Resource and Tool Database
| Title | Description | Keywords | Format | Actions |
|---|---|---|---|---|
| 25 Years Together | Much has changed at START in the past 25 years, but what has not changed over time is our commitment to inclusion. Our 25th Annual START Conference speakers share messages that inspire and guide inclusion efforts in schools. Whether or not you are attending the conference, this article offers information and strategies to support inclusive thinking. | START Connecting | Article | |
| ABA in Schools Understanding the Fundamentals to Effectively Use ABA | If you work in schools, you have likely used practices from Applied Behavior Analysis (ABA), even if you did not know it. This includes a wide range of practices such as: using high frequency opportunities to respond when teaching a lesson, providing practice with specific feedback, conducting progress monitoring in a reading intervention to guide next steps, using a prompt hierarchy, and teaching communication using the Picture Exchange Communication System (PECS). Fundamentally, evidence-based instruction and behavior support have a basis in ABA. | START Connecting | Article | |
| ABA Supporting Students Tiered Approach | Applied Behavior Analysis (ABA) is a science of behavior change supported by decades of research. Numerous evidenced-based interventions have been derived from the principles of ABA and used to support learners both with and without IEPs, across the school day. In this article, we will highlight ways that ABA practices may support behavior change through: 1) Tier I (universal) support for all learners in a school, and 2) Tier II (targeted) and Tier III (intensive) behavior change strategies for specific learner needs. | START Connecting | Article | |
| A Joint Statement on the Use of Prompting | Prompting is a tool for teaching that may be used to assist anyone learning a skill. It is especially important for learners who may need additional cues to accelerate learning and reduce errors and frustration... | START Connecting | Article | |
| A Self-Advocates Perspective on Autism Identity and the Power of Words | START believes in the power of authentic voices and centering lived experiences to drive meaningful change. This article reflects the perspective of Katie Oswald, an autistic self-advocate, nonprofit leader, and champion for neurodiversity, on how language and society’s role shape identity, dignity, and inclusion. | START Connecting | Article | |
| A Spotlight on Family Resources | Families play an important role in helping children with autism throughout their lives. They often advocate for their child’s needs, such as accessing needed services, academic help, and social opportunities, while also guiding them to self-advocate and learn to have their own voice. When parents and caregivers have credible information and resources, they can better support their child in and out of school and make sure they get the help they need (Szlamka et al., 2024)... | START Connecting | Article | |
| Association for Science in Autism Treatment ASAT | This is the 25th anniversary of the Association for Science in Autism Treatment (ASAT), an organization and website dedicated to helping individuals with autism spectrum disorder (ASD) access effective and ethical interventions that are supported by scientific evidence. | START Connecting | Article | |
| Autism 365 Inclusion Equity Every Day | The START ASD 365: Inclusion and Equity Every Day campaign was formed in the spring of 2021 in response to the need for greater intention regarding neurodiversity, inclusivity, equality, and acceptance... | START Connecting | Article | |
| Autistic Flourishing and Wellbeing | Flourishing belongs to all of us and is part of our shared human experience. Yet when we talk about wellbeing and a life well lived, the stories and strengths of autistic people have often been missing from those conversations. The emerging autism wellbeing movement is helping to shift this narrative by grounding our understanding of wellbeing in lived experience and recognizing that flourishing looks different for each person (Wright and Curran, 2025). | START Connecting | Article | |
| Behavioral Expectations for Early Childhood Classrooms | What if we told you there is a universal strategy that is beneficial for all children in an early childhood setting that is relatively simple to implement and we have a set of materials available to get started? This approach has plenty of research to support its effectiveness... | START Connecting | Article | |
| Behavioral Response Scripts: Whose Line is it? |
This START Connecting article addresses the importance of using scripted interventions in schools to manage student behavior effectively. It defines intervention scripts as detailed guidelines that help educators provide consistent and predictable responses to student behavior, which in turn supports student self-regulation and engagement. The article highlights the benefits of such scripts, including reducing emotional responses from staff, preventing behavioral escalation, and increasing the fidelity of behavior plans. |
START Connecting, Scripts | Article | |
| Behavioral Response Scripts Whose Line Is It | Did you know that approximately 2/3 of the content on the nine major streaming platforms is scripted programming? Yet many of us still enjoy a good unscripted program, like House Hunters or Real Housewives. Why do we like unscripted TV? Is it because of the voyeuristic nature of watching a couple decide which home to buy or to escape our day-to-day reality and see how the “other half” lives? Maybe! Unscripted shows have a time and place, but not at school... | START Connecting | Article | |
| Behavioral Skills Training (BST): A Strategy for Training and Coaching |
Behavioral Skills Training (BST) is an evidence-based package to systematically train and coach a wide range of skills. The literature on this evidence-based strategy is quite broad and demonstrates effectiveness for children and adults across many skills, and may be used individually or in a group format. |
START Connecting, Article, BST, Model, Behavior | Article | |
| Be There for Each Other Through Coaching | What is the key to high-performing teams, especially during times of physical and emotional exhaustion? According to Simon Sinek, “It’s their willingness to be there for each other.” At START, we view coaching as an important way to “be there for each other” as we work together to implement the evidence-based practices that are essential for students with autism and other support needs. | START Connecting | Article | |
| CCSS Webpage Resources and Training | At START, we believe communication is the heart of connection, learning, and belonging. For autistic students and others who cannot rely on speech alone, having access to meaningful, personalized communication supports is essential. | START Connecting | Article | |
| Collaborative Planning for Inclusive Lessons | When we support students with Individualized Education Programs (IEPs) in the Least Restrictive Environment, we are committed to identifying opportunities for meaningful engagement with general education content... | START Connecting | Article | |
| Elevating Student Voices Turning Belonging into Practice | In recent years, belonging has become a key priority in our schools. When students feel invited, accepted, involved and valued, they develop a strong sense of belonging. They begin to believe, “who I am matters” in their school community. This movement toward belonging can’t stop at ideas or conversations. It requires intentional, everyday actions in how we teach, interact with, and support students. | START Connecting | Article | |
| Girls with Autism: We have so much to learn |
This START Connecting Article explores how girls with autism are amazing and unique in their own ways, just like boys with autism. They have strengths and challenges, just like boys. However, their autism manifests in ways that can be quite different from boys. |
START Connecting, Girls, Masking | Article | |
| Girls with Autism We Have So Much to Learn | Girls with autism are amazing and unique in their own ways, just like boys with autism. They have strengths and challenges, just like boys. However, their autism manifests in ways that can be quite different from boys... | START Connecting | Article | |
| Introducing Learning Bites Flexible Learning for Every Path | We are excited to introduce Learning Bites or “Bites,” which are short and focused professional learning opportunities that make it easy to grow your knowledge and skills on your own time. The Bites are a mix of videos, handouts, resources, and tools designed to support neuroaffirming and inclusive educational practices. | START Connecting | Article |
Page last modified October 2, 2026