Foundations of Evidence-Based Strategies

With video examples in home, school, work, and community settings, these foundational courses will introduce you to evidence-based strategies that can be used to develop social-communication and academic skills, positive behaviors, and independence. Each course contains 8-9 modules with video instruction, expert interviews, and perspectives of practitioners and people on the autism spectrum and their families.

Choose from three courses based on the age range that you work with or support, whether Toddler and Preschool Age (for young children through kindergarten), School Age (for elementary and middle school students), or Transition Age (for high school students and young adults in transition).

Earn a certificate of completion and continuing education credit from participating organizations.

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Interested in becoming a Registered Behavior Technician?
Learn more about the Behavior Assessment and Planning with Evidence-Based Interventions coursework.

Essential Elements
Supporting Young Children on the Autism Spectrum

This module is designed for those involved in the life of a young child on the autism spectrum and presents the elements that are essential in the role of direct service provider.

Estimated Time to Complete Module: 60 minutes


Tell Me, Show Me, Share with Me
Joint Attention Strategies

Attending to the interests and actions of other people in order to share experiences is called joint attention. Joint attention can be difficult for children with ASD. Using strategies that help young children improve their joint attention skills is an important part of fostering early communication and learning. In this module, you will learn more about joint attention skills and how to teach those skills to children with ASD.

Estimated Time to Complete Module: 60 minutes


Involved and Engaged
Shared Control Strategies

As parents and providers, we want the young children in our lives to participate in their daily routines and learning opportunities. We also want them to learn to make decisions and gain independence. Using strategies that promote shared control will ensure that young children have the opportunity to participate through making choices, taking turns and expanding their language and engagement. This module will help you understand and use strategies that promote shared control.

Estimated Time to Complete Module: 60 minutes


Guiding Young Children Toward Independence
Prompting

Sometimes the young children in our lives need some hints, or assistance, to help them successfully participate and learn. Those hints are called prompts. How do we provide those prompts? How do we know what kind of prompts to provide? How do we know when not to provide prompts so a child can be independent? After completing this module, you will understand how to use different types of prompts and how to know if the prompts you are using are effective and appropriate .

Estimated Time to Complete Module: 75 minutes


Let's Do It Again!
Reinforcement 1

We all participate in activities and learn new things because there is something that we enjoy about them. We are motivated by what will follow the things we do, whether it’s cooking dinner, going to work, or getting a tissue after we sneeze. Over time, doing these “behaviors” has been reinforced by something—maybe it’s eating the food after cooking, or maybe it’s the praise from others who eat the food we make; It could be the paycheck we get after working or interactions with our co-workers when we’re there; maybe using a tissue is reinforced by having a clean nose after wiping or maybe it’s the feeling of the tissue on your nose. In this module, you will learn about different types of reinforcers and how to use reinforcement techniques to motivate children with ASD to participate in routines and activities.

Estimated Time to Complete Module: 75 minutes


Keeping Motivation High and Increasing Learning
Reinforcement 2

Do you know when and how you use reinforcement with young children? Structured reinforcement systems provide an organized way to keep young children engaged in learning. In this module you will learn about the importance of intentionally using reinforcement within children’s daily routines measuring the effectiveness of the reinforcers you are using.

Estimated Time to Complete Module: 60 minutes


What’s Next? Preparing for Upcoming Activities
Priming

Before going to a meeting, we look through the agenda. Before heading to new hotel, we get online to look at the pool and see if they have continental breakfast. We like to know what’s coming next and what to expect. Children with ASD are no different. Preparing for what’s coming next is called priming. In this module, you will learn more about what priming is and how it can be used with young children on the autism spectrum.

Estimated Time to Complete Module: 60 minutes


Recognizing and Managing Emotions
Emotional Regulation

Emotional regulation is the ability to recognize how you feel, match your emotion to the event, and know how to calm yourself. Emotional regulation is difficult for many young children, but it can be especially difficult for children with ASD. This module, will help you understand more about emotional regulation and learn emotional regulation strategies to use with children on the autism spectrum.

Estimated Time to Complete Module: 90 minutes


Who, What, When, Where, Why?
Collecting Data and Measuring Outcomes

Data are a critical part of understanding what a child is learning. While it may seem like “just one more thing to do”, data can be extremely helpful. Maybe you just aren’t sure where to start. Whether or not you like data, this module will increase your understanding of how to collect and use data to be sure that you are using strategies that keep young children making progress.

Estimated Time to Complete Module: 90 minutes


Essential Elements
Supporting Students on the Autism Spectrum

This module is designed for those involved in the life of students on the autism spectrum and presents the elements that are essential in the role of direct service provider.

Estimated Time to Complete Module: 60 minutes


A Strategy to Help Skills and Behaviors Occur Again
Reinforcement 1

We all participate in activities and learn new things because there is something that we get out of them. We are motivated by what will follow the things we do, whether it’s cooking dinner, going to work, or getting a tissue after we sneeze. Over time, doing these “behaviors” has been reinforced by something—maybe it’s eating the food after cooking, or maybe it’s the praise from others who eat the food we make; It could be the paycheck we get after working, or interactions with our co-workers when we’re there; maybe using a tissue is reinforced by having a clean nose after wiping or maybe it’s the feeling of the tissue on your nose. In this module, you will learn about different types of reinforcers, how to use structured reinforcement systems to motivate students with ASD, and how to measure the impact of the reinforcers you are using.

Estimated Time to Complete Module: 60 minutes


Cashing it in and Putting it All Together
Reinforcement 2

Do you know when and how you use reinforcement with students on the autism spectrum? Structuring reinforcement is important to ensuring that it is being delivered consistently and appropriately. This module focuses on applying the information you learned about reinforcers in the first module to understand how to take a structured approach as you use reinforcement.

Estimated Time to Complete Module: 60 minutes


Guiding Toward Independence
Prompting

Sometimes individuals in our lives need hints or assistance to help them fully and successfully participate. Those hints are called prompts. How do we provide prompts? How do we know what kind of prompts to provide? How do we know when not to provide prompts so an individual can be more independent? After completing this module, you will understand how to use different types of prompts and know if the prompts you are using are effective and appropriate.

Estimated Time to Complete Module: 75 minutes


What's Next? Preparing for Upcoming Activities
Priming

Before going to a meeting, we look through the agenda. Before heading to new hotel, we get online to look at the pool and see if they have continental breakfast. We like to know what’s coming next and what to expect. Students with ASD are no different. Preparing an individual for what’s coming next is called priming. In this module, you will learn more about what priming is and how it can be used with individuals on the autism spectrum.

Estimated Time to Complete Module: 60 minutes


Write it Out, Draw it Out
Social Narratives

Social interactions are often difficult for individuals with ASD. Visual stories that describe social situations and socially appropriate responses, behaviors or expectations are called social narratives. In this module, you will learn more about how to create and use social narratives to support a student with ASD.

Estimated Time to Complete Module: 60 minutes


Recognizing and Managing Emotions
Emotional Regulation

Emotional regulation is the ability to recognize how you feel, match your emotion to the event, and know how to calm yourself. Emotional regulation can be especially difficult for individuals on the autism spectrum. This module, will help you understand more about emotional regulation and learn emotional regulation strategies to use with students on the autism spectrum.

Estimated Time to Complete Module: 90 minutes


Overcoming Obstacles to Learning
Modifying Tasks

Many experiences, new and routine, involve multiple steps or demands. For example, the seemingly simple act of getting a glass of water requires opening the cupboard, taking out the glass, closing the cupboard, turning on the faucet, recognizing when the glass is full, and turning off the faucet before the glass overflows. Consider how many steps are involved in things like completing a task at work, going bowling with friends, or getting ready for bed. As a parent or provider, you want the individual with ASD to participate in as many routines and learning opportunities as possible, but you know that specific parts of the activity may be difficult. In this module, we will explore ways to identify and overcome social, emotional, motor, executive functioning, and sensory obstacles so that students with ASD can successfully participate in routines and activities throughout the day.

Estimated Time to Complete Module: 75 minutes


Who, What, When, Where, Why?
Collecting Data and Measuring Outcomes

Data help us understand how an individual is learning and performing. While it may seem like “just one more thing to do”, data can be extremely helpful. Maybe you just aren’t sure where to start. Whether or not you like data, this module will increase your understanding of how to collect and use data to be sure that you are using strategies that keep students with ASD making progress.

Estimated Time to Complete Module: 90 minutes


Essential Elements
Supporting Young Adults on the Autism Spectrum

This module is designed for those involved in the life of a young adult on the autism spectrum and presents the elements that are essential in the role of direct service provider.

Estimated Time to Complete Module: 60 minutes


A Strategy to Help Skills and Behaviors Occur Again
Reinforcement

We all participate in activities and learn new things because there is something that we get out of them. We are motivated by what will follow the things we do, whether it’s cooking dinner, going to work, or getting a tissue after we sneeze. Over time, doing these “behaviors” has been reinforced by something—maybe it’s eating the food after cooking, or maybe it’s the praise from others who eat the food we make; it could be the paycheck we get after working, or interactions with our co-workers when we’re there; maybe using a tissue is reinforced by having a clean nose after wiping or maybe it’s the feeling of the tissue on your nose. In this module, you will learn about different types of reinforcers, how to use structured reinforcement systems to motivate individuals with ASD, and how to measure the impact of the reinforcers you are using.

Estimated Time to Complete Module: 105 minutes


Guiding Young Adults Toward Independence
Prompting

Sometimes individuals in our lives need hints or assistance to help them fully and successfully participate. Those hints are called prompts. How do we provide prompts? How do we know what kind of prompts to provide? How do we know when not to provide prompts so an individual can be more independent? After completing this module, you will understand how to use different types of prompts and know if the prompts you are using are effective and appropriate.

Estimated Time to Complete Module: 75 minutes


What's Next? Preparing for Upcoming Activities
Priming

Before going to a meeting, we look through the agenda. Before heading to new hotel, we get online to look at the pool and see if they have continental breakfast. We like to know what’s coming next and what to expect. Individuals with ASD are no different. Preparing an individual for what’s coming next is called priming. In this module, you will learn more about what priming is and how it can be used with individuals on the autism spectrum.

Estimated Time to Complete Module: 45 minutes


Write it Out, Draw it Out
Social Narratives

Social interactions are often difficult for individuals with ASD. Visual stories that describe social situations and socially appropriate responses, behaviors or expectations are called social narratives. In this module, you will learn more about how to create and use social narratives to support an individual with ASD.

Estimated Time to Complete Module: 75 minutes


Recognizing and Managing Emotions
Emotional Regulation

Emotional regulation is the ability to recognize how you feel, match your emotion to the event, and know how to calm yourself. Emotional regulation can be especially difficult for individuals on the autism spectrum. This module, will help you understand more about emotional regulation and learn emotional regulation strategies to use with individuals on the autism spectrum.

Estimated Time to Complete Module: 75 minutes


Overcoming Obstacles to Learning
Modifying Tasks

Many experiences, new and routine, involve multiple steps or demands. For example, the seemingly simple act of getting a glass of water requires opening the cupboard, taking out the glass, closing the cupboard, turning on the faucet, recognizing when the glass is full, and turning off the faucet before the glass overflows. Consider how many steps are involved in things like completing a task at work, going bowling with friends, or getting ready for bed. As a parent or provider, you want the individual with ASD to participate in as many routines and learning opportunities as possible, but you know that specific parts of the activity may be difficult. In this module, we will explore ways to identify and overcome social, emotional, motor, executive functioning, and sensory obstacles so that individuals with ASD can successfully participate in routines and activities throughout the day.

Estimated Time to Complete Module: 90 minutes


Who, What, When, Where, Why?
Collecting Data and Measuring Outcomes

Data help us understand how an individual is learning and performing. While it may seem like “just one more thing to do”, data can be extremely helpful. Maybe you just aren’t sure where to start. Whether or not you like data, this module will increase your understanding of how to collect and use data to be sure that you are using strategies that keep individuals with ASD making progress.

Estimated Time to Complete Module: 90 minutes