- Engagement in repetitive activities and stereotypical movement;
- Resistance to environmental change or change in daily routines; and
- Unusual responses to sensory experiences.
Texas Statewide Leadership
for Autism Training
The purpose of this page is to share effective tools and strategies with novice and experienced teachers in a web-based format for quick access. The teachers and students you will see in the videos are from schools in Texas and have a variety of experiences within the schools. This site will evolve and expand over the school year so check back as we add more content to our toolkit.
Arrival Routines
These are sample of our videos. More can be viewed by using the links in the listing below.
Choice Making
Classroom Management
From the Teacher's Perspective
Language
Measuring Student Progress/Data Collection
Student Preferences
Student's Schedule
Education Service Centers (ESCs) provide training and technical assistance to schools within their service delivery area. On an annual basis, each ESC determines the training needs of the educators and parents within their region and creates a plan to best meet those needs. On the Regional Contacts page of our website, you will find information on accessing information on trainings at each education service center. Using the map on that page choose the region of Texas in which you live. Press the number inside the region. It will take you to information on how to access your regional ESC's training information.
Texas Statewide Leadership for Autism Training
c/o ESC Region XIII
5701 Springdale Rd.
Austin, TX 78723
Cyndi O'Toole, Education Specialist
512-919-5180
512-919-5215 (fax)
cyndi.otoole@esc13.txed.net
Ann Jacobson, Program Manager
512-919-5167
512-919-5215 (fax)
ann.jacobson@esc13.txed.net
Janette Johnson, Program Assistant
512-919-5429
512-919-5215 (fax)
janette.johnson@esc13.txed.net
The Texas Statewide Leadership for Autism Training received a grant from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD) to promote the use of evidence-based practice for children and adolescents with autism spectrum disorders. Through this grant and working with the Education Service Centers around the state, we are establishing model sites for evidence-based practices.
The project began with the application and training process in the 2009-2010 school year. During the second and third years of this project, these sites focused on developing evidence-based practices in their sites. We had model sites in PPCD (preschool program for children with disabilities) classrooms, elementary and secondary classrooms. This project was completed in August 2012.
Model Sites Final Report and Recommendations
If you are looking for information on Evidence-based practices, visit the NPDC's site at http://autismpdc.fpg.unc.edu/content/briefs. Here you will find Evidence-Based Practices Briefs for each of the practices that have been approved. Each brief contains an overview, step-by-step directions for implementation, an implementation checklist, and the evidence base.
If you are interested in the framework we developed to help other's devise, develop and support the use of Evidence-Based Practices in classrooms throughout the state. Please download the Blueprint for Creating a Classroom for Evidence-Based Practices in Autism.
In response to an need for autism training, we have created the online trainings detailed below. We intend these for the following audience: administrators, community members, paraeducators, parents, students, support staff, teachers and any others interested in autism.
These trainings are hosted in ESC Region XIII's E-Campus system. There is no fee to take these online trainings, but you must register.
Strategies for Working with Students with Autism in the General Education Setting
If you only have 30 minutes for professional development, this series is for you!!! This twelve part series of 30-minute courses presented by Dr. Amanda Boutot was designed to give general educators, parents, administrators, paraprofessionals and others quick, practical strategies that can be easily implemented in the general education classroom.
School-Based Applied Behavior Analysis Programs for Students with Autism Spectrum Disorders
Based on information from the National Professional Development Center (NPDC) on Autism Spectrum Disorders, this six part series on ABA programs for the classroom is designed to give participants practical information and strategies for use in the classroom.
Basic Series
In response to an ongoing need for autism training, a series of autism courses was created for the state of Texas. Although parts of the courses detail information specific to Texas, they contain good basic information on autism.
Please note: These are provided periodically at your regional Education Service Center as face-to-face workshops. Please use the map on the Regional Contacts page to chose the region of Texas in which you live. Press the number inside the region. It will take you to information on how to access your regional ESC's training information.
| Courses in English |
Cursos en español
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|---|---|
| Asperger Syndrome 101 Online (6 hours) - Workshop ID #FA1019643 |
Síndrome de Asperger 101 - Workshop ID #FA1019930
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Augmentative and Alternative Communication and the Autism Spectrum (3 hours) -Workshop ID #FA1122637
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Autism for the General Education Teacher (6 hours) - Workshop ID #FA1019900
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Autism 101: Top Ten Pieces to the Puzzle (6 hours) - Workshop ID #FA1019638
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Autismo 101:Las 10 Piezas Principales Del Rompecabezas - Workshop ID #FA1019369
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Classroom Organization: The Power of Structure for Individuals with Autism Spectrum Disorders (6 hours) - Workshop ID #FA1019640
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Organización de la clase: El poder de la estructura para los individuos con desórdenes del espectro de Autismo - Workshop ID #FA1020213
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Communication: The Power of Communication for Individuals with Autism Spectrum Disorders (6 hours) - Workshop ID #FA1019641
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Comunicación: El poder de comunicación de las personas con desórdenes del espectro de Autismo - Workshop ID #FA1020408
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Futures Planning for Students with Autism Spectrum Disorders (6 hours) - Workshop ID #FA1020214
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Navigating the Social Maze: Supports & Interventions for Individuals with Autism Spectrum Disorders (6 hours) - Workshop ID #FA1019642
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Travesía por el laberinto social: Apoyo e intervenciones sociales para individuos con desórdenes del espectro de Autismo - Workshop ID #FA1020215 |
| Solving the Behavior Puzzle: Making Connections for Individuals with Autism Spectrum Disorders (6 hours) - Workshop ID #FA1019644 | Resolución del enigma de la conducta: conexiones para las personas con desórdenes del espectro de Autismo - Workshop ID #FA1020232 |
Evidence -Based Practices Briefs - http://autismpdc.fpg.unc.edu/content/briefs.The National Professional Development Center (NPDC) on ASD has developed Evidence-Based Practice (EBP) Briefs for 24 identified evidence based practices. Each brief contains: an overview, which gives a general description of the practice and how it can be used with learners with ASD; explicit step-by-step directions detailing exactly how to implement a practice, based on the research articles identified in the evidence base; an implementation checklist which offers a way to document the degree to which practitioners are following the directions for implementation; and the list of references (evidence base) that demonstrate that the practices is efficacious and meets the NPDC’s criteria for being identified as an evidence-based practice. Also some briefs include supplemental materials such as data collection sheets.
Autism Internet Modules (AIM)- http://www.autisminternetmodules.org/. The Autism Internet Modules were developed with one aim in mind: to make comprehensive, up-to-date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD). Written by experts from across the U.S., all online modules are fee, and are designed to promote understanding of, respect for, and equality of persons with ASD. Furthermore, OCALI in conjunction with the National Professional Development Center on ASD, has developed modules to accompany the NPDC's Evidence-Based Practices briefs.
Summaries of Scientific Research on Interventions on Autism - http://www.asatonline.org/treatment/autismtreatments. The Association for Science in Autism Treatment provides summaries on the scientific research on interventions for autism. This site also provides video demonstrations of ABA-based teaching interactions (http://www.asatonline.org/treatment/videos).
Autism Fact Sheet from the National Institute of Neurological Disorders and Stroke - http://www.ninds.nih.gov/disorders/autism/detail_autism.htm. This is a web document containing questions and answers about autism.
First Signs ASD Video Glossary - http://www.firstsigns.org/asd_video_glossary/asdvg_about.htm. This is a web-based tool designed to help parents and professionals learn more about the early red flags and diagnostic features of autism spectrum disorders (ASD). This glossary contains over a hundred video clips and is available free of charge. You must register with First Signs to view the video glossary. Registration is free.
Indiana Center for Autism (IRCA) Articles - http://www.iidc.indiana.edu/index.php?pageId=273. Articles written by the staff of the Indiana Resource Center for Autism. These articles provide thoughtful discussions and practical recommendations on a wide range of topics, including behavior, sensory programming, education, communication, and other issues.
Texas Autism Research and Resource Center (TARRC) - http://www.dads.state.tx.us/tarrc/index.html. The Texas Autism Research & Resource Center (TARRC) was created by House Bill (HB) 1574 (81st Texas Legislature, Regular Session, 2009) in response to needs expressed by the autism community. The Center's primary purpose is to coordinate resources for individuals with autism spectrum disorder (ASD) and their families. When fully implemented, the Center will: disseminate information and research on autism and other pervasive developmental disorders; conduct training and development activities for some professionals; coordinate with local entities that provide services; and provide support to families affected by autism.
ADEPT(Autism Distance Education Parent Training) - http://media.mindinstitute.org/education/ADEPT/Module1Menu.html. An original M.I.N.D. Institute/CEDD 10-lesson interactive, self-paced, online learning module providing parents with tools and training to more effectively teach their child with autism and other related neurodevelopmental disorders functional skills using applied behavior analysis (ABA) techniques. Please note that this interactive training requires Adobe Flash to run.
Autism Internet Modules (AIM) - http://www.autisminternetmodules.org/.The Autism Internet Modules were developed with one aim in mind: to make comprehensive, up-to-date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD). Written by experts from across the U.S., all online modules are free, and are designed to promote understanding of, respect for, and equality of persons with ASD. These are hosted by OCALI (Ohio Center for Autism and Low Incidence) http://www.ocali.org/.
Project IDEAL Online - http://www.projectidealonline.org/index.php. This website is part of a teacher preparation program intended to better prepare teachers to work with students with disabilities. Project IDEAL (Informing and Designing Education For All Learners) was made possible by the Texas Council for Developmental Disabilities (TCDD). It consists of a series of modules. They are free of charge.
Texas Behavior Support - http://www.txbehaviorsupport.org/default.aspx?name=homepage. This statewide leadership function is hosted at ESC Region 4. The Texas Behavior Support Initiative Modules are hosted at Region 4 (http://www.escweb.net/tx_esc_04/catalog/session.aspx?sessionId=949359). These modules are free of cost, but you must have an ESC Region 4 account. Please go to ESC Region 4's Professional Development webpage (http://www.escweb.net/tx_esc_04/default.aspx) to register for your account. To find the modules, go to the "Search Offerings" section and type "TBSI" into the "Search Professional Development Catalog for" Box. Press the "Search" button. This brings you to the modules.
UC Davis MIND Institute Online Training Materials - http://www.ucdmc.ucdavis.edu/ddcenter/CEDD_ourproducts.html. One of the goals of the Center for Excellence in Developmental Disabilities is to provide educational resources on developmental disabilities to the community. To that end, CEDD has sponsored the production of free educational videos and online training modules.
Autism and Employment - http://www.dps.missouri.edu/Autism/Adult%20Autism%20&%20Employment.pdf. This is a guide for Vocational Rehabilitation Specialists. It was prepared by Scott Standifer, PhD for the Disability and Policy Studies School of Health Professions University of Missouri. This guide discusses aspect of autism spectrum disorders that can affects an individual's job performance and how the job and work environment can be adjusted to accommodate.
Autism Speaks Family Services Transition Toolkit - http://www.autismspeaks.org/community/family_services/transition.php. The Autism Speaks Transition Tool Kit was created to serve as a guide to assist families on the journey from adolescence to adulthood.
Supporting Individuals with Autism Spectrum Disorders: Quality Employment Practices - http://www.communityinclusion.org/article.php?article_id=266. This a brief from the Institute for Community Inclusion.
Vocational Rehabilitation Service Models for Individuals with Autism - http://www.autism.sedl.org/. This web site focuses on issues and strategies for improving employment outcomes for individuals with autism spectrum disorders.
Education Service Centers - http://www.tea.state.tx.us/regional_services/esc/
Texas Education Agency - http://www.tea.state.tx.us/
Texas Autism Research and Resource Center (TARRC) - http://www.dads.state.tx.us/tarrc/index.html. The Texas Autism Research & Resource Center (TARRC) was created by House Bill (HB) 1574 (81st Texas Legislature, Regular Session, 2009) in response to needs expressed by the autism community. The Center's primary purpose is to coordinate resources for individuals with autism spectrum disorder (ASD) and their families. When fully implemented, the Center will: disseminate information and research on autism and other pervasive developmental disorders; conduct training and development activities for some professionals; coordinate with local entities that provide services; and provide support to families affected by autism.
Texas Project First - http://www.texasprojectfirst.org/. A project of the Texas Education Agency, this site was created by parents and is committed to providing accurate and consistent information to parents and families of students with disabilities.
Association for Science in Autism Treatment - http://www.asatonline.org/. ASAT's mission is to share accurate, scientifically sound information about autism and treatments for autism.
Autism Society of America - http://www.autism-society.org/. This is a grassroot autism organization, existing to improve the lives of all affected by autism. They try to do this by increasing public awareness about the day-to-day issues faced by people on the spectrum, advocating for appropriate services fo individuals across the lifespan, and providing the latest information regarding treatment, education, research and advocacy.
Autism Speaks - http://www.autismspeaks.org/. An autism science and advocacy organization, it is dedicated to funding research into the causes, prevention, treatments and a cure for autism; increasing awareness of autism spectrum disorders; and advocating for the needs of individuals with autism and their families.
Autism Spectrum Disorders at the Centers for Disease Control and Prevention - http://www.cdc.gov/ncbddd/autism/index.html. This information is from the CDC's National Center on Birth Defects and Developmental Disabilities.
First Signs - http://www.firstsigns.org/. Early and intensive intervention can have a profound impact on the quality of life for children at risk and their families, this site is dedicated to educating parents and professionals about autism and related disabilities and improving practices and to lower the age at which young children are identified with developmental delays and disorders.
IDEAS that Work! - http://www.osepideasthatwork.org/. This web site is designed to provide easy access to information from research to practice initiatives funded by OSEP that address the provisions of IDEA and NCLB. This web site will include resources, links, and other important information that supports OSEP’s research to practice efforts. This site was created to provide a "one-stop shop" for resources related to IDEA and its implementing regulations, released on August 3, 2006. It is a "living" website and will change and grow as resources and information become available.
Learn the Signs! Act Early - http://www.cdc.gov/ncbddd/actearly/index.html. The Centers for Disease Control and Prevention’s (CDC) National Center on Birth Defects and Developmental Disabilities (NCBDDD), in collaboration with a number of national partners, launched a public awareness campaign called “Learn the Signs. Act Early.” The campaign aims to educate parents about childhood development, including early warning signs of autism and other developmental disorders, and encourages developmental screening and intervention.
National Professional Development Center on Autism Spectrum Disorders (NPDC on ASD) - http://autismpdc.fpg.unc.edu/. This is a multi-university center to promote the use of evidence-based practice for children and adolescents with autism spectrum disorders.
TRACE: Tracking, Referral and Assessment Center for Excellence - http://www.tracecenter.info/index.php. The goal of TRACE is to identify and promote the use of evidence-based practices and models for improving child find, referral, early identification, and eligibility determination for infants, toddlers, and young children with developmental delays or disabilities who are eligible for early intervention or preschool special education.
The TARGET manual is divided into four sections Introduction, Glossary, Evaluation, and Interventions.
The items in this section are listed in alphabetical order; this listing does not reflect any endorsement or mandate. The instruments are examples of resources; while comprehensive, the listing is not exhaustive. Instruments may have multiple uses and functions. Some assessment personnel may use certain instruments to determine or support identification of a disability. Others may use them to help guide program development.
Only studies with participants with autism (AU) are included in this manual. Many of the interventions described here have vast amounts of research with individuals with developmental disabilities. For example, there are over 600 studies on functional communication training with individuals with developmental disabilities. Many of the individuals have the same communication needs and profiles as those with autism. In addition, studies specifically on shaping and some other applied behavior analysis techniques with students Asperger Syndrome have not been published; however, many researchers and practioners would agree that they are effective for many students with this disability.
The interventions are listed in alphabetical order. The listing is not associated with any endorsement or mandate.
The best measure of effectiveness of an intervention is whether it is effective for a particular individual. It is of utmost importance to collect and analyze data when using interventions with a student with autism. If an intervention results in positive change for a particular student and you, as an educational professional, have data to support that, then the intervention is evidence-based for that student.
We have included two summary tables, which may be of assistance to you. Each intervention section begins with a Characteristics chart. The Intervention Summary Table is a listing of the Characteristics Charts for every intervention. Each intervention section has a research table. We have included the information in all those tables in the Reserach Summary Table.
A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z
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The determination of eligibility for special education services must be made by the Admission, Review and Dismissal (ARD) Committee. Using the information from the Full and Individual Evaluation (FIE) the ARD Committee determines whether the child has a disability; and as a result of the disability needs special education services (The Legal Framework for the Child-Centered Special Education Process: Determination of Eligibility: http://framework.esc18.net/display/Webforms/ESC18-FW-Summary.aspx?FID=111&DT=G&LID=en).
In general the Full and Individual Evaluation (FIE) is the collection of information used to determine whether a child is a child with a disability, and to determine the educational needs of the child. The team that collects or reviews evaluation data, referred to as the group of qualified professionals, must use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information, including information provided by the parent. An evaluation may include giving individual tests, observing the student, looking at educational records, and talking with the student and his/her teachers and parents (The Legal Framework - Terms and Definitions for Glossary: Evaluation - http://framework.esc18.net/display/Webforms/ESC18-FW-Glossaries.aspx?DT=G&LID=en).
For autism the child must be assessed in all areas of the suspected disability. The characteristics often associated with autism are:
A child may be considered to be a child with autism if the child has a developmental disability significantly affecting verbal communication; nonverbal communication; and social interaction.
The characteristics of autism are generally evident before age three; but could be manifested after age three. The autism adversely affects the child’s educational performance and by reason of the autism, the child needs special education services (The Legal Framework - Autism: http://framework.esc18.net/display/Webforms/ESC18-FW-Summary.aspx?FID=135&DT=G&LID=en).
Please see A Guide to the Admission, Review and Dismissal Process available on the Legal Framework site at ESC Region 18 for more information https://framework.esc18.net/ (Scroll down the page to find a link to this document.)
For a discussion of diagnosis versus disability label, please see the information at Texas Project FIRST http://texasprojectfirst.org/DiagnosisVSDisability.html.
The Legal Framework
https://framework.esc18.net/
ESC Region 18 provides Statewide Leadership for the Legal Framework for the Child-Centered Process in Texas.
Texas Project First
http://www.texasprojectfirst.org/
Created by parents for parents this website, a project of the Texas Education Agency, is committed to providing accurate and consistent information to parents and families of students with disabilities.
Using the map below choose the region of Texas in which you live. Press the number inside the region. It will take you to information on your regional autism contact an also how to obtain information on autism training at that education service center.
|
Region
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Regional Information
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|---|---|
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Terri McGinnis Regional Autism Webpage: http://www.esc1.net//Domain/36
Regional Training Site: https://prodev.esc1.net/staffdev/Search.aspx |
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Linda Riddle Regional Autism Webpage: http://autism.esc2.net/index.asp
Regional Training Site: http://www.escweb.net/tx_r2/catalog/search.aspx |
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Lottie Tomko Regional Autism Webpage: http://www.esc3.net/Page/193
Regional Training Site: http://eweb.esc3.net/inservice/ |
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Cathy Williams Regional Autism Webpage: http://www.esc4.net/default.aspx?name=ses.autism
Regional Training Site: http://www.escweb.net/tx_esc_04/search.aspx |
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Martha Hale Regional Webpage: https://www.esc5.net/programs/Special Education.aspx
Regional Training Site: https://www.esc5.net/Lists/Workshops/Home.aspx |
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Nodya Thornton Regional Autism Webpage: http://www.esc6.net/info/programs/page.aspx?id=32. This program's site is titled Low Incidence Disabilities and Autism.
Regional Training Site: http://www.escweb.net/tx_esc_06/catalog/search.aspx |
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Dikisha Lewis Regional Webpage: http://www.esc7.net/default.aspx?name=Autism
Regional Training Site:https://misweb.esc7.net/index.php/view-workshops-by/subject |
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Matt Williams Regional Autism Webpage: http://www.reg8.net/default.aspx?name=sped.abd_autism Regional Training Site: http://www.reg8.net/default.aspx?name=reg8wsc.home. Please follow instructions as listed on page. This information was reviewed on 8/19/2014. At that time Region 8 was in the process of redesigning their workshop catalog and registration system. |
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Christian Avera Regional Autism Webpage: http://www.esc9.net/vnews/display.v/SEC/Programs%20%26%20Services%7CAutism
Regional Training Site: https://esc9.courseinsite.com/catalog.html |
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Layne Pethick Regional Autism Webpage: http://www.region10.org/special-education/autism/
Regional Training Site: http://events.ednet10.net/fe2production.nsf/eventsearchsimple?readform |
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Michael Tucker Regional Autism Webpage: http://www.esc11.net/domain/504 Regional Training Site: https://mis.esc11.net/catalog.asp?type=Subject&ID=10 |
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Angela Cowan Regional Autism Webpage: http://www.esc12.net/cms/one.aspx?portalId=2954383&pageId=14870348 Regional Training Site: https://register.esc12.net/catalog.aspx?searchstring=Autism |
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Cyndi O'Toole
Phone: 512-919-5180 Regional Autism Webpage: http://www4.esc13.net/autism
Regional Training Site: https://ci.esc13.net/catalog.html |
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Lisa White Regional Autism Webpage: http://www.esc14.net/default.aspx?name=ctl_autism_support
Regional Training Site: https://www.esc14.net/mis/mis.htm |
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Lindy Lyles Regional Autism Webpage: http://www.netxv.net/Page/149
Regional Training Site: http://mis.netxv.net/catsub2.asp?type=subject&subject=Autism |
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Barbara Hobbs Regional Autism Webpage: http://www.esc16.net/default.aspx?name=speced.autism
Regional Training Site: http://www.escweb.net/tx_r16/search.aspx |
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Anna Phillips Regional Autism Webpage: http://www.esc17.net/default.aspx?name=sped.autism
Regional Training Site: http://escite2.esc17.net/ |
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Rebecca Bilyeu Regional Autism Webpage: http://sww.esc18.net/Page/244
Regional Training Site: http://www.escweb.net/tx_r18/search.aspx |
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Katherine Wellborn-Chacon Regional Autism Webpage: http://www.esc19.net/programs_and_services.php?service_id=29
Regional Training Site: https://esc19.avatarlms.com/login.html#_=1366664626875&url=https%3A//esc19.avatarlms.com/catalog.html |
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Janet Enriquez Regional Autism Webpage: http://portal.esc20.net/portal/page/portal/esc20public/SpecialEducation/autism Regional Training Site: http://portal.esc20.net/pls/htmldb/f?p=340:7:11057910843172:EXPAND,83:NO::P1_FOLDER_ID,P1_SEARCH:83%2C#CHILD83 |
"Education, both directly of children, and of parents and teachers, is currently the primary form of treatment for autistic spectrum disorders." (Educating Children with Autism, p.1)
Through the network of 20 regional Education Service Centers (ESCs) around the state and in conjunction with the Texas Education Agency (TEA), the Texas Statewide Leadership for Autism Training (www.txautism.net) provides a mechanism to access training, technical assistance, support, and resources for educators who serve students with autism.
We are a part of TEA's Texas Statewide Leadership Functions and Projects and are housed at Education Service Center Region XIII.
Statewide leadership in addressing identified areas of need in special education services is provided through eleven functions and five projects directed by various ESCs. Their primary responsibility is to provide leadership, training, technical assistance, and the dissemination of information throughout the state. The ESCs coordinating these statewide leadership functions and projects are responsible for the implementation of many of the state’s continuous improvement activities.
Though both functions and projects provide statewide leadership, ESC function leads establish and coordinate a 20-region network. This ensures ongoing communication among ESCs about state-level needs assessment processes and planning, as well as implementing and evaluating statewide activities. Project leadership focuses on a specific activity.