Skip to main content

TEA

TEA Brandbar

  • TEA Website
  • Contact TEA
  • Sign up for TEA updates
  • Sign up for SPED updates

Welcome to Texas SPED Support! Learn More

Home

Main navigation

  • Topics
    • ARD/IEP Supports
    • Assistive Technology
    • Autism
    • Behavior
    • Blind/Visually Impaired
    • Child Find
    • Deaf/Hard-of-hearing
    • Deafblind
    • Dyslexia and Other Related Disorders
    • Early Childhood
    • Evaluation
    • Inclusion
    • Instruction
    • MTSS
    • Significant Cognitive Disabilities
    • Significant Disproportionality
    • State Guidance
    • Transition
    • View All Topics
  • Resources
  • Learning
  • Opportunities
  • Contacts

Sign in (anonymous users)

Sign In
  1. Home
  2. Resource Library
  3. Autism Expert Interviews

Planned Ignoring

Autism, Behavior

ShareBookmark this collection

Planned ignoring can be an effective strategy, but you also need to have a replacement behavior. Featuring Sasha Long, founder of the Autism Helper.

  1. 1

    A Good Transition Plan

  2. 2

    Everyone Must Work

  3. 3

    Important Concepts for Students with Unique Needs

  4. 4

    SSI: Medicaid Eligibility

  5. 5

    What are some key behavior principles to use in class?

  6. 6

    How do I implement a sensory area?

  7. 7

    Transition Assessment

  8. 8

    Best Practices for Following Up

  9. 9

    Family Consortium

  10. 10

    How detailed should Behavior Intervention Plans (BIPs) be?

  11. 11

    More Paperwork?

  12. 12

    How is Fidelity Accomplished?

  13. 13

    Futures Planning: Aiming for Best Case Scenario

  14. 14

    What is a preference assessment?

  15. 15

    Approaching Employers

  16. 16

    Why is Fidelity Important?

  17. 17

    Behavior as a Form of Communication

  18. 18

    What is the difference between reinforcement and bribery?

  19. 19

    Transition Services will Look Different

  20. 20

    Effective Professional Development for Educators

  21. 21

    Critical Conversations: Importance of Safety

  22. 22

    Can only Board Certified Behavior Analysts (BCBAs) use Applied Behavior Analysis (ABA) Strategies?

  23. 23

    Broadening Horizons

  24. 24

    Training as a Behavior Change Procedure

  25. 25

    Identifying Student Needs and Strengths

  26. 26

    What is the three-term contingency?

  27. 27

    Transition is a Life-Long Process

  28. 28

    Daniel on Employment and Independent Living

  29. 29

    How to Use Reinforcement

  30. 30

    Administrator's Role in Transition

  31. 31

    Daniel on Recreation and Leisure

  32. 32

    How to Fade Reinforcers

  33. 33

    Creating environments for neurodiverse learners

  34. 34

    Daniel on Self-Advocacy

  35. 35

    What are causes of problem behaviors?

  36. 36

    Self and mutual regulation

  37. 37

    Parent-Professional Relationships

  38. 38

    Learning from your Inappropriate Responses

  39. 39

    Why is emotional memory important?

  40. 40

    What behavior is functional?

  41. 41

    Connecting Students to Life

  42. 42

    Personal Networks

  43. 43

    What behavior is communication?

  44. 44

    What is Applied Behavior Analysis (ABA)?

  45. 45

    What Expecatons Should I Have for My Student with Autism?

  46. 46

    Expectations Matter

  47. 47

    Supported Decision-Making and Guardianship: Parent Perspectives

  48. 48

    How do we introduce Applied Behavior Analysis (ABA) to administrators?

  49. 49

    What is a Replacement Behavior?

  50. 50

    Large Team Strategy to Support Students

  51. 51

    Medicaid Programs in Texas

  52. 52

    How do you address compulsive behaviors in the classroom?

  53. 53

    Planned Ignoring

  54. 54

    Ensuring Educators are Managing Their Own Behavior

  55. 55

    Collaborative Teaming

Related Resources

Authentic Social Relationships for Students with Complex Access Needs

Significant Cognitive Disabilities, Inclusion

Guide to Implementation for Transitioning a Student from a Self-Contained to a General Education Classroom

Significant Cognitive Disabilities, Inclusion, Transition

Co-Teaching Arrangements: What to Look for

MTSS

Creating environments for neurodiverse learners

Autism, Behavior

Functional Communication Training (FCT)

Autism, Behavior, Instruction, Significant Cognitive Disabilities

Review of Existing Evaluation Data and Reevaluation: Question and Answer Document

ARD/IEP Supports, Child Find, Evaluation

Task Analysis and Chaining

Significant Cognitive Disabilities, Instruction

Data Collection: A-B-C Recording

ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation, Instruction

PBIS Across the Tiers

MTSS

TEA - Texas Education Agency | Texas SPED Support

Stay Connected 

TEA - Texas Education Agency

  • Texas Education Agency
  • 1701 N. Congress Avenue
  • Austin, Texas, 78701
  • (512) 463-9793
  • Compact with Texans
  • General Education Complaints
  • Equal Educational Opportunity
  • Governor’s Committee on People With Disabilities
  • Trail
  • Where Our Money Goes

© Copyright 2026 Texas Education Agency (TEA). All Rights Reserved.

Opens in a new window

Share

mail

Join Texas SPED Support

Login or Register to save your bookmarks.