Profound Autism: The Overlooked Challenge in Education

 

Most conversations around autism focus on Level 1 autism, largely due to active self-advocacy and parental involvement that bring awareness to this group’s experiences and needs. Level 1 students are also a main emphasis for schools, as they often benefit from general education and placements in the Least Restrictive Environment (LRE). But the reality for those with profound autism is very different-these students spend little, if any, time in truly inclusive settings, aside from semi-“included” lunches and recesses.

Beyond Legal Minimums: Real Education and Meaningful Progress

Current regulations like FAPE (Free Appropriate Public Education) set a legal minimum for education, but that minimum is hard to measure and enforce, and the threshold is alarmingly low. Every student is different- varying challenges, strengths, rates of learning, behaviors, and potential. Far too often, education for students with profound autism amounts to mere exposure, going through the motions, or forced inclusion that serves no purpose for the individual child. Genuine progress and social validity aren’t found on paper, but in real life through teaching meaningful independence and skills that enhance autonomy and dignity.  *Autonomy is also widely misunderstood but that will be for another article-

A compliance-based, checklist approach does not deliver real learning-it leaves students disengaged and isolated. Instead, meaningful progress arises from intentionally designed activities, strong engagement, and clear communication tailored to each student’s needs.

The Problem with Expertise and Good Intentions

While the overwhelming majority of educators and ABA professionals mean well, expertise is often lacking. Many rely on surface solutions such as building sensory rooms or providing fidget tools, assuming these alone will solve behavioral challenges. When these resources are misused, such as using sensory rooms to “deescalate” students, they can inadvertently cause harm. The sensory room might in fact help in de-escalation *another misunderstanding for another blog- AND it may reinforce the escalation as well---this is not good for the individual.

What matters is not the provision of tools, but the thoughtful, evidence-based application of interventions. Engagement, autonomy, and skill-building must replace rote exposure and arbitrary compliance. The problem is we think we know what to do and how to do it until we really know...right now too many think they know. 

Inclusion: When It’s Meaningful

Forced or "check the box" inclusion is not the answer for profound autism. Real inclusion must be both purposeful and beneficial, not just a thing we do. Demonstrating progress means showing in real time what social validity and meaningful outcomes look like for the student-not just reporting minimum standards have been met.  There are certainly meaningful opportunities for everyone to be included so we should not have to incorporate it artificially to meet a requirement.

Why Generalization Matters

A hyper-structured or routine-based classroom may be necessary as a starting point, but is rarely replicated anywhere else in a child’s life. If learning does not move beyond structured prompts, true independence is never achieved. Quality programs must help students fade away unrealistic routines and prompts and gradually move toward independence, flexibility, skill transfer to new situations, and routines that can be replicated outside of school. Generalization to the degree possible-using skills in varied, unpredictable environments is critical for lifelong success.  The structure and routines that are necessary ought to be worked toward generalizing as well- structure and routines that can be carried over to the home will help so much. 

The Urgent Need for Quality Programs for Profound Autism

Individuals with profound autism need much more than a minimum education-they need quality programs in schools, specialized agencies, and robust support for families. School programs must be designed not only for local/state/federal compliance, but for true learning and meaningful generalization, where skills gained in the classroom can be applied in real life. Not all of the needs may be able to be satisfied but we can without a doubt do so much more.

Foundational and Functional Skills First

A meaningful educational approach must prioritize learning how to learn skills and foundational life prerequisites for independence.

• Toileting

• Real-world transitions

• Safety, elopement prevention

• Communication (verbal, augmentative, social)

• Flexibility and coping with change

These skills should come before academic content like ABC’s and 123’s for many students with profound autism. Far too often, schools glaze over these needs or address behavior superficially, relying on sensory rooms or breaks that may inadvertently reinforce problem behaviors if they become preferred escapes or rewards. 

A Call to Professional Growth

It is deeply discouraging to see talented professionals resist or do not have access to learning or meaningful collaboration. True progress requires expertise, openness, and continual improvement-not just good intentions. Supporting those with profound autism demands much more than regulated compliance-it requires dedication to helping each individual reach levels of independence and engagement that are genuinely meaningful.

Stop Leaving Those with Profound Autism Behind 

Many programs do not provide the needed intensity, flexibility, or individualized instruction. Quality programs are rare but possible-with sufficient professional training, family engagement, and a focus on functional growth. Every child with profound autism deserves more than “going through the motions.” Learning must be real, measured by socially valid outcomes that actually matter in their life and among those who will provide some level of lifelong care.

For information on how to do this contact:

(949) 287-3683

practicalsolutions.jw@gmail.com

www.pracsol4u.com

_____________________________________________

info@psbiacademy.org

The Unintended Harm of Good Intentions: Rethinking How We Teach Students with Autism

Educators and caregivers strive to support children with autism, motivated by the best intentions. Yet, good intentions alone-without deep understanding-can sometimes cause real, unintended harm. One of the most common pitfalls is misunderstanding platitudes like “teach the way they learn,” and treating students with autism as if they are fundamentally different, rather than recognizing that they simply learn differently.

Reinforcement: A Universal Principle

Reinforcement-the process by which any behavior followed by something pleasant or desired becomes more likely to occur-is not exclusive to autism. It applies to all humans. Yet, in autism programs, well-meaning staff sometimes inadvertently reinforce the very behaviors they aim to reduce, simply by providing comfort, attention, or preferred objects following those behaviors. This pattern can seriously undermine progress and perpetuate challenging behavior. Let's remember we do not want to reduce challenging behavior exclusively for those around the individual but rather, FOR the individual- when we reinforce "undesired" behavior we can create more discomfort-emotional and physical- for the individual.

The Danger of Misapplied Strategies

When educators act without understanding, interventions can backfire:

• Comforting after problem behavior: For instance, if a child receives a desired response after a problem behavior, that behavior may be reinforced-even if the intention was kindness. Use comforting wisely. We can still be supportive while not reinforcing.

• Escape from demands: Removing or reducing tasks, access to sensory spaces etc. after a challenging behavior teaches the child that avoidance works, making these behaviors more persistent.

• Overemphasis on “differentness:” Viewing autistic students as fundamentally different (rather than just having different learning needs) can result in exclusion, lowered expectations, or unnecessary/inaccurate changes to curriculum and goals.

“Teach the Way They Learn” Means Ensuring Understanding

All children-autistic or not-need to learn critical skills for lifelong success and autonomy. The major challenge for children with autism is often communication and understanding how the world works. Effective teaching means:

• Breaking skills into manageable, understandable steps.

• Presenting information in a way the child can truly grasp.

• Not changing what we teach, but how we teach it-emphasizing clarity, repetition, and real understanding-not skipping prerequisite skills.

Students with autism thrive when skills are taught systematically, not when critical teaching is replaced with well-meaning platitudes or attentiveness that rewards avoidant or challenging behavior etc.

Avoiding the Trap of Good Intentions

The mistake is not the intention to help-it’s the failure to realize how powerful behavior principles are for all of us. To truly support autistic students:

• Reinforcement must be thoughtful and strategic.

• Every student deserves high expectations and the opportunity to learn vital life skills. Teaching is necessary.

• We must teach for understanding-not just accommodating behaviors or setting them apart.

When Good Intentions Go Wrong: Ableism and Discrimination in Disguise

What we intend to do-support, nurture, protect-far too often leads to the exact opposite result. When we withhold expectations, opportunities, or critical skills that are available to every other child, we are not just lowering the bar-we are discriminating and isolating individuals with autism and other disabilities. This is the very definition of ableism: treating people as less capable or fundamentally different, often under the guise of caring. This applies to all children across the spectrum-even those with profound autism. Expectations can be reasonable, relatively high, and we can be supportive and compassionate. Teach the individual in front of you-teach meaningful skills-
All too often, ableism and discrimination happens with the best intentions and a warm smile. But a caring mask does not erase the harm. When we don’t realize the impact of our actions, we risk perpetuating exclusion and reinforcing the barriers we claim to fight. Every child deserves the dignity of high expectations and effective, individualized teaching-not just well-meaning gestures.

Let’s look beyond intentions and commit to truly inclusive practices-ensuring every student is given the chance to thrive, succeed, and be understood. That’s where real caring begins.

The True Goal: Autonomy Through Understanding

Let’s commit to understanding, not just intention. Teach all children-including those with autism-critical communication, social, and adaptive skills by breaking them down, making them accessible, and using reinforcement wisely. Lifelong success depends on skills, not platitudes-and ensuring understanding makes all the difference.

We can be compassionate, supportive and have high expectations and intentionally work with individuals- 

One mission, two pathways: stronger schools, stronger families~

For information on how to do this contact:

(949) 287-3683

practicalsolutions.jw@gmail.com

www.pracsol4u.com

_____________________________________________

info@psbiacademy.org