Archives: Lessons

Data Collection/Data Based Decisions — START HERE

Greetings and welcome to the SPLASH online course: Data Collection and Data Based Decisions. The purpose of this course is to help you understand how to make data-based decisions about student data.

To complete the modules, here are the directions:

  1. Go to the sites listed below (links will open in a new window).
  2. Register and follow the course instructions.

Upon successful completion of the course, here are the next steps:

  1. Complete Evaluation
  2. Upload certificates below.

Supplemental Resources

https://education.ky.gov/specialed/excep/forms/Documents/IEP_Guidance_Document.pdf

Start Here – Prompting

LEVEL 1

Prompting is an effective practice to increase success and generalizability of target skills or behaviors for learners with ASD.

To Complete the module, here are the directions:

  1. Go to the site
  2. Register and complete Module

Once you complete the course, here are the next steps:

  1. Complete Evaluation
  2. Upload Certificate

 

LEVEL 2

To Complete the module, here are the directions:

  1. Go to the site
  2. Register and complete Module

Once you complete the course, here are the next steps:

  1. Complete Evaluation
  2. Upload Certificate

 

Supplemental Resources:

  • www.Kybehaviorrti.com
  • https://louisville.edu/education/abri/files/t-scott-fba

Start Here – Story Based Learning and Adapted Books

Level 1

Prompting is an effective practice to increase the success and generalizability of target skills or behaviors for learners with ASD.

To complete the modules, click on the heading to expand. Complete the module in its entirety, then follow the directions below.

Problems accessing the modules? Use the contact us button below to contact a staff member.

Once you complete the two modules, you will be presented with a notification of completion with your name. Save this screen as a PDF, take a picture with a smartphone, or take a screen capture. You will need this for both modules to document your completion in the quiz below.

Start Here – Systematic Instruction

To Complete the module, here are the directions:

  1. Watch the modules listed below.
  2. Take a screenshot, print as PDF, or otherwise capture the successful completion of the module for the upload.

Once you complete the courses, here are the next steps:

  1. Complete Evaluation
  2. Upload certificate below

Transition 101: Start Here

This course has interactive content displayed in Flash. Know that it might take a moment for the content to load, depending on your internet connection and browser. If the content does not load, enable Flash or use an alternate browser or device. Please note: the most compatible browser is Internet Explorer or Microsoft Edge. Alternatively, you can use this link to open in HTML5 (modern browsers and mobile devices).

Now, complete a 15 question quiz. You must pass at 80% or higher to receive your certificate and you may complete the quiz more than one time. The certificate will be available once 80% is achieved. If you also need a CRC Certificate, please email patti.naber@uky.edu.

Lesson 3: Components of Visual Supports

In this part of the course, you will review the components of visual supports in the classroom. The pyramid below contains these components. Each will be reviewed in a separate lesson.

The components of visual supports are displayed in a pyramid. The bottom layer of the pyramid is physical structure, then individual structure, work systems, routines/strategies, and finally visual structure of tasks.
The Components of Visual Supports

 

Lesson 2: Importance of Visual Supports

Why the Blank Stare? Strategies for Visual Learners by Patricia Vakos
http://www.phschool.com/eteach/social_studies/2003_05/essay.html

Visual Supports and Autism Spectrum Disorders from Autism Speaks Treatment Network https://www.autismspeaks.org/docs/sciencedocs/atn/visual_supports.pdf

Think Spot: Set a 2-minute timer on your phone or other device. Think about your morning from 6 – 7 AM. What kinds of visual supports did you see or use? Please note – this quiz is not graded, a 0% is a passing grade.

Lesson 1 – Rules & Expectations

Resources for this Lesson

 

References

Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.

Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Good, T. & Brophy, J. (2000). Look Into Classrooms.  Boston: Allyn & Bacon.

Johnson, T.C., Stoner, G. & Green, S.K. (1996).  Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214.

Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G.  (2008).  Evidence-based practices in classroom management:  Considerations for Research to practice.  Education and Treatment of Children, 31(3), pp. 351-380.

 

Mark Complete will be available after the video is watched in its entiretly.