1. Visual Supports, Structure, and Environment
1.1. TEACCH Structured Teaching
1.2. Routines
1.3. Engineering the Environment
1.4. Adapting Curriculum
1.5. Assistive Technology
1.5.1. Low Tech
1.5.2. Mid Tech
1.5.3. High Tech
1.6. "Home Base"
1.7. Visual Supports (Words, Pictures, Objects)
1.7.1. Schedules
1.7.1.1. Visual Directions/Task Steps
1.7.1.2. Day Schedule
1.7.1.3. Week/Month Schedules
1.7.2. Arrangement of Environment
1.7.3. Maps
1.7.4. Labels
1.7.5. Organization Systems
1.7.6. Timelines
1.7.7. Scripts and Script Fading
1.8. Classroom Design (physical layout)
2. Communication and Language
2.1. Functional Communication
2.1.1. Picture Exchange Communication System (PECS)
2.1.2. Functional Communication Training
2.1.3. Augmentative and Alternative Communication (AAC)
2.1.3.1. Speech Generating Devices/VOCA
2.2. Pivotal Response Training
2.3. Naturalistic Intervention
2.4. Discrete Trial
2.5. Time Delay
2.6. Language Intervention
2.6.1. "Teach Me Language"
2.7. Verbal Behavior (ABA)
3. Social Competence
3.1. Social Narratives
3.1.1. "Social Stories"
3.2. Curriculum
3.2.1. "Adjusting the Image"
3.2.2. Social Thinking - Michelle Winner
3.2.2.1. Think Social!
3.2.2.2. "Superflex"
3.2.2.3. "You are a Social Detective"
3.2.3. "Building Social Relationships"
3.3. Social Cognitive/Cognitive Behavioral Therapy (CBT)
3.3.1. "The CAT Kit"
3.4. Video Modeling
3.4.1. "Model Me Kids"
3.5. Social Skills Groups
3.6. Emotional Regulation / Self-Awareness
3.6.1. "Incredible 5-Point Scale"
3.6.2. "Zones of Regulation" (also under sensory)
3.7. Peer Based
3.7.1. Peer Mediated Intervention (PMI)
3.7.1.1. "Integrated Play Groups"
3.7.1.2. Peer Networks
3.7.1.3. Buddy Skills Package
3.7.1.4. "Circle of Friends"
3.7.1.5. Peer Initiation Training
3.7.1.6. Peer Mediated Social Interactions
3.7.2. Peer Helper/Buddy
4. Academic "Core Curriculum"
4.1. Early Literacy/Pre-Literacy
4.2. Reading & Literacy
4.2.1. "Story Grammar Marker"
4.2.2. "Edmark"
4.2.3. "Sunshine Literacy Small Group Activities"
4.3. Writing
4.3.1. Fine Motor
4.3.1.1. "Handwriting Without Tears"
4.3.1.2. "Sensible Pencil"
4.3.2. Keyboarding
4.3.3. Writing Process
4.3.3.1. Graphic Organizers/Semantic Maps
4.3.3.2. "Step Up to Writing"
4.3.4. Assistive Technology
4.3.4.1. "Pixwriter"
4.3.4.2. SOLO/"Draft Builder"
4.3.4.3. "Dragon Speaking"/Speech-to-Text
4.4. Mathmatics
4.4.1. "Touch Math"
4.5. Common Core State Standards (CCSS)
5. Sensory & Motor
5.1. Sensory-Motor Groups
5.2. Sensory Diet
5.2.1. Vestibular and Proprioceptive Activities
5.2.2. Deep Pressure
5.3. Calming Routines
5.4. Brushing Protocol
5.5. Curriculum
5.5.1. "How Does Your Engine Run?"
5.5.2. Zones of Regulation
5.5.3. "S'Cool Moves"
5.5.4. "STICKIDS" Software
6. Organization & Executive Function
6.1. Time Management
6.1.1. Timeline Worksheets/Assignment Breakdown
6.1.2. Electronic Timers and Reminders
6.1.3. Adapted Planners and Calendars
6.1.4. Accessing and Using Technology (Smart Phones, Tablets)
6.2. Binder-Based Systems
6.3. "To Do" and "Finished" Folders
6.4. Written/Visual Task Lists
6.5. Backpack, Locker Adult Support
6.6. Home/School Communication Systems
6.7. Homework Support (Tracking, Completing, Turning-In)
6.7.1. "Supporting Successful Completion of Homework"
6.8. Curriculum and Books
6.8.1. "Strategies for Organization" M. Winner
7. ABA and Related Behavioral Methods
7.1. Reinforcement
7.2. Task Analysis
7.3. Discrete Trial
7.4. Functional Behavior Analysis
7.4.1. Behavior Support Plan
7.4.2. Safety/Crisis Planning
7.5. Positive Behavior Support (including SWPBiS)
7.5.1. Universally Designed PBS to Support Students with ASD
7.6. Functional Communication Training
7.7. Response Interruption/Redirection
7.8. Differential Reinforcement
7.8.1. DRO R+ of Other Behaviors
7.8.2. DRI/DRA R+ of Incompatible/Alternate Behaviors
7.8.3. DRL/H R+ of Lower/Higher Rates of Behavior
7.9. Extinction
8. Computer & Tablet Based Instruction
8.1. iPads and Apps
8.1.1. OCALI "A Spectrum of Apps"
8.2. PC/Mac Software
8.2.1. Balanced Literacy
8.3. Websites
8.3.1. Starfall
9. This semantic web was developed to assist the autism program in selecting and prioritizing training topics. It is a draft in development. We will be adding links to resources, curricula, and self-paced training materials so that this also becomes a useful tool for accessing information. Feedback welcomed. - Brad
9.1. Directions: Click the +/- symbols to explode and collapse branches
10. Autism Foundations
10.1. Applied Behavior Analysis (specific approaches distributed throughout sub-sections)
10.1.1. Early Intensive Behavioral Intervention (EIBI)
10.1.1.1. UCLA/Lovaas Model
10.1.1.2. Princeton Model
10.1.1.3. Rutgers Model
10.2. Introduction to Autism
10.2.1. DSM-V Critera
10.2.2. Oregon Educational Criteria
10.2.2.1. Social Interaction
10.2.2.2. Communication
10.2.2.3. Patterns of Behavior
10.2.2.4. Unusual Sensory Responses
10.3. Understanding Evidence-Based Practices
10.4. Characteristics of Adults Supporting Individuals with ASD
10.4.1. OCALI Self-Check Tool
10.5. Classroom and Program Setup and Design
10.6. Autism Models and Comprehensive Curriculum
10.6.1. Models of Intervention
10.6.1.1. Behavioral
10.6.1.1.1. "Strategies for Teaching Autism Based on Research" (STAR)
10.6.1.2. Developmental
10.6.1.2.1. UNC TEACCH
10.6.1.3. "Early Start Denver Model"
10.6.1.4. Social Behavior
10.6.1.4.1. "Social Communication/ Emotional Regulation" (SCERTS)
10.6.1.4.2. RDI
10.6.1.4.3. Floortime/DIR
10.6.2. "Functional Assessment and Curriculum for Teaching Everyday Routines" (FACTER)
10.6.3. "Links™ Curriculum: Assessment and Instruction for Independence"
11. Evaluation and Eligibility
11.1. Oregon Evaluation Requirements
11.1.1. Communication Assessment via SLP
11.1.2. Standardized ASD Rating Scale
11.1.2.1. Research-Supported Instruments
11.1.2.1.1. ADOS-2
11.1.2.1.2. ASIEP-3
11.1.2.1.3. CARS-2
11.1.2.2. Other Instruments (May vary in psychometric quality)
11.1.2.2.1. SRS
11.1.2.2.2. SCQ
11.1.2.2.3. CCC-2
11.1.2.2.4. ASRS
11.1.2.2.5. GARS-2
11.1.2.3. Scientifically Unsupported
11.1.2.3.1. ASDS
11.1.2.3.2. GADS
11.1.3. Direct Interaction
11.1.4. Developmental Profile/Parent Interview
11.1.4.1. ADI-R
11.1.5. Impact of Disability
11.1.5.1. Summative Academic Tests
11.1.5.2. Cognitive Tests
11.1.5.3. Adaptive Tests
11.1.5.4. Behavior Rating Scales
11.1.5.5. Executive Function (BRIEF)
11.1.6. Medical Statement
11.1.7. Observations
11.1.7.1. Specific Data Collection Methods
11.1.8. Report Writing/Team Process
11.2. Differentiation of ASD from Other Conditions
11.3. Medical versus Educational
11.3.1. DSM-V
11.3.2. Oregon Eligibility via IDEA
11.4. Typical Development versus ASD
12. Program Planning
12.1. Ziggurat Model
12.2. CAPS Comprehensive Autism Planning System
12.3. Person-Centered Planning
12.4. District-Level Capacity Building
12.5. IEP Development (e.g., standards-based)
13. Adult Transition
13.1. Adaptive / Life Skills
13.1.1. Transportation
13.1.2. Relationships and Levels of Intimacy
13.1.2.1. "A 5 is Against The Law"
13.1.2.2. Sexuality
13.1.3. Hygiene and Self-Care
13.1.4. Money
13.1.5. Safety
13.2. Self-Advocacy
13.3. Vocation Skills and Supports
13.4. Enterprises/Project-Based Learning (coffee cart, school store)
13.5. Social Supports
13.6. Specific Resources
13.6.1. CRP Transition Toolkit
13.7. Community Particiption
14. Disability Awareness
14.1. "Sixth Sense"
14.2. ASD Simulation Activity
14.3. Classroom Presentations
14.3.1. Guest Speaker
14.3.2. Student with ASD Speaks or Shows a Video
14.4. Bullying Prevention
14.4.1. OCALI Anti-Bullying Resources
15. General Education and Inclusion Strategies
15.1. Universal Design for Learning
15.2. Differentiating Instruction
15.3. Tips and Strategies for General Education Teachers
15.4. Accommodations & Modifications
16. Parent and Family Support
16.1. The Evaluation and Eligibility Process
16.1.1. Medical versus Educational
16.2. Community Resources and Support
16.2.1. Developmental Disabilities
16.2.2. Counseling and Psychological Services / Mental Health
16.2.3. Clinical Evaluation
16.2.4. Parent Support Networks
16.2.5. Insurance and Accessing Private Therapy
16.2.6. Police Disability Registration
16.2.7. First Responders
16.3. Parent/Caregiver Training
16.3.1. Use of Visual Supports
16.3.2. Establishing Routines
16.3.3. Teaching Adaptive Skills/Daily Living
16.3.4. Naturalistic Teaching
16.3.5. Systematic use of Reinforcement
16.3.6. Specific Programs
16.3.6.1. "Hanen Model"
16.3.6.2. "Teaching Social Communication to Children With Autism: A Manual for Parents"
16.3.6.3. Relationship Development Intervention (RDI) (Limited/No Research)
16.3.6.4. "Floortime"Developmental Individual-difference Relationship-based model (DIR) (Limited/No Research)
17. Training Para-Educators
17.1. Building Independence
17.1.1. "Avoiding the Velco Effect"
17.2. Understanding ASD
17.3. Levels of Prompts and Fading
17.4. Roles and Collaboration
17.5. Sensory Issues and Needs
17.6. Behavioral Approaches
17.7. Visual Supports
17.8. Social and Communication Supports
17.9. Para-Training Resouces
17.9.1. Para-Training Powerpoint