The Assessment and Data Tools developed by START may be used to self-assess what evidence-based practices are in place at the building and classroom level and collect data on individual student progress toward goals most relevant to students with ASD. Tools include the Individual Student Data Collection Forms, CETA, USAPT, and EPAT.

Autism 365: Equity and Inclusion Every Day is intended to share information and create resources that prompt inclusive thinking and behaviors, leading to more equitable environments that value the experiences, contributions, and voices of autistic individuals and families.

Effective behavior support is critical to support learning and social opportunities. Through the START Project, training and resources are offered to assist school-based teams and families to establish positive behavioral interventions and supports for students with ASD.

Barnett, Bell, & Carey (2002) defined scripts as “personalized and detailed guidelines for providing instructions and/or managing behaviors to meet specified goals” (p.91). This article focuses on scripted interventions in schools, particularly behavior intervention scripts, to support educators and students and why they should be in 100% of schools. 

The Classroom Environment and Teaching Assessment (CETA) tool assesses the implementation of evidence-based classroom practices that provide a solid foundation for learning for students with autism.

Coaching for the implementation of evidence-based practices (EBP) and IEP implementation are cornerstones of the START Project. Information and resources are provided by START to assist districts in setting up a coaching structure and implementing EBP with students.

The Early Childhood Resources on this page serve as tools to complement a comprehensive early childhood classroom curriculum and behavior support system. They may be used to support all types of classrooms and students with various support needs with the goal of establishing a positive, effective learning environment for everyone.

The Effective Teaming and Meeting Mechanics processes and tools are both universal for all meetings and customized for specific types of meetings so that it will function as a resource for various meetings. 

START provides training and information about the essential components for quality special education eligibility determination under Autism Spectrum Disorder (ASD), which aligns with the Autism Council document on Education Based Evaluations for Students with ASD.

A variety of resources specifically for families, including information about the IEP process, collaborating with your school team, and FAQs.

Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) is the foundation of special education. It is critical that all educational staff, including administrators, general and special education teachers, itinerant and ancillary staff, and support staff, understand these terms and the related obligation of each in order to appropriately support students with disabilities.

Information about girls with autism from various sources and in a variety of formats including books, articles, videos, and podcasts. 

Meaningful inclusion is demonstrated when people with disabilities are involved in natural, everyday activities and given opportunities to be involved in ways similar to their peers who do not have a disability. The goal is to make society more inclusive for everyone. Inclusion is not a time of day or a place. It is feeling a sense of belonging in your community.

The iQuest helps users identify and practice skills that lead to independence. Users of the iQuest may have goals in mind or may use the School Independence Goal Ideas and Home Independence Goal Ideas to identify options in the areas of self-advocacy and self-determination, social, safety, health and sexuality, community, and general independence skills.

The START Project staff are identifying key characteristics impacting literacy for students with ASD and developing tools that may be helpful to support students. While students with ASD tend to demonstrate excellent word recognition and decoding skills, there are inherent challenges and impairments in the area of reading comprehension, often due to the fundamental characteristics of the disability. 

Peer to peer support is an evidence-based practice to increase opportunities for students with ASD to access general education settings, curriculum, and peers. START provides extensive training and resources to assist districts and building teams to set up peer to peer support programs. 

The Practical Functional Assessment and Skill-based Treatment (PFA/SBT) process is a highly effective approach to severe problem behavior. Key values of this process are safety, acceptability, and valuing the relationship. The process emphasizes preventing escalation of problem behavior while teaching replacement behaviors that allow the individual to meet their needs. Teaching occurs in contexts that are highly reinforcing and gradually introduce challenges that often trigger severe problem behavior.

Preschool Life Skills (PLS) is a research-based, supplemental curriculum that provides a set of tools to help teach important social and life skills for school success. The PLS program includes a set of lessons developed by Dr. Gregory Hanley and colleagues to increase skills in making requests, following directions, tolerating delay, and developing friendships. Several research studies demonstrate the effectiveness of the PLS program across various types of early childhood settings with increases in positive social behaviors and decreases in challenging behavior for children both with and without disabilities. 

Various resources to support staff working with K-12 students, including behavior support, peer to peer support, IEP planning and implementation, differentiating instruction, and self-management. 

START has compiled secondary transition resources that represent information and materials from around the country and the state. START is not endorsing the websites or materials but rather providing a range of sites and information that might prove useful for the various needs and interests of families and individuals with ASD.

Self-advocacy is a term used to describe the ability to communicate or act on one’s own behalf and interests. This is a very important skill for individuals with autism spectrum disorder (ASD) for increasing independence throughout their youth and into adulthood. An example of self-advocacy is the individual being personally involved in communicating to peers and others information about him or herself versus teachers, parents, or others conducting training sessions on their behalf. 

Resources for self-advocates, including how to connect with START, START resources, and state and national resources. 

Visit the Sexual Health page for resources and information for parents and school professionals on sexual health and puberty. 

Visit the Teaching Supports and Strategies page for resources and information for school professionals on Educational Supports and Strategies, differentiated output hierarchy, literacy, and more.