Category: Blog

Find expert-level advice about raising kids with ASD. Read stories about living with autism and working in the ABA field.

5 Strategies to Help Diverse Learners Thrive This Fall 

Academically Reviewed By: Lara LaZear, M.S., CCC-SLP, Vice President of Related Services

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As schools welcome students back this fall, administrators and educators face the ongoing challenge of supporting classrooms where learners’ needs are increasingly diverse. From students on the autism spectrum to those managing social-emotional and behavioral challenges, and from Title I learners requiring supplemental services to students in nonpublic placements to students with disabilities receiving special education supports, success depends on creating environments where all students can access learning. 

At LEARN Academy, we partner with districts nationwide to provide tailored special education services, academic and behavioral supports. Drawing from that experience, here are five strategies that can help districts set their diverse learners up for success this school year. 

1. Establish Predictable, Flexible Routines 

Predictability builds a sense of safety for students, particularly those with autism or other special needs that make transitions challenging. At the same time, flexibility ensures schools can adapt to individual needs. Districts can support their students by: 

  • Posting daily schedules in both visual and written formats to reduce uncertainty and ease transitions. 
  • Providing flexible structures, such as shorter work segments or choice-based activities, for students who need extra support. 
  • For Title I programs, maintain consistent schedules for supplemental instruction so students know when to expect support without missing critical classroom learning. 

2. Prioritize Social-Emotional and Behavioral Supports 

Students cannot fully access academics without emotional readiness. Embedding social-emotional learning (SEL) and positive behavior supports into the school day benefits all learners, especially those with behavioral challenges or a history of school avoidance. A few supportive options schools can implement include: 

  • Incorporating brief morning check-ins, mood meters, or digital surveys to help staff track student well-being. 
  • Using restorative practices and positive reinforcement to encourage desired behaviors. 
  • Providing staff training on evidence-based strategies, such as reinforcement systems and social narratives, to promote consistent practices across classrooms. 

3. Create Inclusive and Sensory-Supportive Environments 

The physical environment of a school can significantly influence learning. Minor adjustments often make a big difference, such as: 

  • Establishing calm spaces in classrooms where students can self-regulate without feeling singled out. 
  • Offering sensory supports such as noise-reducing headphones, fidgets, or alternative seating. 
  • Reducing visual clutter in classrooms to help students focus. 

4. Differentiate Instruction to Support Academic Access 

Diverse learners need scaffolds that make academic content more accessible. Effective differentiation supports both students with IEPs and Title I populations. Educators can support their students by: 

  • Previewing upcoming lessons or assignments to give students time to process material. 
  • Using graphic organizers, color coding, or chunking to simplify complex tasks. 
  • Encouraging peer-supported learning opportunities to build both academic and social skills. 

5. Leverage Partnerships to Expand Capacity 

Districts don’t have to navigate these challenges alone. Partnering with experienced providers can expand a school’s capacity to serve diverse learners effectively. At LEARN Academy, we: 

  • Collaborate with schools to deliver Title I supplemental instruction, behavioral supports, special education services, and specialized academic interventions. 
  • Work alongside educators to align strategies across classrooms, Title I services, special education programs, and nonpublic settings. 
  • Build sustainable, tailored programs that benefit students, staff, and families. 

This fall, schools have an opportunity to set the tone for success by combining these five strategies—from strong routines and SEL supports to inclusive practices and expert partnerships. By implementing them, districts can help every learner thrive in general education, special education, Title I programs, and nonpublic settings. 

At LEARN Academy, we’re here to partner with schools to turn these strategies into real outcomes—meeting the unique needs of the whole student.  

Why Student Self-Determination Matters in Special Education 

Academically Reviewed By: Daniel Campbell, B.A., M.A., Vice President, Behavior Programs, Southern California

Supporting students with special needs means more than helping them reach academic goals. It also means teaching them how to make choices, solve problems, and advocate for themselves. This is where student self-determination comes in. 

In education, “self-determination” is the term experts use to describe a student’s ability to understand their strengths, set goals, make decisions, and take steps to reach them. For children and teens with special needs, learning these skills can be life-changing. 

What Self-Determination Means 

At its core, self-determination means giving students a voice in their own learning. It goes beyond simple choices such as what snack to eat or what game to play. The goal is to help students build skills. Those can include: 

  • Setting goals 
  • Making choices 
  • Solving problems 
  • Speaking up for their needs 
  • Taking responsibility for their actions 

These skills help students grow more independence and prepare them for life beyond school. 

Why Self-Determination Matters in Special Education 

Research shows that students with strong self-determination skills do better in school and later in life. They are more likely to graduate, find jobs, and live independently. 

In special education, self-determination is often part of the individualized education program (IEP) process. At the start of each school year, teachers, parents, and students meet to set learning goals. When students play an active role in this process, they learn how to speak up for what they want and need. 

How Schools Can Build in Self-Determination 

Many schools now weave self-determination into their special education programs. Teachers and staff can support this principle in everyday ways. They can help students learn to: 

  • Make choices: Give students real options during lessons and activities 
  • Set goals: Guide students to create both short-term and long-term goals 
  • Solve problems: Work through everyday situations, such as asking for help or handling frustration 
  • Speak up: Encourage students to share their thoughts during IEP meetings 
  • Reflect: Help students review what worked, what didn’t, and what to try next 

These daily practices give students confidence and show them they have control over their own learning. 

How Parents Can Help 

Parents play a big role at home. Simple strategies include: 

  • Let kids choose: Give age-appropriate options, like what to wear or which chore to do first 
  • Set goals together: Involve the kids in family goals, such as planning a weekend activity 
  • Talk openly: Encourage conversations about feelings and needs 
  • Praise effort: Focus on effort and problem-solving, not just results 

Small daily choices build the foundation for bigger decisions later in life. 

A Path to Independence 

At its heart, student self-determination is a mindset. When schools and families encourage it, students with special needs learn that their voice matters. They gain tools to succeed in school and beyond. 

At LEARN Academy, we believe every student deserves that chance. Our team uses evidence-based strategies, including applied behavior analysis (ABA), to help children and teens build self-determination skills. These tools not only support learning but also prepare students for lifelong success. 

Want to learn more about how LEARN Academy can support your classroom or school community? Contact us today to explore our programs and resources. 

What is a Title I School? Understanding Funding, Eligibility, and Equitable Services 

Academically Reviewed By: Marybeth Jones, M.Ed., Vice President of Academic Services

Across the United States, millions of students rely on Title I programs, one of the main ways the federal government supports schools serving children from low-income families. These programs are designed to close academic gaps and provide extra help in reading, math, and other core subjects. 

People often hear the term “Title I school,” but what it means and how funding extends to private and nonpublic schools is less widely understood. 

Here’s a breakdown of what it is and how it works. 

What It Means to Be a Title I School 

Title I schools are public schools that receive federal dollars because they enroll a significant percentage of students from low-income households. The funding is used to provide academic support and help students meet state standards. 

There are two main models: 

  • Schoolwide Programs — In schools where at least 40% of students qualify as low-income, Title I money can support the entire school.  
  • Targeted Assistance Programs — In schools with lower percentages, funds go only to students most at risk of falling behind academically. 

The money often pays for reading specialists, math tutors, after-school programs, and family engagement initiatives. These are resources that schools could not otherwise afford. 

How Title I Funding Works 

Title I dollars begin at the federal level and flow through state education agencies. Then they are distributed to local school districts based on student poverty data.  

Public schools that qualify receive the money directly and design programs to meet their students’ needs. 

Extending Help Beyond Public Schools 

Title I also requires “equitable services” for eligible students who attend private or nonpublic schools. This ensures that children who attend private schools aren’t life behind. But there are key distinctions: 

  • Private schools do not receive Title I funds directly.  
  • Instead, the local public school district oversees the money and arranges services for eligible students. 
  • Services must be secular, neutral, and non-ideological.  
  • In many cases, districts partner with outside providers (such as our team) to deliver these services. 

How Equitable Services Support Students 

For students in private and nonpublic schools, equitable services often take the form of: 

  • Small group or one-on-one instruction in reading and math 
  • Supplemental tutoring focused on specific learning gaps 
  • Academic intervention programs aligned with grade-level standards 
  • Counseling programs aimed at addressing academic or social-emotional challenges. 
  • Professional development for teachers to strengthen classroom instruction 

These services make a measurable difference for students who may otherwise struggle without additional support, giving students access to the same kinds of interventions available in Title I public schools. 

Why Equitable Services Matter for Schools and Families 

For children who qualify, the support can be pivotal. They may receive one-on-one reading instruction, math help to close learning gaps, or counseling that addresses academic or social-emotional needs. Teachers may also benefit from professional development that strengthens classroom instruction. 

Without these services, many private and nonpublic school students from low-income families would not have the same opportunities as their peers in public schools. 

The principle is fairness. A child’s chance to succeed should not depend only on whether they attend a public or private school. Title I’s equitable services help reduce disparities and extend the reach of federal funding to students wherever they are enrolled. 

At LEARN It Academic Services, we partner with districts to provide these interventions and help students build skills and confidence. The goal is the same as in any Title I program: to give every child a stronger foundation for academic success. Reach out to our LEARN Academy team today to discuss equitable services or other tailored solutions for your district. 

The Importance of Sticking to Consistent ABA Therapy

By Ashley Williams, Ph.D., LABA, BCBA-D

Schedule Transitions Make Sticking to ABA Therapy Even More Important

Anyone in charge of the family calendar knows how important it is to stick to a schedule. It helps keep life on track.

For children on the autism spectrum, a steady schedule is even more important. A daily routine can create a sense of structure and predictability. It can reinforce a sense of stability and allow them to focus better on learning and interacting with others.

When family schedules change — like the transition from summer to back-to-school — it can be anxiety-provoking. The sudden shift from a relaxed summer schedule to a structured school routine can be overwhelming. However, maintaining a consistent daily routine during this transition can help alleviate some of this stress and anxiety.

Back to School and Back to ABA Therapy Services

For children with autism, continuing with applied behavior analysis (ABA) therapy when going back to school gives them a big advantage.

It helps to improve social, communication, and learning skills through reinforcement strategies. It also provides them with a set of tools to navigate the complexities of the school environment, helping them to learn how to interact with their peers, follow instructions, and interact in a classroom setting—all of which should be fun.

ABA therapy can be tailored to meet each child’s unique needs and goals, making it an effective way to support their overall development and learning. By incorporating play-based activities and strategies, children not only enjoy themselves but also experience the joy of learning through play.

5 Reasons Why Consistent ABA Services Are Essential

  1. Skill Maintenance: Consistency in ABA services helps children maintain the skills they have already learned. Without ongoing practice and reinforcement, they may experience skill regression, which can impede their progress. Consistent ABA services reinforce learned skills across different settings.
  2. Generalization of Skills: ABA services can provide opportunities to practice and generalize their skills in different environments. By working on skills outside the traditional school setting — such as in community settings or during recreational activities — your child can learn to adapt to skills across various real-life situations.
  3. Individualized Support: Consistent ABA services allow for ongoing individualized support tailored to the specific needs of your child. ABA programs are highly individualized, focusing on the unique goals and interests of each child. Continuity of services allows you and your team to monitor your child’s progress, adjust goals as necessary, and introduce new skills based on your child’s development and needs.
  4. Behavior Management: Summer break may have introduced changes in routine and increased leisure time, which can sometimes lead to challenging behaviors. As your child goes back to school, consistent ABA services provide behavioral strategies and interventions to address and manage these behaviors effectively. ABA professionals can work closely with you and your child to develop behavior support plans and provide guidance on how to address challenging behaviors as they arise.
  5. Transition Preparation: For those transitioning to a new school or educational setting in the upcoming academic year, consistent ABA services can facilitate a smoother transition. ABA professionals can focus on specific skills that will support your child’s adjustment to the new environment. That focus can include social skills, communication, and self-help skills. By addressing these areas during times of transition, your child can feel more prepared and confident when starting their new educational journey.

For children with autism, transitioning back to school requires a careful balance between preventing skill regression and having fun. At LEARN, our goal is both. A collaborative relationship between your family and your behavior analyst can help you create a steady schedule that works during this time of transition and sets your child up for ongoing success in school and life.

Ashley Williams is a senior clinical director at LEARN Behavioral.

For more resources about ABA consistency, watch our video “How ABA Therapy Helped Our Children Succeed: Insights from Two BCBA Moms.”

Why Wandering Is a Serious Risk for Kids With Autism, Especially in Summer 

 For many families raising a child with autism, one of the biggest fears is a child slipping away. That might mean walking out the front door, leaving the playground or disappearing into a crowd. This behavior, often called “wandering” or “elopement,” can happen in a matter of seconds. It’s more than stressful. In some cases, it can be life-threatening. 

Summer brings even more opportunities for this to happen. Routines shift, outings increase, and kids are often near water, one of the biggest safety hazards for children with autism. Understanding why wandering happens and how to prevent it can help families stay prepared and safe. 

What Is Wandering? 

Wandering happens when a child leaves a safe place without permission or supervision. This can include leaving home, school, a playground, or a caregiver in public. 

In children with autism spectrum disorder (ASD), it’s especially common. A 2012 study in Pediatrics found that nearly half of children with autism had tried to wander or run away at least once after age 4. Of those, 26% were missing long enough to cause concern. 

The reasons vary. Some children may seek out a place they enjoy, such as water. Others may run to escape overwhelming sounds, sights, or situations. But no matter the cause, the risk is high. 

Why Summer Brings Added Risk 

Wandering can happen any time of year, but summer adds new layers of risk. Families are more likely to be out of their routines, exploring new places, or visiting pools, lakes, and beaches. New environments can be exciting, disorienting, or overstimulating for kids with autism. 

Water presents the greatest danger. According to the National Autism Association, accidental drowning accounted for 71% of all deaths resulting from wandering in children with autism under age 15. 

And it can happen fast. The Centers for Disease Control and Prevention (CDC) reports that it takes as little as 20 seconds for a child to drown. 

Safety Strategies That Can Help 

Many families aren’t told about wandering risks when their child is first diagnosed. But there are proactive steps that can help reduce danger. 

Swim lessons are one of the most effective strategies. Some insurance plans may cover swim lessons for children with autism as part of behavioral treatment. Read more in Why Swimming and Water Play Benefit Kids with ASD. 

Families can also partner with a board certified behavior analyst (BCBA) to teach safety skills. BCBAs can support children in tolerating wearable tracking devices, reducing bolting behaviors, and recognizing safe adults or “community helpers.” 

Other tools include: 

  • Personal ID wristbands or GPS trackers 
  • Secure fencing or home alarms 
  • Creating emergency plans with neighbors 
  • Registering with local police or Smart911.com, which lets families share medical or behavioral information that pops up for 911 dispatchers 

Planning Ahead Brings Peace of Mind 

Not every child with autism wanders. But for those who do, preparation can save lives. 

Summer outings should be fun, not stressful. These 4 Steps to Swim Safety for Your Child with Autism offer practical tips families can use right away. 

For more information on wandering and autism safety planning, visit the National Autism Association’s Big Red Safety Toolkit. 

Why Is Professional Development Important for Teachers?  

Picture a teacher at the front of a classroom with fresh ideas and real tools that make learning easier for every student. That’s what professional development provides. 

Research from the Learning Policy Institute shows that ongoing training can improve student outcomes by up to 21%. For students who need extra support, that kind of growth matters even more. 

Professional development helps teachers build skills, grow their confidence, and improve classroom environments. It’s more than a one-time seminar. It’s a way to keep learning how to meet every child’s needs. 

Professional Development Sharpens Teaching Skills 

Education changes quickly. New tools and strategies appear every year. Teachers need regular training to stay current and effective. 

At LEARN Academy, teachers take part in training based on real research. They learn how to break tasks into smaller steps, use positive reinforcement, and adjust lessons to fit different learning styles.  

Teachers learn new ideas and how to use them right away. These skills help build stronger, more supportive classrooms. 

Key Takeaways 

  • Teachers learn new, proven strategies and how to use them 
  • Workshops and coaching provide hands-on practice 
  • Better teaching leads to better outcomes for students 

Tailoring Education to Every Student 

Classrooms are full of students who learn in different ways. Some need visuals. Others rely on assistive technology. Some need more structure or movement. 

Professional development helps teachers adjust how they teach and know how to differentiate their instruction for all learners. They learn how to support communication, plan individualized lessons, and create sensory-friendly environments. 

What Teachers Learn 

  • How to support communication and behavior 
  • How to use visuals and assistive tools and manipulatives 
  • How to tailor instruction to meet student needs 

Confidence in the Classroom 

Teaching students with complex needs can be hard. It takes skill—and confidence. Training helps teachers feel ready to handle tough situations. 

Confident teachers are more likely to try new ideas and speak up for their students. They also build stronger relationships with families. That trust and confidence create a safe and supportive space for learning. 

Teachers Learn Best Together 

Teachers don’t work alone. The best training brings them together to share ideas and learn from one another. 

Programs like professional learning communities give teachers a space to swap tips, troubleshoot problems, and learn from their experiences. This collaboration builds better classrooms and stronger support systems. 

Staying Current with Research and Tools 

Good teachers stay up to date. What worked 10 years ago may not work now. 

Professional development helps teachers respond to new needs. They learn how to support students with anxiety, sensory challenges, or learning delays. They also learn to use new technology to keep students engaged. 

Better Outcomes for Students 

When teachers improve, students benefit. That’s especially true for students who need more support. 

Well-trained teachers help students focus, stay on task, and build skills. Research shows a clear link between teacher training and student progress. 

What Makes Training Work 

Not all training is equal. The best programs are focused, ongoing, and useful in real classrooms. Teachers need time to practice and support from coaches or peers afterward. 

An Investment That Changes Lives 

Professional development isn’t just about teacher growth. It directly affects students’ success. 

When teachers have the right training, they create classrooms that lift every child. That’s not just good teaching. That’s life-changing. 

5 Tips for Navigating Autism Treatment for Your Multilingual Child

Author: Clinical Development Manager Maia Jackson, M.S., BCBA |

Language development is a critical component of the day-to-day lives of young children. It is used within a variety of contexts, including playing with peers, building relationships, functionally communicating needs, etc. As such, there is a heavy emphasis on language and communication built into most applied behavior analysis (ABA) programs. Because such a heavy emphasis is placed on language, it is important that practitioners are mindful of the specific language or languages that are incorporated in the therapeutic setting. The Association for Science in Autism Treatment recommends supporting  bilingualism for children with autism by encouraging family-centered, culturally sensitive language choices.

By promoting the use of the family’s native language, children have an increased likelihood of communication opportunities with their immediate and extended families, friends, and community. In addition to having more opportunities to communicate, the quality of the interactions will be more meaningful as caregivers are more likely to effectively express their own emotions, hold their child’s attention, and more thoroughly discuss topics of interest when using their native language (Zhou, et al., 2019). There are also benefits to multilingualism outside of the familial unit. Research has shown that children who are raised in multilingual homes tend to demonstrate higher perspective talking skills than children who do not (Zhou, et al., 2019). Despite all of the benefi ts to speaking one’s native language, families often face a number of barriers, especially when seeking out autism-related services.

While we live in a culturally diverse country, English remains the dominant language in most regions of the U.S. When children turn on the TV, chances are the shows they watch are in English. When they go to school, they will receive a primarily English education and their peers will speak primarily English. Autistic individuals who receive behavior analytic treatment in the U.S. are likely receiving those services in English. Despite all of these barriers, there are ways for parents and caregivers to advocate for their bilingual children and family.

1. Look for providers who speak your native language. 

One of the first measures to take when selecting a service provider is to request clinicians who speak your native language. Bilingual service providers can be hard to find and it may take time, but let your provider know your preference so they can attempt to hire and/or pair you with appropriate staff members.

2. Request translation services.

In cases where there are no staff members available to provide services in your native language, consider asking for translation services. Even if you are proficient in English, it may be easier or feel more comfortable for you to communicate in your native language. Per the Behavior Analyst Certification Board’s (BACB) Ethics Code for Behavior Analysts, the clinician you are working with should make every effort to effectively communicate with you and provide you with the opportunity to ask questions and participate in the development and implementation of your child’s program.

3. Consider the assessment language.

If your child speaks a language other than English, it is important to discuss the benefits of your child being assessed in that language. Providers use assessment results as a tool to guide the clinical program and decision making. Having the results of the assessment in your child’s primary or dominant languages will give a more accurate picture of your child’s strengths and areas of need. The starting point of the program will be more representative of your child’s language abilities.


4. Ensure the program is visually representative of your child and your family.

Visual tools and stimuli are often used as prompts, supports, and/or reinforcement systems within many ABA programs. These visual supports may serve to outline a schedule for the day, visuals might accompany a short narrative or story describing a social scenario your child might encounter, or you might see visual images used as reminders or prompts of what steps come next in routine with multiple steps, such as hand washing.  These visual items should be representative of your child and your family. Discuss incorporating your native language and culture into these items in order to promote their use and acceptance by your child. If your child accepts the stimuli and is motivated to use them, effectiveness of their intended purpose will likely increase. 

5. Discuss your language and other cultural values with your team.

Per the Ethical Code for Behavior Analysts, your cultural norms, traditions, and expectations should be extended through all aspects of the ABA program. Social interactions, communication, play activities, and activities of daily living are areas that are addressed in many ABA programs and are going to be affected by language, culture, and traditions. Discussing the ways your language and culture impact your day-to-day routines and expectations will help the clinical team develop and implement a program that is best suited to your child and your family.  

Serving as the navigator and advocator of your child’s services is a huge role. Advocating for language will often be just as important as advocating for hours, goals, or other supports.  Use your team to provide support and to feel empowered to be the advocate your child and your family need.

Navigating Mental Health in Today’s Workforce: LEARN’s Perspective

Author: Maggie Ruvoldt, Chief Human Resources Officer |

Why Mental Health Is a Leadership Priority

As leaders, we hold a unique responsibility: shaping environments where people can thrive—not just in productivity, but also in well-being. Mental Health Awareness Month is a timely opportunity to reaffirm our role in normalizing conversations around mental health in the workplace and embedding care into the very fabric of our organizations.

Recognizing Mental Health Struggles in the Workplace

As a Chief Human Resources Officer, I’ve witnessed firsthand how employee mental health challenges show up in the workplace—often quietly, through disengagement, increased absenteeism, or strained team dynamics. Behind performance metrics are people navigating anxiety, burnout, caregiving responsibilities, or personal loss.

How Intentional Mental Health Support Transforms Organizations

I’ve also seen the powerful effect of intentional support: when organizations create space for vulnerability, provide access to care, and train leaders to respond with empathy, they transform not only individual well-being but organizational resilience. Mental health at work isn’t a “soft” issue—it’s a core business priority that shapes culture, productivity, and retention.

Mental Health in the Workplace: Key Stats Leaders Should Know

The Workforce Institute at UKG published a recent study reporting that 70% of people say their manager’s impact on employee mental health is greater than that of a healthcare provider or therapist—and equal to their spouse or partner.

The data is both concerning and motivating. According to the American Psychological Association (2023), 77% of employees have experienced work-related stress in the past month, and 57% report negative mental health impacts because of their job. The World Health Organization estimates that depression and anxiety cost the global economy $1 trillion each year in lost productivity.

A Multidimensional Approach to Supporting Employee Mental Health

Our approach must be multidimensional:

  • Normalize mental health in the workplace conversations by training managers to respond with empathy and equipping teams with mental health literacy. This creates psychological safety and gives managers tools to refer employees to appropriate resources.
  • Design benefits that reflect modern needs: Mental health apps, embedded mental health care, and inclusive time-off policies aren’t perks—they’re workforce essentials.
  • Embed mental health in leadership expectations: When executives model transparency, prioritize balance, and advocate for wellness, they shift culture more powerfully than any policy can.

HR’s Role in Supporting Mental Health at Work

HR is not merely a facilitator in this work. We are architects of the employee experience. When mental health at work is recognized as a key component in engagement, retention, and performance, Mental Health Awareness Month becomes more than a moment of recognition—it becomes a catalyst for sustained change.

LEARN’s Proactive Approach to Employee Mental Health Programs

At LEARN, we recognize the importance of addressing these challenges head-on. We have several key resources aimed at supporting our staff’s well-being and employee mental health programs:

  • Employee Assistance Program (EAP): Our EAP is the first stop for accessing a variety of support services, including confidential assessments, short-term counseling, referrals, and follow-up care. Learn more at www.liveandworkwell.com.
  • Caregiving Network: Understanding the demands of caregiving in the midst of a growing shortage of childcare, we offer access to resources for finding caregivers through Care.com—for children, adults, or pets.
  • 24/7 Therapy Access: Through our benefits, employees have access to therapy services, including virtual options such as Talkspace, initiated through the EAP.
  • Well-Being Video Library: Our United at Work Health & Wellness ON DEMAND Videos cover more than 70 health-related topics, providing valuable information on everything from mental health to physical wellness. 

Creating a Culture of Mental Health and Support

As we continue shaping a workplace where people feel seen, supported, and valued, mental health at work must remain a core focus—not just during Mental Health Awareness Month, but every day. At LEARN, our commitment to well-being is more than a benefit—it’s a reflection of who we are. By caring for our people, we strengthen our teams, mission, and, ultimately, the communities we serve. If you’re struggling, know that support is available—and reaching out is a sign of strength.

The Silent Battle: Caregiver Mental Health in the Realm of Autism

In the quiet corners of countless homes, a silent battle is being waged every single day. It’s not fought with weapons or on a battlefield. It’s fought within the hearts and minds of caregivers for those with profound autism and intellectual and developmental disabilities (ID/DD).

The mental health challenges these caregivers face are often overlooked. However, some studies say they’re as intense and real as those that war veterans or caregivers for terminally ill children face.

The Unexpected Battlefield

Post-traumatic stress disorder (PTSD) symptoms are increasingly common for mothers of children with autism. Some researchers have compared the stress profiles to those of combat veterans.

That might seem shocking until you consider the constant stress these mothers face daily.

Unpredictable behaviors, communication barriers, and overwhelming needs are associated with profound autism. They can trigger a constant state of high alert.

Some compare those maternal cortisol levels to hypervigilance of a soldier on the battlefield. It’s a feeling of always on guard, always ready for the unexpected. Over time, this sustained state of stress can lead to PTSD. It manifests as intrusive thoughts or emotional numbness. Some people feel the need to avoid situations that remind them of traumatic experiences.

Stress Can Be Debilitating

Parents and caregivers of children with profound autism and ID/DD also share another similarity. Their mental health profiles can reflect higher levels of strain than those with parents of children with other disabilities. These caregivers experience chronic sorrow, anxiety, depression, and stress. It can be debilitating.

Some studies link these overwhelming feelings to caring for a child with a terminal illness. This comparison isn’t meant to equate autism with terminal illness. Instead, it highlights the significant emotional burden some caregivers carry. They grieve for the typical life their child might have had. They worry incessantly about their child’s future. They grapple with feelings of helplessness and exhaustion.

Understanding the Differences

It’s important to note that there are differences between DD (developmental disabilities), IDD (intellectual and developmental disabilities), and autism. While autism can be classified as a DD or an IDD, not all DD/IDD diagnoses are autism. Autism is characterized by social interaction difficulties, communication challenges, and a tendency to engage in repetitive behaviors. However, the severity of these symptoms can vary greatly from one person to another. Autism exists on a spectrum, and it’s different for every child.

Recognizing Caregiver Burnout

The first step to providing better support is recognizing the burnout caregivers can face. Mental health professionals, friends, and family are starting to acknowledge the emotional war some caregivers fight.

Some caregivers find support through resources like respite care, peer support groups, and counseling. Some providers offer stress management strategies, and researchers are trying to better understand caregiver PTSD to come up with more effective interventions.

Recognizing burnout and offering resources and relief are part of supporting the autism community. The silent battle these caregivers face doesn’t have to be one they face alone. The road ahead may be long, but with increased awareness and support, together, we can make it a little less daunting for those who tread it every day.

Collaborative Learning for Students with Severe Speech Disabilities

Author: By Katie Staniszewski, M.S, CCC-SLP |

Nearly one in every 12 children, ages 3 to 17, in the United States has a disorder related to voice, speech, language, or swallowing, according to the National Institute on Deafness and Other Communication Disorders (NIDCD). More than half receive intervention services each year to help improve those skills.

Intervention improves outcomes in a special education learning environment. Collaborative intervention improves outcomes exponentially.

When children with severe disabilities need assistance in multiple facets of learning because of medical, behavioral, cognitive, and educational challenges, teams from different disciplines often work together, particularly at school. These teams — including speech-language pathologists, occupational therapists, behavior analysts, and school psychologists — can make great strides in improving student skill sets within individual disciplines. Specifically, intervention services help reduce developmental delays and improve limited language skills, even with behavior challenges and medical issues.

As team intervention models have evolved, a collaborative approach called transdisciplinary teamwork now leads to the creation of comprehensive programs that meet each child’s overall needs.

What Does the Student Need?

Every person who works with a child is a potential collaborator in the transdisciplinary model. Key team members may include the student, teachers, social workers, speech-language pathologists, occupational therapists, physical therapists, behavioral analysts, case managers, parents, coaches, paraprofessionals, and others.

The team works together to assess student needs, share expertise, and set goals for a personalized treatment plan. One member acts as the plan’s service coordinator, while another leads meetings and manages communication. Other team members monitor goals and track progress, allowing the group to focus on multiple goals at once.

Most importantly, all team members share the same goals. They focus on the question, “What does the student need?” to view each child holistically and address needs from different perspectives. Transdisciplinary teamwork blends professional skills and boundaries into a seamless, student-focused approach.

Collaboration Strategies

Many providers are skilled in their specific areas and improve outcomes within a narrow focus. Some pull students out for individualized instruction, set up classroom stations for small groups, or offer home-based services. In a transdisciplinary team, providers can be more creative, collaborate with peers, and view challenges from different perspectives — all while improving a student’s limited or delayed skills.

Once goals are set, team members can creatively address the child’s need for practical life skills. For example, a speech-language pathologist might have students practice speaking by asking questions at the school library, or a physical therapist and behavioral analyst might work with a child during recess to boost physical activity and social interactions. Using real-world activities in lessons helps students improve communication skills beyond the narrow structure of each discipline.

Some Other Intervention Approaches in a Collaborative Service Model Are:

  • Co-teaching — working together for customized treatment
  • Cross-disciplinary Mentorship – learning and implementing new skills from other professionals
  • Overlapping instruction — approaching the same goal from multiple disciplines
  • Varied environments — classroom, playground, home, field trips, etc.
  • Text/curriculum review and modification
  • Positive and empowering learning environments
  • Naturalistic intervention practices and techniques
  • Scaffolding strategies

Professional Perks

When professionals collaborate in a transdisciplinary team environment, not only do students make more progress in less time, but also providers experience greater professional growth and job satisfaction.

Studies and statistical analysis reveal a significant relationship between team characteristics and collaborators’ attitudes to­ward their jobs. In general, the more purposeful and inclusive a team acts, the more motivated its members are to improve their own performance.

Collaboration showcases individual talents and values provider contributions. As professionals share their expertise and design intervention programs with other talented team members, they:

  • alleviate the stress and burden of solo work
  • foster professional relationships and networks
  • gain fresh perspectives on strategies and procedures for continued professional development
  • establish a model for student-family collaboration

Transdisciplinary teamwork creates collaborative learning environments that enhance the lives of speech-language professionals and their students.

Meet the Author

Katie Staniszewski, M.S., CCC-SLP

Katie Staniszewski is a speech-language pathologist. With more than 15 years of experience, she specializes in working with students with moderate to severe disabilities, specifically children with autism. She has received training in the SCERTS model with a focus on social communication and visual supports. She has also led a multidisciplinary team of clinicians and has presented on the topic of collaboration between speech-language pathologists and the educational staff at multiple conferences.