Description

In this episode of Fostering Futures, host Athena Cordero welcomes Jennifer Rountree, a Program Specialist, and Melissa de Silva, an Intervention Specialist, both from the California Association of Health and Education Linked and Professions (CAHELP). With over two decades of combined experience in Special Education (SPED), Jennifer and Melissa dive into the complexities of Autism Spectrum Disorder (ASD) in honor of Autism Awareness Month. The conversation centers on understanding autism not just as a medical diagnosis, but as a neuro-developmental disability that uniquely impacts social communication and behavior across a broad spectrum of needs.

They explain the "spectrum" nature of autism, detailing how it affects individuals at varying levels—from those requiring minimal support (Level 1) to those needing intensive, day-to-day assistance (Level 3). They demystify the assessment process by discussing tools such as the Autism Diagnostic Observation Schedule (ADOS) and the differences between medical and educational identification.

Listeners will gain practical insights into how educators and parents can support students through structured routines, visual supports, and specific Evidence-Based Practices (EBPs). Melissa and Jennifer also address common misconceptions, such as viewing "stimming" or disruptive behaviors as intentional "naughtiness," reframing them instead as internal sensory needs or communication attempts. By highlighting resources like the Autism Focused Intervention Resources and Modules (AFIRM) website, the episode provides a roadmap for anyone looking to foster a more inclusive and supportive environment for autistic youth.

Highlights

• The 13-year professional history between Athena Cordero and the Special Education (SPED) team at the California Association of Health and Education Linked and Professions (CAHELP).
• Defining Autism Spectrum Disorder (ASD) as a neurodevelopmental disability affecting social communication and repetitive behaviors.
• The difference between the three levels of support in a medical diagnosis.
• Why a medical diagnosis doesn't automatically trigger Special Education (SPED) services in a school setting.
• An introduction to the California Autism Professional Training and Information Network (CAPTAIN) and its mission.
• How the SELPA (Special Education Local Plan Area) Autism Implementation Team (SAIT) supports local districts.
• The "Power of the Visual": Using stop signs, schedules, and color-coding to reduce student anxiety.
• Understanding "stimming" and sensory processing as non-intentional behaviors.
• Real-world examples of "Prompting," from hand-over-hand physical guidance to simple gestures.
• Accessing free training through the Autism Focused Intervention Resources and Modules (AFIRM) website.

Key Takeaways

• Meet One, Meet One: If you’ve met one person with autism, you’ve only met one person; the spectrum is incredibly diverse.
• Function Over Form: Behavior is often a form of communication or a way to regulate the body, not a choice to be "bad."
• Structure as Safety: Predictable routines allow students to spend less energy on "what happens next" and more on learning.
• The Bridge of Coaching: Moving from theory in a workshop to "real-time" classroom coaching is essential for the successful implementation of Evidence-Based Practices (EBPs).
• Collaboration is Key: A strong partnership between parents, medical providers, and school assessment teams ensures the best support for the child.

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