I would like information and/or professional development on how to:
1
Set up well-defined learning centers in the classroom.
Yes
No
Unsure
2
Create clear visual cues to help children manage time, activities, and transitions.
Yes
No
Unsure
3
Structure transitions and use them as teaching opportunities.
Yes
No
Unsure
4
Arrange the environment to support child-initiated learning (not dependent upon adult presence).
Yes
No
Unsure
5
Embed learning opportunities throughout the children’s daily routines and activities.
Yes
No
Unsure
6
Obtain classroom visuals, toys, and materials that reflect multiple cultures and languages.
Yes
No
Unsure
7
Use a developmentally appropriate curriculum.
Yes
No
Unsure
8
Provide supports, adaptations, or special equipment that might be needed to help a child
to participate meaningfully.
Yes
No
Unsure
9
Communicate effectively with families.
Yes
No
Unsure
10
Work as a team with families, therapists, and educators to decide what is important
for a child to learn.
Yes
No
Unsure
11
Use authentic and routine-based assessments for program planning (i.e., observing
children in natural situations).
Yes
No
Unsure
12
Use multiple measures to assess children’s progress, program impact, and outcomes
(e.g., developmental observations, criterion/curriculum-based assessments,
curriculum-compatible norm-referenced scales).
Yes
No
Unsure
13
Assist related services providers in provided therapy to a child within
typically occurring situations.
Yes
No
Unsure
14
Use naturalistic teaching strategies, including time-delay, prompting and
prompt-fading, progressive matching, models, incidental teaching, the mand-model
procedure, and imitating- elaborating-and-expanding on the child’s behavior.
Yes
No
Unsure
15
How to collect data for the purpose of individual child progress monitoring.
Yes
No
Unsure
16
Use strategies that promote positive social interactions among all the children
-- with and without disabilities.
Yes
No
Unsure
17
Use reinforcement and other consequences to strengthen children’s
desired behaviors and reduce problem behavior.
Yes
No
Unsure
18
Collect data to determine the function that a problem behavior is serving for a child.
Yes
No
Unsure
19
Teach a child to use more efficient, desirable behaviors to replace a problem behavior.
Yes
No
Unsure
20
Modify the environment to prevent problem behaviors from occurring.
Yes
No
Unsure
21
Use a team process to determine what assistive technology and/or communication
devices would be helpful to a child.
Yes
No
Unsure
22
Use assistive technology effectively in the classroom.
Yes
No
Unsure
23
Provide inclusive opportunities for children with disabilities.
Yes
No
Unsure
24
Other topics (please specify):
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