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Supporting Students with ASD in School:
10 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.
1- 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.
2 - 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.
3 - 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.
4 - Build Relationships with Trust
Establish a foundation of trust with your students.
1
Creates a sense of safety
2
Enhances communication
3
Promotes engagement and collaboration
4
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.
5 - 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.
6 - 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
7 - Scan the School Environment
Strategies that support autistic students with sensory differences can also benefit other students. The school environment often contains numerous overstimulating factors that can impact how neurodiverse 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.
8 - 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
9 - Building Independence
Why?
  • Uncertain supports in future
  • Ability to self-advocate
  • 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?
  • Clear Goals
  • Visuals
  • Routine
  • Scaffolding & Presentation of task
  • Model & break it down
  • Choices & use passions
  • Wait & pause
  • Teach strategies when regulated
10 - Let Data Tell the Story: Progress Monitoring vs. Perception
Use evidence-based data to guide interventions and decisions, not just subjective impressions.
1
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.
2
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.
3
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.
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: