K-12 Training Curriculum

The Intensive Training offered to schools is based on "effective practices." We believe that effective practices are proven practices chosen for students based on sound professional judgement and regular data analysis and review. We are not endorsing a particular program; rather, we review the research literature to identify the best practice strategies. Although we may specify strategies, we are not endorsing a single approach, and presentations reflect an emphasis on the use of evidence based strategies. We also emphasize teaming and collaborating and partnerships in the form of parent-school and community-school partnerships as a means to better serve children with ASD.

Intensive training sites will have access to a START Autism Education Specialist who will be assigned to their site for technical assistance. START will assist the district in organizing functional teams, applying new learning, and assessing their supports for students with ASD and their families.

School-Age Resources and Tools

Individual Student Data Collection Forms

Differentiated Output Hierarchy

K-12 Modules

2021-2022 K-12 Year 1 Modules

This module provides information about the characteristics of Autism Spectrum Disorder (ASD) and the types of support needed to increase student success in the classroom and at home. Specifically, this module will introduce the use of visual supports as organizational and communication tools to increase predictability and promote independence. Participants will also learn about the Classroom Environment and Teaching Assessment - Revised (CETA-R) tool for classroom assessment of evidence-based practices that will be used throughout the training. An effective teaming process will be introduced that includes a problem-solving format that can be applied to team decision-making as well as student educational planning and behavior support plan meetings. The critical role of families in the team process and decision-making will be emphasized. 

This module provides participants with information about systems for establishing a Peer to Peer support program to increase opportunities for students with ASD to access general education settings and curriculum. Peers model typical academic and social behavior in educational environments throughout the school day and provide support for students with ASD to promote independence and socialization. Peer to Peer support programs and inclusion of students with ASD not only impacts outcomes for students with ASD but has a powerful impact on typical peers and at-risk students. The specific steps for developing a Peer to Peer support program will be presented including recruitment, training and maintenance, and includes the concept of medium of exchange as a way to connect students.

This module provides participants with a foundation of educational supports and strategies that build upon the strengths of students with Autism Spectrum Disorder (ASD) and lead to successful learning.  Participants learn to provide curricular accommodations and differentiation ensuring students with ASD have access to appropriate grade-level curriculum. A framework for developing individualized academic differentiation for a student with ASD, as well as, practice in creating such a plan is provided.  Collaborative strategies will be introduced and applied to optimize student engagement in the classroom.

When educators implement positive, proactive, and evidence-based practices within a Positive Behavioral Interventions and Supports (PBIS) framework, all students, including students with disabilities, benefit. In this module, high-yield classroom strategies to increase engagement for all students will be discussed, as well as universal supports and evidence-based interventions and practices for students with ASD. Throughout this module, participants will be encouraged to look at ASD differently, using the strengths and characteristics of ASD in all strategies to promote engagement and independence. In addition, participants will learn how to apply the principles of behavior science in order to prevent behavioral challenges from occurring, teach new skills, increase engagement, socialization, and independence, and respond to behavioral challenges.  

Self-management strategies have been used for students with a wide range of academic and behavioral challenges, including students with ASD. Teaching self-management is a pivotal behavior for students to learn how to independently regulate their behavior across many situations. Although teachers and family members may initially play a major role in the implementation of the system, ultimately, the responsibility for the ongoing use of the system should be passed to the student as much as possible. In this presentation, participants will learn how to individualize a self-management system for a student with ASD. This will include the steps needed for a student to learn to discriminate between appropriate and inappropriate behaviors, monitor and record their own behaviors, and reward themselves for meeting a specified goal. 

The administrative module provides a fast-paced overview of the key components, concepts, and evidence-based practices involved in effectively supporting students with ASD in the least restrictive environment. The connection between ASD and behavior that often results in discipline referrals will be discussed, as well as how characteristics associated with ASD can be used to improve educational outcomes. This module will include tools, strategies, and processes for improving the implementation of evidence-based practices and will the role of the administrator in providing feedback to staff, creating a culture of inclusive practices, and reducing exclusionary discipline.

2021-2022 K-12 Year 2 Modules

This module outlines critical components and processes for an education-based special education eligibility evaluation for Autism Spectrum Disorder (ASD). It incorporates key features of its foundational predecessor, CET (Centralized Evaluation Team), and includes a detailed review of the Michigan Administrative Rules for Special Education (MARSE) ASD eligibility criteria. Evaluation components and processes outlined in the Education-Based Evaluations for ASD document published by the Michigan Autism Council are also reviewed which include tools and examples for interviews, observations, and report-writing. A critical review of available standardized tests and their technical adequacy and differential eligibility decision-making processes are also included.

This module is intended for participants educating students with Autism Spectrum Disorder, who may have previously been identified with Asperger’s Syndrome (AS). The module explores the characteristics of students with AS and effective practices identified in the literature to support students in their school environment. Relevant topics covered include social attribution theory, theory of mind, development of trust, social competence, and neurobiological differences, which are critical to supporting the social, emotional, and behavioral development of students with ASD. The Path A/Path B strategy is used to teach participants how attributions impact decision-making and responses to the behaviors of students with ASD. Strategies and examples of tools designed to support the interpretation of complex social concepts are included.

Self-management strategies have been used for students with a wide range of academic and behavioral challenges, including students with ASD. Teaching self-management is a pivotal behavior for students to learn how to independently regulate their behavior across many situations. Although teachers and family members may initially play a major role in the implementation of the system, ultimately, the responsibility for the ongoing use of the system should be passed to the student as much as possible. This material provides information about how to individualize a self-management system for a student with ASD. This will include the steps needed for a student to learn to discriminate between appropriate and inappropriate behaviors, monitor and record their own behaviors, and reward themselves for meeting a specified goal.


Page last modified June 27, 2023
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