This course will be available beginning September 2, 2024.

This course aims to increase administrator capacity to support educators as they meet students' needs in their learning environments, including autistic students. It will cover topics including evidence-based strategies, engaging learning environments, and behavioral topics pertaining to FAPE. Once all materials are completed earn PD hours.

Target Audience
LEA administrators in Tennessee who support educators who directly serve autistic students in a Pre-K through 12 setting

Learning Objectives

• Investigate characteristics of autism and how evidence-based practices (EBPs) improve outcomes for autistic learners.
• Increase awareness of common evidence-based practices and discover resources for learning more and to share with educators they support.

Training Topics

• Characteristics of autism
• Learning as a behavior
• Supporting instructional practices
• Overview of evidence-based practices
• Environmental arrangement
• Schedules and task analyses
• Prompting
• Reinforcement
• And much more!   

Once enrolled into the course you will have three months to complete all the content and assignments within it. Participants will receive certificates documenting their participation in the asynchronous course and 4 hours of TASL credit.

This course will be available beginning September 2, 2024.

The purpose of this course is to help facilitate effective transition planning for autistic students. It includes seven lessons to be used in transition planning activities in schools and school systems. Participants are encouraged to download the Implementation Planning Guide to create an individualized plan for incorporating these tools and strategies into their transition work. Once all materials are completed earn PD hours.

Target Audience
LEA faculty and staff in Tennessee who work in the middle or high school setting

Learning Objectives

• Identify and define seven transition areas to be integrated into the transition planning process for students with autism
• Provide strategies, tools, and resources to support effective transition planning
• Equip users with a planning guide for implementation of strategies for the transition planning process

Training Topics

• Person-Centered Planning
• Finances
• Employment
• Postsecondary Education
• Independent Living
• Employment and Community First (ECF) Choices program
• Student Role in Transition

Participants will receive a certificate at the end of each module

This course will be available beginning September 2, 2024.

This course focuses on supporting and teaching communication skills. Once all materials are completed earn PD hours.

Target Audience
LEA faculty and staff in Tennessee who directly serve autistic students in a Pre-K through 12 setting

Learning Objectives

• Discuss characteristics of autism and how they impact communication skills.
• Use the ABCs of learning to build a conceptual framework for teaching communication.
• Define augmentative and alternative communication (AAC) and explain how it provides students with the ability to spontaneously communicate.
• Summarize a variety of strategies to promote communication for autistic learners: following a student’s lead, expansion, choices, sabotage, novelty, and forgetfulness.
• Reflect upon strategies to promote communication and plan for application with students in your own learning environment.

Training Topics

• Characteristics of autism
• Understanding and describing communication
• Teaching communication
• Following a student’s lead
• Strategies to promote communication
• Augmentative and Alternative Communication

Training Format

• Interactive online course sequence with online modules, tip sheets, and implementation guides
• Required reflection forms to be completed and uploaded by participants at the end of each section
• Optional 1:1 remote consultation sessions with TRIAD consultants to adjust implementation, request additional support, or seek further resources are available upon request

Once enrolled into the course you will have three months to complete all the content and assignments within it. Participants will receive certificates documenting their participation in the online course.

This course will be available beginning August 15, 2024.

The purpose of this course is to help educators build familiarity with autism and research-supported instructional practices to increase learning. Once all materials are completed earn PD hours.

Target Audience
LEA faculty and staff in Tennessee who directly serve autistic students in a K-12 setting

Learning Objectives

• Investigate characteristics of autism and how evidence-based practices (EBPs) improve outcomes for autistic learners.
• Summarize a variety of evidence-based practices for autistic learners: environmental arrangement, schedules, prompting, reinforcement, class-wide systems of reinforcement, and task analysis.
• Reflect upon EBPs to promote success for autistic learners and plan for application with students in your own learning environment.

Training Topics

• Characteristics of autism
• Learning as a behavior
• Overview of evidence-based practices
• Environmental arrangement
• Schedules
• Prompting
• Reinforcement
• Class-wide reinforcement systems
• Task analysis

Training Format

• Interactive online course sequence containing seven sections with online modules, tip sheets, and implementation guides
• Required reflection forms to be completed and uploaded by participants at the end of each section (seven total)
• Optional 1:1 remote consultation sessions with TRIAD consultants to adjust implementation, request additional support, or seek further resources are available upon request

Once enrolled into the course you will have three months to complete all the content and assignments within it. Participants will receive certificates documenting their participation in the course and 8 hours of professional development.

In this course are a collection of modules designed specifically for paraeducators who serve students with autism spectrum disorder (ASD) and other disabilities, in kindergarten through high school. The purpose of these modules is to expand paraeducator’s knowledge and strategies to increase confidence when working in the classroom.

Once enrolled, participants will have three months to complete the course. Participants will be able to access all course packages after watching the introductory explanation video. Each package is centered around topic areas in order to expand participant knowledge in that subject. Note-some of the same modules exist within packages to provide foundational information.

A certificate of completion with professional development hours will be available at the conclusion of each package. This ranges from 2 hours to a total of 8 hours if you were to complete all packages. 

Target Audience
Paraprofessionals who directly serve autistic students in a K-12 setting

Learning Objectives

• Name the two characteristics of autism and how those characteristics impact behavior and learning.
• Recognize and select evidence based practices to use when teaching autistic learners.
• Identify appropriate reinforcers to increase student motivation

Training Topics

• Characteristics of ASD
• Impact of ASD on learning and the school environment
• Introduction to applied behavior analysis (ABA)
  • How to help students learn using the A-B-C model of behavior
• Evidence-based practices (EBPs) for teaching students with ASD
• Creation of useful tools to use upon returning to school

Training Format

• Over 25 interactive learning modules on Evidence-Based Practices and application
• Access to TRIAD consultant for additional resources via email

This course will be available beginning September 2, 2024.

The purpose of this course is to support school teams in designing the infrastructure to efficiently implement and monitor tier II interventions for social and personal competencies. This online course includes six modules to support school teams in planning, designing, implementing, and monitoring social skills intervention groups within a tiered system of supports.

Target Audience
Select members of school-wide tiered supports, behavior, or academic (RTI2A and RTI2B) teams that are responsible for developing and implementing tier II interventions.

Learning Objectives

• Investigate the key components of a tiered social skills intervention program.
• Design the core components of a tiered social skills intervention program for your school.
• Evaluate your school’s tiered social skills lessons and progress monitoring system using the resources provided in the modules.

Training Topics

• Introduction to social skills intervention
• Tier II social skills intervention logistics
• Identifying students for intervention groups
• Determining your social skills curriculum
• Implementing social skills intervention groups
• Progress monitoring social skills interventions

Training Format
Interactive online course sequence containing seven sections with six online modules, workbook activities, and supplemental resources aligned with module content.