Skip to main content

TEA Brandbar

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

Welcome to Texas SPED Support! Learn More

Main navigation

Topics
Resources
Learning
Opportunities
Contacts

Sign in (anonymous users)

Sign In

Search this site

Home
Resource Library
Autism Expert Interviews

Planned Ignoring

Autism, Behavior

Bookmark 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.

Collection

Autism Expert Interviews

Planned Ignoring - 53 / 55

1
A Good Transition Plan
2
Everyone Must Work
3
Important Concepts for Students with Unique Needs
4
SSI: Medicaid Eligibility
5
What are some key behavior principles to use in class?
6
How do I implement a sensory area?
7
Transition Assessment
8
Best Practices for Following Up
9
Family Consortium
10
How detailed should Behavior Intervention Plans (BIPs) be?
11
More Paperwork?
12
How is Fidelity Accomplished?
13
Futures Planning: Aiming for Best Case Scenario
14
What is a preference assessment?
15
Approaching Employers
16
Why is Fidelity Important?
17
Behavior as a Form of Communication
18
What is the difference between reinforcement and bribery?
19
Transition Services will Look Different
20
Effective Professional Development for Educators
21
Critical Conversations: Importance of Safety
22
Can only Board Certified Behavior Analysts (BCBAs) use Applied Behavior Analysis (ABA) Strategies?
23
Broadening Horizons
24
Training as a Behavior Change Procedure
25
Identifying Student Needs and Strengths
26
What is the three-term contingency?
27
Transition is a Life-Long Process
28
Daniel on Employment and Independent Living
29
How to Use Reinforcement
30
Administrator's Role in Transition
31
Daniel on Recreation and Leisure
32
How to Fade Reinforcers
33
Creating environments for neurodiverse learners
34
Daniel on Self-Advocacy
35
What are causes of problem behaviors?
36
Self and mutual regulation
37
Parent-Professional Relationships
38
Learning from your Inappropriate Responses
39
Why is emotional memory important?
40
What behavior is functional?
41
Connecting Students to Life
42
Personal Networks
43
What behavior is communication?
44
What is Applied Behavior Analysis (ABA)?
45
What Expecatons Should I Have for My Student with Autism?
46
Expectations Matter
47
Supported Decision-Making and Guardianship: Parent Perspectives
48
How do we introduce Applied Behavior Analysis (ABA) to administrators?
49
What is a Replacement Behavior?
50
Large Team Strategy to Support Students
51
Medicaid Programs in Texas
52
How do you address compulsive behaviors in the classroom?
53
Planned Ignoring
54
Ensuring Educators are Managing Their Own Behavior
55
Collaborative Teaming

Related Resources

Tài Nguyên và Trợ Giúp Có Sẵn: Hãy Ghi Chú Vào Danh Sách Chờ Đợi Ngay Lúc Này

Significant Cognitive Disabilities, Transition

Docking Station

Autism, Behavior

Jenny xem lại các chương Lập kế hoạch Chuyển tiếp và Quyền của tôi

Transition

How do you address compulsive behaviors in the classroom?

Autism, Behavior

Explicit Instruction: Implementation Checklist

MTSS

Request Using Device

Autism, Behavior, Instruction, Significant Cognitive Disabilities

Instructional Leadership Tools Collection

Inclusion, Instruction

Augmentative and Alternative Communication: Giving Students with Complex Access Needs a Voice

Significant Cognitive Disabilities, Assistive Technology

Specially Designed Instruction Guide

Inclusion, Instruction, ARD/IEP Supports

Stay Connected

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

Link to Share

Join Texas SPED Support

Login or Register to save your bookmarks.