Skip to main content

TEA

TEA Brandbar

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

Welcome to the new 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
  • Contacts

Sign in (anonymous users)

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

Why is Fidelity Important?

Autism

Share Bookmark

Understanding why fidelity is important to skill acquisition.

  1. 1

    A Good Transition Plan
  2. 2

    Administrator's Role in Transition
  3. 3

    Approaching Employers
  4. 4

    Autism Expert Interviews
  5. 5

    Behavior as a Form of Communication
  6. 6

    Best Practices for Following Up
  7. 7

    Broadening Horizons
  8. 8

    Can only Board Certified Behavior Analysts (BCBAs) use Applied Behavior Analysis (ABA) Strategies?
  9. 9

    Collaborative Teaming
  10. 10

    Connecting Students to Life
  11. 11

    Creating environments for neurodiverse learners
  12. 12

    Critical Conversations: Importance of Safety
  13. 13

    Daniel on Employment and Independent Living
  14. 14

    Daniel on Recreation and Leisure
  15. 15

    Daniel on Self-Advocacy
  16. 16

    Effective Professional Development for Educators
  17. 17

    Ensuring Educators are Managing Their Own Behavior
  18. 18

    Everyone Must Work
  19. 19

    Expectations Matter
  20. 20

    Family Consortium
  21. 21

    Futures Planning: Aiming for Best Case Scenario
  22. 22

    How detailed should Behavior Intervention Plans (BIPs) be?
  23. 23

    How do I implement a sensory area?
  24. 24

    How do we introduce Applied Behavior Analysis (ABA) to administrators?
  25. 25

    How do you address compulsive behaviors in the classroom?
  26. 26

    How is Fidelity Accomplished?
  27. 27

    How to Fade Reinforcers
  28. 28

    How to Use Reinforcement
  29. 29

    Identifying Student Needs and Strengths
  30. 30

    Important Concepts for Students with Unique Needs
  31. 31

    Large Team Strategy to Support Students
  32. 32

    Learning from your Inappropriate Responses
  33. 33

    Medicaid Programs in Texas
  34. 34

    More Paperwork?
  35. 35

    Parent-Professional Relationships
  36. 36

    Personal Networks
  37. 37

    Planned Ignoring
  38. 38

    Self and mutual regulation
  39. 39

    SSI: Medicaid Eligibility
  40. 40

    Supported Decision-Making and Guardianship: Parent Perspectives
  41. 41

    Training as a Behavior Change Procedure
  42. 42

    Transition Assessment
  43. 43

    Transition is a Life-Long Process
  44. 44

    Transition Services will Look Different
  45. 45

    What are causes of problem behaviors?
  46. 46

    What are some key behavior principles to use in class?
  47. 47

    What behavior is communication?
  48. 48

    What behavior is functional?
  49. 49

    What Expecatons Should I Have for My Student with Autism?
  50. 50

    What is a preference assessment?
  51. 51

    What is a Replacement Behavior?
  52. 52

    What is Applied Behavior Analysis (ABA)?
  53. 53

    What is the difference between reinforcement and bribery?
  54. 54

    What is the three-term contingency?
  55. 55

    Why is emotional memory important?
  56. 56

    Why is Fidelity Important?

Related Resources

Fidelity Checklist and Reflection Tool: Accessible Instructional Materials (AIM)

Significant Cognitive Disabilities, Inclusion, Instruction

Docking Station

Autism, Behavior

Offering a Replacement

Autism

Connecting Students to Life

Autism, Transition

Rubric of Effective Practices for Students with Complex Access Needs

Significant Cognitive Disabilities, Behavior, Instruction, ARD/IEP Supports, Inclusion

What Expecatons Should I Have for My Student with Autism?

Autism, Behavior

Guidelines for Co-Teaching in Texas

Inclusion, ARD/IEP Supports, Instruction

Arrival Routine - Nicholas

Autism, Behavior

Circle of Relationships Map

Significant Cognitive Disabilities, Inclusion

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 2025 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.