Significant Cognitive Disabilities

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

Data Collection: Duration Recording

Duration recording documents how long a student engages in a specified behavior. This type of data collection is appropriate for behaviors that have a distinct beginning and ending.
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Significant Cognitive Disabilities, Instruction

Monthly Instructional Guides for Students with Complex Access Needs

Our monthly instructional guides were designed to help special education teachers in self-contained classrooms navigate the school year. Serving students with a variety of complex access needs, these teachers require organization, creativity, and extensive knowledge of curriculum, instructional
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Significant Cognitive Disabilities, Instruction, Assistive Technology, Autism

Response Modes

This video shows how one educator identifies student response modes and plans the vocabulary, supports, and questions for her instruction and assessments so that her students can respond with their preferred response modes.
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Significant Cognitive Disabilities

Charla Directa

Los cuidadores de niños con discapacidades a menudo tienen perspectivas desalentadoras del futuro de sus hijos.

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ARD/IEP Supports, Significant Cognitive Disabilities, Evaluation

Family Input

In this video, an educator reviews the methods he uses to gather information from families.
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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation, Instruction

Data Collection: A-B-C Recording

Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.
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Behavior, Instruction, Significant Cognitive Disabilities, Autism

Supports for Paraprofessionals

This resource collection equips paraprofessionals with essential knowledge, including job responsibilities, understanding disabilities, and strategies for instruction, communication, and behavior management, ensuring they can effectively support students' academic, social, and behavioral needs.
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