Identify 2 state grade-level standards for any given content area. In the table provided below, write behavioral objectives that are aligned with those standards and that reflect the different stages of learning: acquisition, fluency, maintenance, and generalization (See Table 9.4 for an example).

State Standard #1:
Acquisition	Fluency	Maintenance	Generalization

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Activity 2:

Select a narrative or expository text and create a graphic organizer that would be used to support your students comprehension of the selected text. Discuss how the text or graphic organizer can be adapted to accommodate learners with extensive support needs.

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Activity 3:

Complete the Evidence-Based Practices Do It Yourself on the Transition Coalitionwebsite. This is a great way to learn how to implement EBPs and RBPs to support transition skill development for youth with ASD. There are currently 3 EBP-DIYs. Each of these provide (a) an opportunity to watch an expert implement the practice, () access to materials and resources, and (c)the "How-to's" to implement the EBPs on your own. For each of the EBP - DIYs post a reflection on your thoughts on using the practice in your classroom, how you would use the practice in your classroom, and anything else you learned from this activity. Be specific in your response and give detail/examples - demonstrate you learned something from this activity.

1. The 3 videos you need to watch are:
   1. Video Modeling
   2. SDLMI
   3. Response Prompting.