Resource and Tool Database
| Title | Description | Keywords | Format | Actions |
|---|---|---|---|---|
| Sexual Health and Online Safety Info Sheet | An Info Sheet about sexual health, online safety, and legal considerations for autistic individuals. | Online Safety, Sexual Health, Internet Safety, Legal Considerations, Boundaries | Document | |
| Self-Advocates | Information and resources for autistic self-advocates related to self-advocacy, independence, education, employment, relationships, and adulthood. | Self-Advocacy, Self-Determination, Independence, Autistic Perspectives, Resources for Self-Advocates | Topic Page, Website | |
| Secondary Transition | Information and resources for individualized transition planning, including self-determination, self-advocacy, inclusion, employment, postsecondary education, and preparation for adulthood. | Secondary Transition, Adulthood, Employment, Postsecondary Education, Self-Determination | Topic Page, Website | |
| Secondary Peer to Peer Program Fidelity Checklist | The Secondary Peer to Peer Program Fidelity Checklist provides step-by-step instructions for the development of peer support programs in secondary settings along with links to resources to help build and enhance peer supports to improve outcomes for all students. | Peer to Peer, Outcomes, Fidelity | Document | |
| School-Age Resources and Tools | Resources and tools for supporting school-age autistic students, including instructional practices, data collection, literacy, and classroom supports. | School Age, Classroom Supports, Teaching Strategies, Instruction, Evidence-Based Practices | Topic Page, Website | |
| Scaling Up a Peer-Mediated Program Statewide: Lessons Learned Through Peer to Peer | This article describes Michigan's efforts to scale up Peer to Peer programming statewide. | Peer to Peer | Research Article | |
| Revealing the Double Empathy Problem | At age 2, my son’s first words didn’t seem to “stick.” He wasn’t imitating speech sounds, and his response to his name became less reliable. During the preschool years, his teachers noted his solitary play, difficulty sitting for circle time, and sensitivity to the feel of sunscreen and certain types of clothing... | START Connecting | Article | |
| Response to Federal Autism Reports |
We are sharing this statement to reinforce the importance of clear, evidence-based communication about autism. Recent public discussions have included information that may not align with established scientific consensus, making it essential to reaffirm our shared commitment to accuracy. The START Project has consistently prioritized evidence-based practice informed by rigorous research and grounded in respect for the autistic community. |
Vaccines, Acetaminophen | START Informed | |
| Regional Collaborative Networks Creating Stronger Communities to Support Students | When the START Project launched in 2001, we wondered how a small team of START staff could address the needs of students with autism in a large, diverse state. As we connected with ISDs and districts across the state, we immediately knew that our best hope of supporting students with autism... | START Connecting | Article | |
| Pyramid Model | This month, we are spotlighting the Pyramid Model and its importance in early childhood programming. If you are new to the model or want to learn more, we are offering a two-hour introductory training on May 8, 2026. To pique your interest, we are sharing a brief overview of the Pyramid Model and their resources. | START Connecting | Article | |
| Promoting Inclusion and Belonging Everyday | Inclusion is a word that can evoke various images and meanings to each one of us. 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... | START Connecting | Article | |
| Promoting Inclusion and Belonging | Information and resources about meaningful inclusion, belonging, inclusive education, and practices that support inclusive schools and communities. | Inclusion, Belonging, Inclusive Education, School Community, Peer Relationships | Topic Page, Website | |
| Prevent Teach Reinforce Respond (PTRR) |
Prevent Teach Reinforce Respond (PTRR) organizes behavior support around four areas: preventing barriers to successful engagement, teaching skills, reinforcing skills and behaviors that support success, and responding in ways that maintain safety, support regulation, and promote participation and engagement. |
PTRR, Behavior | Document, Website | |
| Preschool Life Skills (PLS): Teaching Foundational Behaviors for School Success |
This START Connecting article explores Preschool Life Skills (PLS), which 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 |
PLS, START Connecting | Article | |
| Preschool Life Skills (PLS) Curriculum |
The Preschool Life Skills website has all the materials needed to teach PLS in your classroom, including a description of the program, a questionnaire, lesson plans, data collection forms, practice scenarios, and additional supporting materials. Explore the site and try some lessons to see how it changes the culture of your early childhood classroom and the skills of your preschoolers (Hint: The lessons work with kindergarteners, too). |
Curriculum, PLS, Preschool, Early Childhood | Google Site | |
| Practical Functional Assessment and Skill-based Treatment | Information and resources about PFA-SBT, an approach for understanding severe problem behavior and teaching communication, tolerance, and other skills in safe and supportive contexts. | PFA-SBT, Behavior Support, Functional Assessment, Skill-Based Treatment, Communication | Topic Page, Website | |
| Position Statement on Spelling to Communicate (S2C), Rapid Prompting Method (RPM), Facilitated Communication (FC), and Related Practices |
START supports communication access, self-determination, and meaningful participation for all students, including those who are nonspeaking or minimally speaking. Every individual has the right to effective communication supports that promote autonomy, dignity, and authentic self-expression. |
AAC, Augmentative and Alternative Communication, Evidence-Based Practices, Independent Communication, Spellers | START Informed | |
| PLS Teaching Foundational Behaviors for School Success | Do your preschoolers share with other children? Do they consistently look when a teacher calls their name? What about asking for help or following directions? Many children need explicit instruction and multiple practice opportunities to learn these skills, especially as they prepare for kindergarten... | START Connecting | Article | |
| Peer to Peer Support Is a Participation Model | Whether you’ve supported a Peer to Peer program for one semester, or for multiple years, you have undoubtedly seen the powerful impact on relationships, school culture, and lived experiences... | START Connecting | Article | |
| Peer to Peer Secondary Curriculum: Reimagined | Peer to Peer Secondary Curriculum: Reimagined is an updated curriculum that provides quality, engaging, and age-appropriate content for Peer to Peer high school courses. Educators can take this content that is focused on neurodiversity and strengths of those with disabilities and distribute it using the Teacher Portal, which includes tools and resources to deliver content to students. | Peer to Peer, Peer to Peer Secondary Curriculum | Google Site |