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Florida Department of Education, 2016
School grades provide an easily understandable metric to measure the performance of a school. Parents and the general public can use the school grade and its associated components to understand how well each school is serving its students. The school grades calculation was revised substantially for the 2014-15 school year to implement statutory…
Descriptors: School Districts, Guidelines, Grading, Annual Reports
British Columbia Ministry of Education, 2016
This resource conveys policies, procedures, and guidelines that support the delivery of special education services in British Columbia's (Canada) public schools. It was originally published in 1995 (ED414703), following an extensive provincial Special Education Review (1993-94). The purpose of this manual is to provide a single point of reference…
Descriptors: Foreign Countries, Guidelines, Special Education, Educational Policy
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Derived from applied behavior analysis, antecedent-based interventions (ABI) are used to address both interfering behaviors (e.g. repetitive, disruptive) and on-task behaviors (e.g. engaged or working on specific task/activity) behaviors. ABI is commonly used with other evidence-based practices such as functional behavior assessment (FBA),…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Applied Behavior Analysis
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
At times, all children and youth can struggle with challenging behavior. If a challenging behavior interferes with the learner's ability to learn, then a functional behavior assessment (FBA) is needed. FBA can be used when the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child's development. An FBA…
Descriptors: Functional Behavioral Assessment, Behavior Problems, Behavior Modification, Autism
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Modeling (MD) can be used to increase a learner's ability to perform a target behavior. Modeling involves the learner observing someone correctly performing a target behavior. The demonstration of the behavior "before" the learner is expected to demonstrate the behavior serves as a primer for the behavior. In addition, modeling can be…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Problems, Behavior Modification
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Prompting (PP) includes any help given to a learner that assists the learner in using a specific skill or behavior. Sometimes referred to as an "errorless learning method," prompting reduces incorrect responding as learners acquire new skills. Prompting is a foundational practice that is used with other evidence-based practices (such as,…
Descriptors: Prompting, Autism, Pervasive Developmental Disorders, Evidence Based Practice
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Reinforcement (R+) is used to teach target skills and increase desired behaviors. Other evidence-based practices (for example, prompting, pivotal responses training) draw upon components of reinforcement. Reinforcement describes the relationship between learner behavior and a consequence that follows the behavior. The relationship between the…
Descriptors: Reinforcement, Autism, Pervasive Developmental Disorders, Evidence Based Practice
Griffin, W.; Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Social skills training (SST) refers to any adult-directed instruction in which social skills are targeted for improvement. SST typically occurs in either a group or individual format, and may also include facilitated practice in classroom settings. SST sometimes may co-occur with peer-mediated instruction and intervention (PMII) or some related…
Descriptors: Interpersonal Competence, Social Development, Autism, Pervasive Developmental Disorders
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Visual supports are concrete cues that are paired with, or used in place of, a verbal cue to provide the learner with information about a routine, activity, behavioral expectation, or skill demonstration. Visual supports might include: "pictures," "written words," "objects," "arrangement of the environment,"…
Descriptors: Autism, Pervasive Developmental Disorders, Visual Aids, Cues
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Social narratives describe social situations for learners with autism spectrum disorder (ASD) by providing relevant cues, explanation of the feelings and thoughts of others in the social situation, and descriptions of appropriate behavior expectations. Typically, social narratives are individualized based upon the needs of the learner, short, and…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Cues
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Learners with Autism Spectrum Disorder (ASD) often struggle with learning new skills or behaviors, especially when these behaviors are complex or have multiple components. Task analysis (TA) can be used to help break down and teach these chained behaviors. Chained behaviors are behaviors or skills which consist of multiple steps such as tying…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Task Analysis
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Olmstead, Gwen – Parenting for High Potential, 2015
The author shares that her journey with gifted homeschooling was filled with folly and a slow learning curve. By sharing some of the struggles and insights she faced, the author hopes others will benefit or find solace in knowing they are not alone when their square peg children do not fit into round holes. In this article the author discusses:…
Descriptors: Home Schooling, Gifted, Mothers, Parent Attitudes
Baker, Bruce D.; Sciarra, David G.; Farrie, Danielle – Education Law Center, 2015
While the United States was recovering from the recent economic stress caused by the Great Recession, individual state economies were improving at a slow pace. In 2012, state education budgets came to a crossroads, as most states had exhausted their allocations of federal stimulus dollars. Prior editions of this report noted how many states used…
Descriptors: Educational Finance, Educational Equity (Finance), Financial Support, State Aid
Wake County Public School System, 2015
This handbook was produced as a resource for students and parents to explain the policies, rules, and regulations governing all students in the Wake County Public School System. Numbers that appear in some portions of the handbook refer to specific Board of Education policies. In some instances the entire policy is cited; at other times, only the…
Descriptors: Public Schools, Parent Materials, Guides, Governance
National Forum on Education Statistics, 2015
When properly employed, technology may enhance and support learning opportunities available to any student, at any location, and at any time. Determining which instructional and delivery methods are best for a specific individual, group of students, community, or circumstance demands that high-quality data be available to students, parents,…
Descriptors: Elementary Secondary Education, Educational Technology, Technology Uses in Education, Data Collection
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