1. Autism Supplement

2. Requirements and Purpose
Exclusive to state requirements in Texas (not a federal mandate)
Consists of 11 items to be reviewed
To be reviewed at least annually as part of the student’s ARD
Assures that components are considered by the ARD committee– each item may not be needed for every student
Many items are addressed through another portion of the ARD and the supplement serves as a summary to assure the item was addressed

3. Requirement to Consider
Strategies shall be considered, based on peer-reviewed research-based educational programming practices to the extent practicable and, when needed, addressed in the IEP
Must consider all eleven strategies
Consideration of these strategies in no way implies a requirement to implement any particular strategy (based on individual need)
It is the responsibility of the ARD committee to determine which of the strategies, if any, should be included in a student’s IEP. The emphasis an ARD committee places on each consideration should be contingent on the needs of the individual student.

4. Supplement- Areas of Consideration
Extended educational programming
Daily schedules reflecting minimal unstructured time
In-Home and community-based training or viable alternatives
Positive behavior support
Futures planning
Parent/family training and support
Suitable staff-to-student ratios
Communication interventions
Social skills supports and strategies
Professional educator/staff support
Teaching strategies based on research-based strategies

5. Extended programming
Determine whether the student’s iep can be implemented as part of the regular school schedule
If extended school services are needed, the ARD committee determines the iep goals to be targeted and the amount of time needed
Determination based on assessment of behavior, social, communication, academics and self -help

6. Daily Schedules
Daily schedules reflecting minimal unstructured time and active engagement in learning activities, for example: lunch, snack, and recess periods that provide flexibility within routines, adapt to individual skill levels, and assist with schedule changes, such as changes involving substitute teachers and pep rallies
Determine any specific needs to support the student for navigating his daily routine and preparing for exceptions to the regular routine

7. In-home and Community-based training
In-home and community-based training or viable alternatives that assist the student with acquisition of social/behavioral skills, for example: strategies that facilitate maintenance and generalization of such skills from home to school, school to home, home to community, and school to community
Viable alternatives may include strategies such as sharing common vocabulary across home and school, sharing visual supports, parent-teacher conferences, consultation with district behavior support staff etc
Should be based on individual student needs and focuses on generalizing critical skills across settings

8. Positive Behavior Supports
Positive behavior support strategies based on relevant information
Examples include but are not exclusive to strategies such as:
a. antecedent manipulation, replacement behaviors, reinforcement strategies, and data-based decisions; and
b. a Behavior Intervention Plan developed from a Functional Behavioral Assessment that uses current data related to target behaviors and addresses behavioral programming across home, school, and community based settings
Selection of interventions should be based on the unique needs of an individual student, there is no one size-fits-all approach to providing services to students with autism.

9. Futures Planning
Beginning at any age, futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post-secondary environments
“Futures planning” refers to transition services, which generally begin by age 16, but may begin at an earlier age on an individual basis as determined by an ARD committee.

10. Parent Training and Supports
Parent/family training and support provided by qualified personnel with experience in Autism Spectrum Disorders (ASD), that, for example: - provides a family with skills necessary for a child to succeed in the home/community setting, for example:
Information regarding available parent resources
Information that facilitates carry-over of skills from school to home/community
Training should focus on generalization of critical IEP-related skills and may include areas such as behavior management, interpersonal skills and, communication training and/or helping parents create structured environments across all settings.

11. Suitable Staff-to-Student Ratio
Staff-to-student ratios are determined by ARD committees on an individual basis.
When determining staff-to-student ratios, an ARD committee should consider the setting, a student’s communication abilities, behavioral needs and present level of competence in each area of instruction
For example: a student in the acquisition phase of development may need more direct intensive instruction relative to later phases. As a student moves through the phases, there should be less adult supervision, more self-monitoring and therefore, a higher staff to student

12. Communication Interventions
Communication interventions, including language forms and functions that enhance effective communication across settings, For example: augmentative, incidental, and naturalistic teaching
Consider the structure of language as well as whether the student’s use of language is functional to convey their thoughts
Consider communication needs across settings and across listeners (home, school, community, peers, adults)

13. Social Skills Supports and Strategies
Social skills supports and strategies based on social skills assessment/curriculum and provided across settings, For example: trained peer facilitators (e.g., circle of friends), video modeling, social stories, and role playing
May be addressed as specific IEP goals or strategies may be noted as accommodations or in the student’s behavior plan
Need for intervention is based on the student’s present level of performance

14. Professional Educator Support
.Professional educator/staff support for example: training provided to personnel who work with the student to assure the correct implementation of techniques and strategies described in the IEP
Schools are responsible for training teachers and paraprofessionals to effectively implement programs for students with autism. Training may include a foundation of scientifically-based research interventions/strategies.
Spring Branch ISD provides annual training for staff through multiple professional development opportunities and trained facilitators and consultants as well as Licensed Specialists in School Psychology support campuses on an ongoing basis.

15. Teaching strategies based on research-based practices
Teaching strategies based on peer reviewed , [and/or] research-based practices for students with ASD, For example: those associated with discrete-trial training, visual supports, applied behavior analysis, structured learning, augmentative communication, or social skills training
Strategies listed are among the many available instructional options an ARD Committee may wish to consider when developing an IEP. The inclusion of a strategy in the guidelines should not be misinterpreted as an endorsement of any particular methodology.
Examples of such strategies may include discrete-trial teaching, visual supports, principles of applied behavior analysis, structured learning, augmentative communication or social skills training. It is the responsibility of an ARD committee to make decisions regarding appropriateness of strategies based on the unique needs of an individual student, there is no one size-fits-all approach to providing services to students with autism.