Three Tiers Detail
Below are the three tiers of the autism credential. These are not levels in the traditional
sense in that one level is more advanced than the others, these are just for organization.
Participants can complete any module in any level in any order (hence the name Autism Credential Pathway). Participants can customize their learning to their needs
and their situations.
If, after examining the professional development plan on this page, you would like
to participate, you can register for the program using the button below. The program
is free and you can work at your own pace so there is no cost or obligation associated
with signing up.
ENROLL IN THE PROJECT ACCESS AUTISM CREDENTIAL PROGRAM
Level 1 Autism Credential (the Blue level). The focus setting of this level is the
classroom environment and focus skillset is behavior support.
Module 1: Supporting Students in a Structured Environment
Module 2: Creating Strength-based Curricula
Module 3: Behavior, Curriculum, Instruction, an Sensory EBPs
Module 4: Data Collection, Smart Goals, Purposeful IEPs
Module 5: Functional Behavior Assessment and Behavior Support Plans
Component 1: Introduction to Operant Behaviors (FBA training foundation-please complete
before FBA training below)
Component 2: Operationally Defining Behaviors (FBA training foundation-please complete
before FBA training below)
Component 3: Conducting Stimulus Preference Assessments (FBA training foundation-please
complete before FBA training below)
Component 4: Conducting an FBA
Component 5: Graphing and Data Analysis Through Visual Analysis
Component 6: Overview of Evidence-based Practices (EBPs)
Component 7: Using FBA Results and Knowledge of EBPs to Create a Behavior Intervention
Plan
Component 8: Teaching Teams to Implement the BIP using Behavior Skills Training (BST)
Component 9: School-based Functional Analysis using Trial-based Functional Analysis
(recommended only for school-based BCBAs)
Level 2 Autism Credential (the Green level). The focus setting of this level is building/program
and the focus skillset is social skills support.
Module 6: The Autism Program: Essential Features
Component 1: Evaluating Your Program: Learning Environments
Component 2: Evaluating Your Program: Positive Learning Climate
Component 3: Evaluating Your Program: Assessment and IEP Development
Component 4: Evaluating Your Program: Curriculum and Instruction
Component 5: Evaluating Your Program: Communication
Component 6: Evaluating Your Program: Social Competence
Component 7: Evaluating Your Program: Personal Independence and Competence
Component 8: Evaluating Your Program: Interfering Behavior
Component 9: Evaluating Your Program: Family Involvement
Component 10: Evaluating Your Program: Teaming
Component 11: Evaluating Your Program: Transition
Module 7: Principles of Applied Behavior Analysis
Module 8: Social Skills EBPs (Plus Behavior)
Module 9: Building Effective Autism Teams
Module 10: Social Skills Instruction and Social Strategies
Component 1: Overview of Social Skills and Intervention Strategies
Component 2: Assessing Social Skills in Children with Autism
Component 3: Teaching Soft Skills: Preparing and Planning with Youth for Community
Component 4: Social Supports for Transition-Aged Individuals
Component 5: Social Skills Training Through Social Skills Groups
Component 6: The PEERS Curriculum
Component 7: LEGO Therapy
Component 8: Social Skills Curriculum for Individuals on the Autism Spectrum
Level 3 Autism Credential (the Red level). This focus setting of this level is school
district-wide and the focus skillset is communication support.
Module 11: Autism Assessment, Autism Eligibility Determinations, and Legal Issues
Component 1: Autism Assessment and Autism Screening
Component 2: Autism Eligibility in Missouri
Component 3: Response to Intervention
Component 4: Discriminating Between Autism and ED, Common Comorbidities
Component 5: Evaluating School Readiness
Component 6: Recognizing Autism: Restricted and Repetitive Patterns of Behavior
Component 7: Identifying Girls on the Spectrum
Component 8: Cognitive Differences, Motor Differences, and Sensory Differences
Module 12: Verbal Behavior and Conducting the VB-MAPP
Component 1: Teaching Language to Children with Autism or Other Developmental Disabilities,
NET, and AVB
Component 2: The Verbal Operants
Component 3: Using Discrete Trial Training to Teach Language Acquisition
Component 4: Using Natural Environment Training to Teach Language Acquisition
Component 5: Conducting the VB-MAPP
Component 6: Developing Language Curricula Using VB-MAPP
Component 7: Equivalence-Based Instruction and Generative Learning
Component 8: PEAK (Direct Training, Generalization, Equivalence, and Transformation
Module 13: Communication EBPs (Plus Behavior)
Module 14: Alternative and Augmentative Communication
Component 1: Overview of Language and Communication
Component 2: AAC: Assessment and Implementation
Component 3: Integrating AAC into the Preschool and Early Elementary School Environment
Component 4: Speech Generating Devices
Component 5: Picture Exchange Communication Systems (Certification Training by PECS
trainers)
Component 6: Sign Language
Component 7: LAMP Training
Component 8: Proloquo2Go
Module 15-Advanced Curriculum Topics
Component 1: Equivalence-based Instruction and Generative Learning
Component 2: Academic Skills: Teaching Reading to Children with Autism
Component 3: Academic Skills: Teaching Math to Children with Autism
Component 4: Academic Skills: Teaching Writing to Children with Autism
Component 5: Overview of Commercial Curricula (Unique, Star, etc)
Component 6: Transitioning to the Next Environment
Component 7: LIFE Skills Emergence System
Component 8: Advanced Life Skills: ACT and AIM
The complete grid including additional information about each component is available
by downloading the Pathways Grid.
