Resource and Tool Database
| Title | Description | Keywords | Format | Actions |
|---|---|---|---|---|
| Autistic Students and Stalking-Like Behavior Info Sheet | An Info Sheet about stalking-like behavior in autistic students, including contributing factors, areas for teaching, and recommendations for support. | Healthy Relationships, Boundaries, Rejection, Social Skills, Safety | Document | |
| 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 | |
| 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 | |
| Autism 365: Equity and Inclusion Every Day | Resources and critical questions that support equity, inclusion, and practices that value the experiences, contributions, and voices of autistic individuals and families. | Equity, Inclusion, Belonging, Neurodiversity, Autistic Perspectives | Topic Page, Website | |
| 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 | |
| Assessment and Data Tools | START assessment and data collection tools for supporting student performance, classroom practices, and effective programming for autistic students. | Assessment, Data Collection, Progress Monitoring, Student Outcomes, Evidence-Based Practices | Topic Page, Website | |
| 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 | |
| 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 Joint Statement on the Use of Prompts with Learners |
This statement provides guidance on what to consider while developing an individualized, learner-focused prompting plan as we work together for positive learner outcomes. |
Prompting | START Informed | |
| 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 | |
| About Autism |
Autism is a neurodevelopmental difference that affects how students interact with others, communicate, learn, and behave. Autism is known as a “spectrum” because there is wide variation in the ways people manifest and experience autism. |
Website | ||
| 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 | |
| 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 | |
| 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 |
Page last modified October 20, 2026