Online Learning

Professional learning available through  is foundational and is developed at the Universal/Tier 1 level to establish common understanding amongst team members. These foundational modules give participants an overview of the selected topic through video presentations, interactive activities, and additional resources. All content developed is based on the Autism Program Environment Rating Scale (APERS), a programmatic assessment of quality indicators for learners with ASD. If you would like further information on more Targeted/ Tier 2 online learning through A+, please contact us at nakempe@ilstu.edu. All modules are free of charge.

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To access the learning platform, please set up an account and register. On the Homepage of the learning platform, there will be a button at the top right of the screen to 'sign-up'. This is how you create an account.

After completing all activities within a module and submitting the post-training survey, participants can download a Certificate of Completion (for each module). Each participant must download and save the certificate for each completed module and share it with school administrators to document training completion. In addition, for those seeking ISBE professional development hours, there is an option for participants to complete the ISBE evaluation and, after successful submission, download the evidence of completion form.

Once registered and access is granted to the learning platform, participants can select the course catalog on the right side of the page. Here you can select modules you're interested in completing.

Below are descriptions of each training:

 

This module provides a basic understanding of Autism Spectrum Disorder (ASD). Background information about autism is provided as well as a framework for characteristics of ASD.

 

This module will present information about using visual schedules as part of classroom evidence-based practices. Considerations for implementing schedules, as well as example schedules, are included.


 

FCT is an essential part of our instruction for students with ASD. This module will review what FCT is and the steps to implement this strategy, and a case study demonstrating FCT implementation.

 

The process of Functional Behavior Assessment (FBA) is not only required by law, and it is an essential part of our intervention toolbox for learners with autism. This module presents information about the implementation of FBA.

 

This module focuses on the basics of understanding behavior including the antecedents, or A; the behavior, or B, and the consequences, or C. This information will guide teams to develop effective supports for learners with autism.

 

This module provides information on strategies to support personal independence for learners with ASD. This important area is often neglected in our planning and this module will be prepare you to support your learners’ independence.

 

This module provides information on using prompting to help students with ASD learn a new skill or behavior. Types of prompting strategies and implementation guidelines are provided.

 

This training is being updated to reflect the most recent ISBE regulations and will be available in January 2023.

 

This module reviews the basics of time out, is intended to confirm or deepen your knowledge, and provides information on best practices in using time out.

 

The Physical Restraint and Time-out Form, often referred to as Form 11-01, is required to report the information to ISBE. This module was designed to help staff complete the ISBE Form 11-01 correctly.

 

 

 

This module overviews Token economies. Token economies are based on the principles of applied behavior analysis (ABA) and use positive reinforcement to target behavior change. Token economies help students to visualize progress, accept and work for delayed reinforcement, learn to self-monitor, and learn to regulate behavior.

 

This module is designed to support educators looking at their programs holistically. The information we are presenting will provide a framework for educators working together to look at their program systematically. To pat themselves on the back when high-quality implementation happens and make strategic plans for less well-developed areas.