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Supporting Students with ASD in School: Strategies for Success
The content provided here is sourced from various reliable resources and is freely available to share as needed. Teachers and parents are encouraged to use this page with students and are responsible for appropriately delivering the content in a way that aligns with their needs.
Start with "WHY?"
Always seek to understand the purpose behind behaviors and educational strategies.
A Story of Jessy: Click the link to listen to the story shared by Dr. Barry Prizant in his book Uniquely Human.
What are they trying to communicate?
"Behaviors" like saying "NO," running away, flopping on the floor, spitting, self-harming, and harming others are often labeled as "bad behavior." While no one wants a child to communicate through these actions, if our goal is to better understand and address the underlying reasons for these behaviors, we need to shift our perspective. Instead of simply labeling these actions as bad, it's crucial to recognize them as forms of communication that may indicate unmet needs or emotional distress.
2 - Build Relationships with Trust
Establish a foundation of trust with your students.

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Creates a sense of safety

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Enhances communication

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Promotes engagement and collaboration

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Encourages learning and growth
  • Body Language: Gestures, facial expressions, and posture convey calmness or tension, influencing trust.
  • Words and Tone: The language we use, tone of voice, and consistency build or erode trust.
  • Student Perception:
  • Students may not fully understand body language but respond to its energy.
  • Gentle, supportive body language shows willingness to help, not judge.
  • Be Curious: Observe how students respond, act, and move to better understand their needs.
3 - Foster Predictability to Build Trust
Create a structured and consistent environment that supports students’ confidence.
Use visual schedules
Visual schedules are powerful tools for supporting students who may struggle with working memory.
Ready to explore helpful visual resources?
Maintain consistent classroom rules
Consistency helps students feel secure and understand expectations. By keeping rules consistent both inside and outside the classroom, you create a stable environment where all students can succeed.
Prepare students for transitions by using timers
Transitions can be challenging, but timers and clear warnings make them easier for everyone. Giving students time to prepare for upcoming changes helps reduce anxiety and keeps the class on track.
Create a daily Routine
Predictable routines provide structure, but not every school routine works for every student. Whenever possible, keep activities consistent and adaptable to meet diverse needs.
4 - Prioritize Clear and Open Communication
Ensure all interactions foster understanding and collaboration.
Use clear and concise language by using ACC
Support communication with visuals
Practice active listening.
WAIT for processing time
5 - Presume Competence and Actively Listen
Recognize every student's potential and truly hear their voice.

Avoid speaking about the student as if they are not present

Engage them in decision-making. Having autism doesn't mean they don't think!
"She was probably one of the most challenging children I have ever worked with."
Jordyn's Autism Program Teacher
6 - Adapt to Sensory Sensitivities
Strategies that support autistic students with sensory sensitivity can also benefit other students. The school environment often contains numerous overstimulating factors that can impact how autistic students process and respond to sensory input. Creating a supportive setting is crucial for their well-being and success. Here are some recommendations for school settings:
Create sensory-friendly spaces
  • Reduce unnecessary noise by using soft furnishings or sound-absorbing materials.
  • Provide access to quiet, low-stimulation areas where students can take breaks.
  • Use neutral, calming colors and minimize visual clutter in classrooms.
Provide Sensory Tools
  • Make fidget toys, noise-canceling headphones, or weighted blankets available.
  • Allow students to use sensory aids as needed to regulate their emotions and focus.
Monitor for signs of overstimulation:
  • Watch for signs such as withdrawal, irritability, or difficulty concentrating.
  • Provide immediate support or access to a calm space or movement break when needed.
Incorporate Vestibular Input Equipment
  • Use tools like swings or balance boards to help students regulate their sensory input.
  • Offer these options as part of a sensory break or physical activity plan.
Provide Developmental-Based Activities
  • Include activities like play, building, or creative expression to support developmental growth.
  • Encourage hands-on, interactive tasks that align with individual interests and abilities.
Allow for Flexible Seating and Movement
  • Offer seating options like fidget chairs, cushions, or standing desks.
  • Permit students to move around the classroom when needed without disrupting others.
7 - Collaborate with Families and Support Teams
Parents, alongside students and classroom teachers, form the core of the student support team. Principals, teachers, and students also play vital roles in student-specific planning. School clinicians provide services for school personnel and parents may become active members of a student’s support team. Other school support team members, including but not limited to Elders, mental health professionals, and/or community resources personnel, may be called upon to participate in the planning process.
Regular communication about everything
Invite clinitian's input on strategies and goals
Regular IEP Mettings and Goal setting
Always value and respect parents' perspectives
they are the true experts on their child!
Students play a vital role in creating an inclusive classroom environment and fostering a sense of belonging for everyone. Explore the links below to access resources designed for use by teachers and parents.
8 - Let Data Tell the Story: Progress Monitoring vs. Perception
Use evidence-based data to guide interventions and decisions, not just subjective impressions.
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Share Goal Setting
Once IEP goals are established, share them with the entire school team to ensure alignment and support. Transitions are critical, and thoughtful recommendations can have a greater impact than expected.
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Track Progress
A challenging day for an autistic child doesn’t define them as “bad.” It’s essential to observe patterns, such as how often the behavior occurs, when it happens, and what triggers it, before making any assumptions or judgments.
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Adjust strategies based on feedback
Autistic individuals aren’t “fixable.” Instead, adjust the environment, adapt approaches, or ensure staff are properly trained. Use feedback to refine strategies and support their needs effectively.
The Power of Play and Connection
by Julie Bonk, School Psychologist/SJASD
Studies show that 90% of children on the spectrum love Pokemon. ***completely made up stat but probably true
Use a child's interest to get attention, then incorporate lessons into their play (ex. Superman has to save 3 people over here, but oh no, 3 more people are trapped! Let's count them to see how many he has to help").
Children learn best when they are calm and comfortable.
Humour forges connection and joy is contagious.
Sensory Processing
by Alexa Kovacs, Ocupational Therapist/ SJASD
Seeking or Avoiding
Strategies
  • Understand: every day may look different
  • Track or notice differences
  • Set up the environment
  • Include movement throughout the day
  • Offer sensory breaks
  • Use a tool
  • Include activities
  • Talk to your OT
Co-Regulation
When a caregiver regulates another's physiological state via voice, facial expressions, body language, and gestures. Shared calmness.
  • Take care of yourself
  • Reframe the behaviour
  • Appear calm
  • Give them space
  • Limit communication
  • Body language - Low and Slow
  • Listen
  • Park a problem
  • Distract
Building Independence
Why?
  • Supports in future
  • Build confidence
  • Long term goals
  • Strengthen skills
  • Practice safety
When?
  • Following a Schedule
  • Transitions
  • Activities of Daily Living (ADLs)
  • Meeting Sensory Needs
  • Play
  • Many Others
How?
  • Goals
  • Visuals
  • Routine
  • Scaffolding
  • Wait
  • Model
  • Choices
  • Avoid physical prompts
  • Teach strategies when regulated
  • Use focused interests
  • Presentation of task
  • Break it down
Building Trust Through Communication
by Hilary Carroll, Speech-Language Pathologist/ SJASD
Respect All Communication
Every behavior is a form of expression
Follow Their Lead
Start with strengths and interests, add in communication
Check Ourselves
Consider double empathy and necessity of intervening
Provide Options
Teach alternative communication methods and skills when regulated
Communication Partner Skills
Change Our Belief Patterns
Listen to Autistic Voices and make changes (e.g. repetition of visual supports)
Connect first
See our connection as the first step in a language or learning goal
Change Our Strategies
Use concise language, use visuals and model in multimodal ways
Listen
Whole body listening
Get Messy
Be willing to do what we are asking them to do!
Less Quizzing
More modelling, leaving spaces and truly learning together. There are times for questions
The Communication Environment
Crompton, C. J., Ropar, D., Evans-Williams, C. V., Flynn, E. G., & Fletcher-Watson, S. (2020). ; Amanda Filbey, MA, CCC-SLP informed SLP
Building Trust: Case Study

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Decreased Stressors
Calmed the traumatic responses with spaces where "no" was limited (e.g. gym) , reduced number of adults; counselled family to reduce their stress in the situation

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Helped Regulation
Played calm music, dimmed lights, provided a routine (with visual supports)

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Followed Interests
Music, "la bamba" movie

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Introduced Augmentative Communication
Core boards, gestures and picture cards while playing together with keyboards

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Progress
We worked toward more communication, and introduced looking at books together over time
Time for Planning Next Steps:
Considering what you learn this morning, please discuss with your team and respond to the following questions:
  • What strategies can we implement immediately to better program for our students?
  • How can clinicians (OTs, PTs, SLPs, psychologists) be integrated into the planning and support process?
  • What tools or training do staff need to address the specific challenges of our students? Who will be responsible for planning and implementation?
  • How frequently do you communicate and actively involve them? Click the links below for examples of a Communication Book, Regulation Plan, and Survey for Parents.
  • What measures will we use to track progress and adapt plans as needed? Click on the link below to see an example of data tracking calendar:
Feedback QR code
Please click the link below or scan the QR code with your device to share your thoughts on how I can better support your school. Your responses will serve as an assessment FOR learning, guiding me in identifying next steps to enhance how I support schools. The questions aim to clarify your professional learning needs and will be used exclusively for planning professional development initiatives throughout the school year.