How our school-based team coordinates with teachers, aides, and related services to make inclusive days smoother for autistic students.
General education classrooms can be joyful, but they also move quickly. Our clinicians spend much of the fall co-planning with teachers so that autistic students have predictable supports without losing access to peers.
What we do in the first month
- Start with the teacher’s routines. We map ABA goals to the class schedule instead of pulling students out, so they practice regulation and communication where it matters.
- Clarify visuals and prompts. We co-create desk schedules, hallway cue cards, and mini social stories that match how the teacher already gives directions.
- Coach aides in-the-moment. During read-alouds or transitions we model least-to-most prompting and quick data collection that fits on a single sticky note.
- Plan peer supports. Short "buddy" roles keep peers involved (passing materials, choosing centers) without making anyone a mini-therapist.
- Close the loop weekly. Friday 10-minute standups align on wins, behaviors to watch, and which supports to fade.
By the end of four weeks we aim for two measurable indicators: fewer adult prompts during group times and at least one independent transition per period. When that happens, both the classroom teacher and the student feel the difference.
Need support?
Schedule a consultation or tell us what support your family needs.