technology Supports February 14, 2017: Technology Supports
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    February 21, 2017: Wyoming State Assistive Technology Act Program/Behavioral Therapy; Recommended Best Practices February 21, 2017: Wyoming State Assistive Technology Act Program/Behavioral Therapy; Recommended Best Practices
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  • Page
    February 28, 2017: Communication with Parents February 28, 2017: Communication with Parents
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  • Page
    March 7, 2017: Communication Characteristics and Strategies, Part 1 March 7, 2017: Communication Characteristics and Strategies, Part 1
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  • Page
    March 14, 2017: Communication Characteristics and Strategies, Part 2 March 14, 2017: Communication Characteristics and Strategies, Part 2
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    March 21, 2017: Executive Function Strategies March 21, 2017: Executive Function Strategies
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    March 28, 2017: Academic Strategies March 28, 2017: Academic Strategies
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  • Page
    April 4, 2017: Community Needs April 4, 2017: Community Needs
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    April 11, 2017: Video Modeling April 11, 2017: Video Modeling
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  • Page
    April 18, 2017: Social Skills Instruction April 18, 2017: Social Skills Instruction
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  • Page
    April 25, 2017: Transition Issues and Strategies, Part 1 April 25, 2017: Transition Issues and Strategies, Part 1
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  • Page
    May 2, 2017: Transition Issues and Strategies, Part 2 May 2, 2017: Transition Issues and Strategies, Part 2
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  • Page
    May 9, 2017: Employment; How to Teach Essential Social Skills Managers Desire and Tips for Employers to Effectively Work with Employees with Autism May 9, 2017: Employment; How to Teach Essential Social Skills Managers Desire and Tips for Employers to Effectively Work with Employees with Autism
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  • Page
    May 16, 2017: Behavior Management Strategies for Kids in Early Intervention and Preschool May 16, 2017: Behavior Management Strategies for Kids in Early Intervention and Preschool
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Autism: 2015-2016 Sessions

Autism: 2015-2016 Sessions
Module Completed Module In Progress Module Locked
Autism: 2015-2016 Sessions 1755  
  • Page
    March 24, 2016: Characteristics of HFA and Related Strategies; Language and Communication March 24, 2016: Characteristics of HFA and Related Strategies; Language and Communication
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  • Page
    March 31, 2016: Characteristics of HFA and Related Strategies; Social Interaction Skills March 31, 2016: Characteristics of HFA and Related Strategies; Social Interaction Skills
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    April 7, 2016: Characteristics of HFA and Related Strategies; Academics and Motor Skills April 7, 2016: Characteristics of HFA and Related Strategies; Academics and Motor Skills
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    April 14, 2016: Characteristics of HFA and Related Strategies; Stereotypic Behavior and Executive Function April 14, 2016: Characteristics of HFA and Related Strategies; Stereotypic Behavior and Executive Function
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    April 28, 2016: Improving Self-Regulation/Decreasing Disruption, Part 1 April 28, 2016: Improving Self-Regulation/Decreasing Disruption, Part 1
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    May 5, 2016: Improving Self-Regulation/Decreasing Disruption, Part 2 May 5, 2016: Improving Self-Regulation/Decreasing Disruption, Part 2
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    May 12, 2016: Improving Self-Regulation/Decreasing Disruption, Part 3 May 12, 2016: Improving Self-Regulation/Decreasing Disruption, Part 3
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    May 19, 2016: Social Skills Instruction; Designing Delivery Options, Increasing Instructional Impact, and Generalization May 19, 2016: Social Skills Instruction; Designing Delivery Options, Increasing Instructional Impact, and Generalization
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
 
minimum score must view must submit must contribute