Autism Spectrum Disorders (ASD) Center Programs

Students learn to communicate their wants and needs verbally or with other types of communication. Each student has a meaningful communication system that is efficient, effective, functional and understandable. 

Curriculum teaches students to initiate and engage in collaborative conversations with adults and peers in different environments. Directions to students match their age, modality and language ability.

Students learn strategies to manage and organize their materials and environment. Students learn to make meaningful choices in various environments.

Students learn expected classroom behaviors and complete school work.

Students are taught to use visual schedules to:

• Predict events and activities
• Anticipate change
• Understand expectations
• Conceptualize the components of the school day
• Transition to new events, activities and environments in a calm and safe manner

Students in ASD programs receive instruction driven by grade-level standards. Services can include full access to the general education classroom, self-contained classes, or other instructional environments indicated by the IEP. 

In partnership with building-wide behavior systems, research-based social and emotional interventions and supports are available. These include modeling, visual supports, scripting, social skills training and social narratives. 

• Instruction in replacement behaviors and self-monitoring is routinely included in behavior support plans and lesson plans.
• Instruction is direct and explicit, addressing skill deficits and strengths of students.
• Reinforcement is based on positive support and strategies determined by the individual student’s needs and preferences.

Intensive early intervention is a priority. Pro-social and behavioral deficits are addressed through IEP goals or the Behavior Intervention Plan (BIP) based on a current Functional Behavior Assessment (FBA). 

Functionally equivalent behaviors are taught and reinforced. Through Jeffco Private Provider Policy outside providers can observe the student and collaboratively identify strategies to meet students’ needs with the school team.

Each program is staffed with:

• Learning specialist - Special Education teacher 
• Mental Health Provider (MHP) - Psychologist or social worker
• Paraeducators

The adult-to-student ratio is 1:2. Partnerships with general education teachers impact the student success academically and socially. General education teachers provide inclusive classrooms and build relationships with each student to support transitions in and out of the classroom.

The IEP team considers the following data about a student’s ability to decide when a student is ready to exit the ASD program. 

• Functioning well independently in the general education setting, with appropriate support as identified on the IEP.
• Consistently demonstrating coping skills, self-regulation skills and safe behaviors.