Building Strong Foundations for a Successful Start in School
with CARD®’s Learning Readiness Program
ABA is an effective way to help children with autism learn important skills like communication, following instructions, socialization, and play. We recommend starting ABA before attending school to build these skills and to help make the the transition more successful. Some children attend preschool or another classroom setting with a trained 1:1 ABA aide to support their learning and independence.
Targeted Skills to Increase Your Child’s Success in the Classroom Include:
- Ability to imitate the behavior of others, especially peers
- Ability to follow directions and participate in simple group activities
- Independent communication skills to express their needs and desires
- Ability to pay attention to guided activities for short periods of time (according to their age)
- Absence or low rates of challenging behaviors that may interfere with learning and social interactions
Balancing ABA with School Attendance
Every child’s needs are different, and we encourage you to consult with a CARD® Clinical Supervisor to discuss your child’s unique situation. Keep in mind that CARD®’s ABA center-based services provide many social opportunities for children throughout the day such as circle time, social play, and art time. This allows children to practice social interactions while receiving vital 1:1 support from trained Behavior Technicians. By practicing new social skills in a supportive setting, children are more prepared to enter school, leading to greater success and independence.
During the early stages of school attendance, children with autism significantly benefit from 1:1 support from a trained ABA aide. Trained ABA aides can support opportunities for inclusion and participation, and this support can gradually be faded as skills improve.
For younger children, studies have shown that maximizing ABA treatment prior to starting school is extremely beneficial. Older children benefit from attending school while also receiving ABA services outside of school time.
When Will My Child Need to Attend School?
Every state has their own requirements for this, so you should check your local laws for this information. In some areas, school attendance is not required until age 6. By maximizing early intervention services before entering school, children can be better prepared for success in the classroom setting. Again, the more skills your child has prior to entering school, the more likely they will have a successful school experience in the least restrictive environment.
What School Placement Options are Available for My Child?
Depending on a child’s individual strengths and needs, regions offer school placement options for consideration. We encourage you to consult with your CARD® Clinical Supervisor and connect with parent support groups and other local resources to find the best school placement for your child in your area. School attendance may also be part-time or full-time, depending on the type of placement and your child’s needs.
Placement options may include the below with or without accommodations such as hybrid placements, 1:1 aides, etc:
- Private preschool
- Public preschool (general and/or special education)
- Public elementary school (general and/or special education)
- Non-public school
- Home school
What is an IEP?
Children eligible for services under the Individuals with Disabilities Education Act (IDEA) must have an IEP, or Individual education Plan. Parents or legal guardians work together with the school team in developing the IEP, which include skills assessments, personalized education goals, and details on specific supports and services such as 1:1 aides, Speech and Language and/or Occupational Therapy services, and access to Resource services that the school will provide to support a child’s success in the school setting.
What are Parent Rights in the IEP Process?
Parents have the right to:
- Participate, share information and bring others to an IEP, including an advocate or legal representative
- Request and/or consent to assessment, or ask for an independent assessment, and review results
- Suggest and approve goals
- Request a Behavior Intervention Plan (BIP) for challenging behaviors
- Ask for specific services to support your child’s goals
- Disagree with any part of the IEP which includes goals, services, and placement
- Ask for alternative placements to be considered
- Record IEP meetings with 48 hours notice to the school
- Leave the IEP meeting without signing if you don’t agree
- File for due process if you disagree with the proposed goals or services
