Learning Bites
| Title | Description | Keywords | Format | Actions |
|---|---|---|---|---|
| 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 | |
| LRE and Belonging Practices Across the Lifespan | To create inclusive environments that foster belonging, we can no longer consider it standard practice for students, from early childhood to adulthood, to be removed from their natural settings because of a label, test scores, behavior, or ways of communicating (Taub, 2021). | 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 | |
| Transition Empowering Students Through Self-Determination | Student empowerment is important for all students, with and without disabilities, for achieving greater independence. It involves helping students make choices and decisions that prepare them for the transition out of high school and to adulthood. I’m Determined is a comprehensive resource with tools and supports to promote self-determination with students from early childhood through young adulthood. | 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 | |
| Peer to Peer 2.0 Level Up | In March 2023, we held our first Peer to Peer 2.0: Level Up training. Peer to Peer 2.0 emerged from a desire to communicate updated resources and content to established teams, dive deeper into advanced Peer to Peer content, and offer the opportunity for teams across the state to network and share ideas. We want to share exciting information about the next level of Peer to Peer... | 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 | |
| iQuest Begin Your Independence Quest | START is happy to introduce the iQuest, or independence Quest! The iQuest is an electronic and updated version of the Passport. The Passport was designed as a physical booklet, where teams and families identified relevant independence and self-advocacy goals by grade level and tracked them. | START Connecting | Article | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| Learning from the Pandemic Creative Approaches to Peer to Peer | When unexpected situations arise, it creates opportunities to adjust our practices and work in new ways. Although the pandemic presented many hardships for schools, students, and staff, the challenges inspired innovation and tenacity in an attempt to persevere and maintain important connections... | START Connecting | Article | |
| Teaching Toileting Skills to Young Children Resources for Early Educators and Families | Developing toileting skills is one of the most important milestones for young children as they move toward independence. When a child transitions from diapers to a regular routine of toileting, it reduces time spent on diaper changes and the financial burden of diapers. It also opens up more time for learning and play in early childhood settings and increased opportunities for social and community activities as the child gets older (e.g., day camps, sleepovers). | START Connecting | Article | |
| Transition Planning Early Childhood Through Adulthood for Autistic Students | Why start transition planning early? The transition from high school to adulthood is a vital process for young autistic adults, and preparing for this transition can begin in early childhood. Focusing on elements of self-determination throughout primary and secondary education can improve preparation for high school, facilitate transition planning, and increase satisfaction in adulthood. | START Connecting | Article | |
| The Classroom Environment and Teaching Assessment CETA Updates | The Classroom Environment and Teaching Assessment (CETA) was introduced in 2011 to give teachers and school teams a proactive way to strengthen inclusive classroom practices and help ensure students have access to the least restrictive environment. The goal of the CETA is to create classrooms where all students can be successful, especially those with higher support needs. | 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 | |
| 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 | |
| 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 | |
| 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 |
Page last modified July 1, 2026