Behavior Supports for Autistic Students
Understand why behavior happens, prevent it with proactive classroom supports, teach and reinforce replacement skills, and respond calmly and safely within Texas rules when hard moments happen.
- 2 CE Hours
- 4 Modules
- Narrated Video Lessons
- Self-Paced
- Certificate on Completion
Watch a free preview: Module 1
See how the course teaches before you enroll. This 8-minute video covers behavior as communication, the ABC pattern, the four functions of behavior, and how meltdowns differ from goal-directed behavior.
Course Overview
When an autistic student hits, runs, shouts, or shuts down, the behavior is almost always meeting a need. Supports work best when teachers understand that need, prevent behavior before it starts, and teach better ways to meet it.
This course is written for classroom teachers by a school psychologist and board-certified behavior analyst. It covers behavior as communication, the functions of behavior, evidence-based prevention and teaching strategies identified by the National Clearinghouse on Autism Evidence and Practice, de-escalation and meltdown recovery, and Texas rules on restraint and time-out.
Each module includes a narrated video, short readings from trusted sources, classroom scenarios with feedback, and quick knowledge checks. A final assessment and certificate complete the course.
Learning Objectives
When you finish this course, you will be able to:
- Explain behavior as communication and describe behavior in observable terms using the ABC pattern
- Identify the four common functions of behavior and distinguish meltdowns from goal-directed behavior
- Use antecedent-based supports, including visual supports, transition planning, task adjustments and sensory supports
- Teach replacement behaviors with functional communication training, reinforcement, and prompting and fading
- Respond to escalation calmly and safely, follow Texas rules on restraint and time-out, and use data and teamwork to improve a behavior plan
Course Modules
Four modules move from understanding behavior, to preventing it, to teaching new skills, to responding in the moment and working as a team.
How to Complete This Course
- Watch the module video Each module opens with a short narrated video.
- Complete the readings and activities Work through each part’s reading and classroom scenarios, then review the takeaways.
- Complete all four modules Move through the modules in order; each builds on the one before.
- Pass the final assessment Score at least 80%. Retakes are unlimited.
- Download your certificate Your certificate lists the course, completion date, CE hours and presenter.
Continuing Education Hours
Online, self-paced
Your certificate documents the course title, completion date, hours and presenter. Educators are responsible for confirming that this course meets the requirements of their state education agency, school district or certifying organization.
IBCCES certification holders: this course is focused on autism and covers behavior supports for autistic students. Keep your certificate with your renewal records; IBCCES decides which hours it accepts.
Who This Course Is For
Classroom teachers (PreK–12), special educators, paraprofessionals, educational diagnosticians and administrators who support autistic students.
Course Instructor
Jaime Flowers, Ph.D., NCSP, LEP, BCBA
School psychologist and board-certified behavior analyst
Educator CE
Course Information
- Level: Introductory to intermediate
- Format: Self-paced online course with narrated video, readings and interactive activities. No live sessions.
- Access period: 1 year from enrollment.
- Instructor and content developer: Jaime Flowers, Ph.D., NCSP, LEP, BCBA
- Conflict of interest: Dr. Flowers owns Educator CE and receives revenue from course sales, including this course. No other relevant financial or nonfinancial relationships are reported.
- Commercial support: None.
- Accessibility: Need an accommodation? See our Accessibility & Accommodations page.
- Questions or complaints: See our Complaint & Grievance Procedure.
Limitations
This course builds understanding of behavior and practical classroom skills. It does not train participants to conduct functional behavioral assessments, write behavior intervention plans, or use restraint on their own; those are team decisions made with qualified professionals following federal, state and district procedures, and restraint requires district training. It is not legal advice. Case examples are simplified for teaching.
Key References
- Steinbrenner, J. R., Hume, K., Odom, S. L., et al. (2020). Evidence-based practices for children, youth, and young adults with autism. NCAEP, University of North Carolina. https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
- Development, review, and revision of IEP, 34 C.F.R. § 300.324. https://www.ecfr.gov/current/title-34/section-300.324
- Texas Education Agency. (n.d.). Prohibited aversive techniques, use of restraint, and time-out. Texas SPED Support. https://spedsupport.tea.texas.gov/resource-library/technical-assistance-behavior-supports-and-guidance-students-disabilities/prohibited-aversive-techniques-use-restraint-and-time-out
- Procedures for use of restraint and time-out, 19 Tex. Admin. Code § 89.1053. https://www.law.cornell.edu/regulations/texas/19-Tex-Admin-Code-SS-89-1053
- Vanderbilt Kennedy Center. (2025). Evidence-based practices for autistic students (for educators). https://tipsheets.vkcsites.org/evidence-based-practices-for-autistic-students-for-educators/