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Reinforcement

Autism, Behavior, Instruction, Significant Cognitive Disabilities

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Reinforcement is an evidence-based practice designed to increase behaviors. Implementing this practice reinforces the connection between the desired behavior and the reward, increasing the likelihood of future successes.

  1. 1

    Arrival Routine - Nicholas
  2. 2

    Arrival Routine - Phong
  3. 3

    Choice Making During Small Group
  4. 4

    Choice Making During Snack - Charlie
  5. 5

    Choice Making During Snack - Dre
  6. 6

    Choice Making During Snack - Marissa
  7. 7

    Choice Making During Snack - Phong
  8. 8

    Honoring Student Preferences
  9. 9

    Identifying Student Preferences
  10. 10

    Individualizing a Student's Schedule
  11. 11

    Measuring Student Progress
  12. 12

    Offering a Replacement
  13. 13

    Problem Solving
  14. 14

    Recording Student Progress
  15. 15

    Teaching Language
  16. 16

    Teaching Priorities
  17. 17

    Transitioning Outside
  18. 18

    Reinforcement Using Token System
  19. 19

    Prompting
  20. 20

    Request Using Device
  21. 21

    Labeling
  22. 22

    Functional Communication Training (FCT)
  23. 23

    Self-Management
  24. 24

    Verbal Redirection
  25. 25

    Reinforcement
  26. 26

    Visual Supports for Vocational Training
  27. 27

    Error Correction
  28. 28

    Behavioral Momentum
  29. 29

    First/Then
  30. 30

    Priming
  31. 31

    Meeting Sensory Needs
  32. 32

    Visual Timer

Related Resources

Sensory Impairments and Specific Learning Disabilities

State Guidance, Blind/Visually Impaired, Deaf/Hard of Hearing, Child Find, Evaluation

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

Significant Cognitive Disabilities, Transition

Break Card

Autism, Behavior

Choice Board

Autism, Behavior

José revisa el capítulo de Carreras

Transition

New

Specially Designed Instruction Guide

Inclusion, Instruction, ARD/IEP Supports

Child Find Flyers and Posters

Child Find

Straight talk with Laura Buckner

Significant Cognitive Disabilities

Recognizing Presuming Competence in Practice for Students with Complex Access Needs

Significant Cognitive Disabilities, Inclusion

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