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Online Professional Development: Best Practices

This page contains links to various videos related to best practices.

Priming

In this video, a teacher primes a student in the morning using his daily schedule. The teacher reviews the schedule for the day and notes any changes, such as a teacher the student normally works with is absent. The teacher also reminds the student of the potential reinforcers he could access if he earns 5 stars by the end of the day.

Elizabeth Boteler

Morris Jeff Community School, New Orleans, Louisiana

 

Visual Schedule

In this video, a teacher reviews the classroom visual schedule with her student. She uses a visual “now” card to show the student the subject that is currently being taught. Visual schedules help facilitate transitions and promotes consistency in the daily routine.

Jenny Francart

Clearwood Junior High, St. Tammany Parish Schools, Slidell, Louisiana

 

Transition

For a sample transition book, click here.

Transitions can be rather difficult for students diagnosed with ASD or related disabilities. Having a transition book will help prepare the student for annual transitions from grade to grade/school to school. You will see a student explaining how the transition book helped him prepare for his new school.

R. J. Vial Elementary, Paradis, LA

For a sample “All About Me” page, click here.

Starting the school year with a new class of students can be stressful. Imagined if you knew personal information about your students before they walk through your door! You will see how a school incorporates an "All About Me" worksheet to assist with transitions between grade levels.

Koi Beard

R. J. Vial Elementary, Paradis, LA

Reinforcement

Within an educational setting, a token economy system is used to provide positive reinforcement to a student by giving them tokens for completing tasks or exhibiting specific behaviors. You will see two students explaining the token economy system used in their classroom.

R. J. Vial Elementary, Paradis, LA

The reinforcement a student is working for should be identified before a student begins his/her work. You will see a teacher using the “Check Out” strategy by reviewing the student’s behavior expectations at the end of class. If the student meets his behavior goal, he will earn his desired reinforcer.

Elizabeth Boteler

Morris Jeff Community School, New Orleans, LA

Preference Assessments

For preference assessment data sheets, click here (Vanderbilt University).

A preference assessment helps determine what motivates a student. The following preference assessment is called Multiple Stimulus without Replacement (MSWO). An MSWO is an appropriate assessment for children who are able to select preferred items among a large array of items.

Eisenhower Academy of Global Studies, Algiers Charter Association

A preference assessment helps determine what motivates a student. The following preference assessment is called Multiple Stimulus with Replacement (MSW). Like an MSWO Preference Assessment, this is an appropriate assessment for children who are able to select preferred items among a sizeable array of items. Unlike an MSWO, this is an appropriate assessment for children who engage in challenging behavior when preferred items are taken away.

Eisenhower Academy of Global Studies, Algiers Charter Association

A preference assessment helps determine what motivates a student. The following preference assessment is called Paired Stimulus. This is an appropriate assessment for students who can select preferred items from an array of two.

Eisenhower Academy of Global Studies, Algiers Charter Association

A preference assessment helps determine what motivates a student. The following preference assessment is called Single Stimulus. This is an appropriate assessment for students who are unable to make choices or for students who exhibit challenging behavior when preferred items are taken from them.

Eisenhower Academy of Global Studies, Algiers Charter Association

A preference assessment helps determine what motivates a student. The following preference assessment is called Free Operant Observation. Appropriate for all students but may be the best choice for students who engage in challenging behavior when preferred items are taken away since items are never removed. This may be a good starting place to determine what likely reinforcers may be utilized as items for one of the more structured preference assessments.

Eisenhower Academy of Global Studies, Algiers Charter Association

Collaboration

Ever needed someone to discuss new strategies or behavior concern with? Who would be better than a group of special education teachers and paraeducators! You will see how special education teachers and paraeducators collaborate weekly to discuss behavior concerns and new strategies with their students.

Shelby Allen and Heidi Stein

R. J. Vial Elementary, Paradis, LA

Collaboration isn’t always possible without the support of your administrator. An elementary school principal explains how collaboration is scheduled weekly to allow time for the special education teachers to meet with the district facilitator, general education teachers, and paraeducators.

Angelle Babin

R. J. Vial Elementary, Paradis, LA

In this video, you will see a special education teacher, general education teacher, speech language pathologist, and special education coordinator collaborating on how to include the student in the upcoming social skill lesson. The teachers all discussed ways to prime the student before the lesson.

Shannon O’Connor, Genevieve Rice, Joelle Leali, Elizabeth Boteler

Morris Jeff Community School, New Orleans, LA

Have you ever heard collaboration is the key to success? This statement is definitely true when it comes to parent/teacher collaboration. You will see how a parent collaborates with the school and teachers to help her son be successful each day.

Misty Schaubhut

R. J. Vial Elementary, Paradis, LA

Communication

All people can and do communicate, even using an AAC device! Having this device allows him to be a functional communicator. The student spontaneously used a speech generating device (SGD) to request an item he wanted. His teacher acknowledged his communication attempt and prompted the student to expand his utterance. The teacher then reinforced his communication by giving him the desired item.

Bret Hubacek

Morris Jeff Community School, New Orleans, LA

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