Across the country, educators are working harder than ever to support students with autism and other disabilities-often without the training, coaching, or tools they truly need. Most districts are not lacking in commitment or Professional Development budgets; they are lacking in access to high-quality, autism-specific professional development that actually translates to classrooms.
The Hidden Cost of “In‑House Only” Solutions
Schools often rely on in‑house staff to provide training, assuming that experience alone is enough. But many special education teachers, paraprofessionals, and even administrators were themselves prepared in programs that offered limited instruction in autism-specific evidence-based practices, behavior analysis, or inclusive design.
This was true in the early years of my own career. I learned from talented, caring colleagues and gained valuable experience in classrooms and programs that relied almost entirely on what veteran and promoted staff could teach in house. The turning point came when our team began receiving training from external experts with deep, specialized knowledge of progressive ABA and autism supports. That outside expertise fundamentally changed our approach-and our outcomes-for the better, giving us tools and approaches we had never been effectively exposed to and reshaping how we designed instruction, behavior plans, and collaboration with families.
None of this reflects a lack of care. It reflects a lack of access to targeted, high-quality training.
What High‑Quality Autism Training Can Change
Well-designed professional development in autism and progressive ABA has been shown to increase teacher self‑efficacy, improve the use of evidence-based practices, and enhance program quality for autistic students. When teachers and support staff understand why a strategy works and how to individualize it, outcomes change:
Classrooms become calmer, safer, and more predictable for both students and staff.
Challenging behavior is replaced with functional communication and meaningful skills.
IEP goals are more likely to be met because daily instruction and supports actually align with them.
Over the past 20 years, my line of my work has involved continuous learning from experts, refining practice, and helping teams translate training into real improvements for students and staff.
Why Progressive ABA Fits Today’s Classrooms
Progressive ABA emphasizes flexibility, professional judgment, and student dignity, rather than rigid protocols. For schools, this means:
Strategies that integrate naturally into existing routines and curricula.
A focus on independence, engagement, and socially meaningful skills, not just compliance.
Tools that benefit all students-expectations, positive reinforcement, and explicit teaching of skills-while addressing the complex needs of autistic learners.
Highlighting areas of need and progress which provide individualized information leading to informed decisions when it comes to needs, goals, supports, placement, and progress.
This is the kind of training staff are eager to keep using once they experience it, because it makes their day-to-day work easier, safer, and more successful.
How Practical Solutions for Behavior and Instruction LLC Can Help
Practical Solutions for Behavior and Instruction LLC specializes in education, consultation, and training for schools seeking to strengthen their autism and disability programs through a progressive ABA lens. With over two decades of experience learning from and working alongside outside experts, the goal now is to bring that same level of support directly to districts. Services are available to schools in both California and New York, with options for virtual and on‑site support depending on district needs.
Training and consultation can be tailored to:
Build staff fluency with evidence-based practices for autism and behavior support.
Redesign behavior plans and classroom systems so they are practical, teachable, and consistently implemented.
Provide ongoing coaching so new skills stick and translate into student growth, not just a completed PD sign‑in sheet.
Your district already invests in professional development. The question is whether that investment is transforming outcomes for students with disabilities and the staff who support them. As expectations for students with disabilities continue to rise-driven in part by landmark decisions like Endrew F.-schools have an obligation to rise with them. Staff must be equipped with the training, support, and tools necessary not only to meet these legal standards, but to consistently do what is truly best for students. While certain practices may seem to help in the moment or simply “feel good,” they can cause more harm in the long run if they are not grounded in a solid understanding of what we do, how we do it, and why we do it-because all three matter and ultimately determine student outcomes.
If your team is ready to move from “trying everything” to implementing targeted, progressive, evidence-based supports for autistic and other neurodivergent students, Practical Solutions for Behavior and Instruction LLC-serving California and New York-would be honored to partner with you. Contact us to discuss training and consultation options that fit your district’s goals and realities.
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