START Glossary
| Title | Acronym | Description | Category | Action |
|---|---|---|---|---|
| AAA module (formerly Asperger module) | AAA | This module is intended for participants educating students with Autism Spectrum Disorder, who may have previously been considered to have Asperger's Syndrome (AS). The module explores 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. | Content | View |
| ASD 365 | ASD 365 | ASD 365: Equity and Inclusion Every Day (ASD 365) is a campaign to consider how our project is actively promoting inclusiveness throughout the year. The campaign was formed in spring 2021 in response to the need for greater intention regarding neurodiversity, inclusivity, equality, and acceptance of autistic individuals as part of our society. |
Campaign, workgroup | View |
| Autism Alliance of Michigan | AAoM | Statewide non-profit autism advocacy organization offering a website, resources, and personal navigation to assist parents of children with autism across the lifespan. Areas of focus include safety, insurance, a conference, a newsletter, and navigation of resources and services. |
State organization | View |
| Autism Education Center | AEC | The GVSU academic department within the College of Liberal Arts and Science, that houses the START Project grant operations; the GVSU unit in which the START Project's GVSU staff are employed. | GVSU, START | View |
| Autism Focused Intervention Resources and Modules (AFIRM) | AFIRM | AFIRM modules are free online training modules that help people plan, use and monitor the implementation of EBPs with learners with ASD. Modules can be completed in 1-2 hours and cover topics such as prompting, visual cues, video modeling, etc. |
View | |
| Autism spectrum disorder | ASD | Autism spectrum disorder (ASD) is a developmental disability that can cause social, communication, sensory, and behavioral differences. | View | |
| Board Certified Assistant Behavior Analyst | BCaBA | The Board Certified Assistant Behavior Analyst® (BCaBA®) is an undergraduate-level certification in behavior analysis. Professionals certified at the BCaBA level provide behavior-analytic services under the supervision of a Board Certified Behavior Analyst® (BCBA®). Professionals certified at the BCaBA level may not provide behavior-analytic services without the supervision of a BCBA. BCaBAs may supervise the work of Registered Behavior Technicians® (RBTs®). | Applied Behavior Analysis, Intervention | View |
| Board Certified Behavior Analyst | BCBA | The Board Certified Behavior Analyst® (BCBA®) is a graduate-level certification in behavior analysis. Professionals certified at the BCBA level are independent practitioners who provide behavior-analytic services. Many BCBAs are professionally licensed if their state requires licensure for practice. | Applied Behavior Analysis, Intervention | View |
| Bootcamp | A collection of modules on a related topic or theme in a condensed, often consecutive timeframe. |
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| Building Your Future | BYF | Building Your Future (BYF) is a START Project initiative focused on secondary transition practices to support students with ASD and related disabilities, including a training curriculum for school staff and resources, such as the discovery process, to be used in the K-12 educational system. | Secondary transition | View |
| CLAMS cards | CLAMS | CLAMS is an acronym for five different domains of targets for young students: C-Communication; L-Literacy; A-Academic (math, shapes, colors, etc.); M-Motor (fine & gross); S-Social. CLAMS Cards are used in START's Early Childhood training. When staff are designing an activity for students, they might create a CLAMS card that outlines all of the different goals that may be embedded within the activity. The idea is that during any classroom activity, we want students to practice communication, motor, and social skills in addition to the academic and/or literacy skills traditionally targeted within that activity. | Early Childhood | View |
| Classroom Environment and Teaching Assessment - Revised for Online and Remote | CETA-ROR | The CETA-ROR is a coaching tool that encompasses the CETA-R and adds assessment for not only the classroom but the online and remote setting where children may currently be learning. In addition, each of the 7 sections contains resources, videos, and visuals to be used as training and learning tools once the collaborative process of assessment has begun. |
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| Classroom Environment and Teaching Assessment | CETA | The CETA is a coaching tool for classroom teams to assess the extent to which effective classroom practices are in place for students with higher support needs, including students with ASD. School teams are encouraged to use the tool as part of a collaborative process for identifying strengths and priorities for improvement. |
View | |
| Coach Training | Coach Training is intended for those who are providing coaching to staff and teams in the implementation of EBPs. Coach Training includes strengthening coach knowledge in specific content, practicing general coaching skills and strategies, practicing behavior skills training, networking with other coaches, and building fluency in team process and use of the CETA-R. | Coaching | View | |
| Coaching | Coaching provides the support needed to use new skills and knowledge in typical contexts and is the bridge between training and implementation. Quality coaching offers critical support for trying out new approaches during that "awkward stage" just after initial exposure through training and helps teachers and staff persist in developing skills in the use of the new practices or programs. Functions of coaching include prompting, providing performance feedback, fluency building, and adaptation. The focus of coaching can be at a systems level or with an individual person or team. | Coaching | View | |
| Coaching support | CS | Generally, Coaching Support refers to building- and classroom-level support offered to 1-2 teams within each of the selected 3-4 districts receiving Technical Assistance as part of their participation in K-12 Intensive Training. Support is provided by START staff in coordination with an ISD-level Coach. The CETA-R is used as a primary coaching tool to assess the current use of effective strategies and develop plans for improved implementation within the classroom environment(s) in which the team's target student accesses. | Coaching | View |
| Community Conversation | CC | A strategy used to discover, support, and disseminate creative and promising approaches for supporting students with disabilities to participate more fully and naturally in school, work, and community activities, including in the same relationships, work, and community experiences as their peers. |
Transition | View |
| Community of Practice (CoP) | CoP | A Community of Practice (CoP) is a group of people who share a common concern, set of challenges, or interest in a topic and come together to fulfill both individual and group goals by sharing best practices and developing new knowledge. START currently facilitates several CoPs in the areas of Coaching, Early Childhood, Peer to Peer, Practical Functional Assessment and Skill-based Treatment, Secondary Transition, and Sexual Health. CoP groups meet live and virtually. |
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| Continuing Education Units | CEU | Continuing education units, or CEUs, are awarded by many education and training providers to signify the successful completion of non-credit programs and courses intended to improve the knowledge and skills of working adults. | View | |
| Differentiated Output Hierarchy (DOH) | DOH | The differentiated output hierarchy is a systematic, organized approach to support a student's active engagement in the general education curriculum. The differentiated output hierarchy supports the concepts defined in differentiated instruction (levels of modifications/accommodations to the general education curriculum). |
ESS | View |
| Early childhood | EC | Early childhood is defined differently depending on the service system. For service delivery, early childhood often includes children from birth through age 5 (birth-3 services and preschool services). When determining eligibility for early childhood developmental delay (ECDD), the definition extends to age 7. | Early Childhood | View |
| Early Childhood Special Education | ECSE | Michigan Early Childhood Special Education (ECSE) services include special instruction and related services provided to young children, ages 3 through 5, who qualify under the Individuals with Disabilities Act (IDEA, Part B, Section 619). | Early Childhood | View |
| Education-based evaluation for ASD | The purpose of an education-based evaluation is to determine a student's eligibility for special education. The student must meet the MARSE criteria for ASD and must have an adverse impact on educational performance in the academic, behavioral, or social domains, which impact must require and necessitate special education programs and/or services. The evaluation team must include a psychologist, social worker, and speech/language pathologist. Because the process and purpose for evaluations are different, a clinical diagnosis of ASD is neither required nor sufficient for the determination of special education eligibility, nor is special education eligibility sufficient for a clinical diagnosis of ASD. | View | ||
| Educational Supports and Strategies (ESS) | ESS | Supports and strategies that ensure access to the grade-level curriculum for students with ASD and optimize the engagement and interdependence of all students within the classroom setting. |
Content | View |
| Effective Practice Assessment Tool | EPAT | The Effective Practices Assessment Tool (EPAT) was developed from a review of the literature on critical practices necessary for effective programming for young children with ASD. The tool allows teams to rate the current level of implementation of critical practices and re-evaluate progress over time. |
Early Childhood, Tool | View |