Unmasking the battle: Autism vs. school districts
For parents of children with autism spectrum disorder (ASD), ensuring their child’s educational needs are met often presents significant challenges on school campuses. Despite their goal to provide guidance and ease in their children’s lives, navigating support systems can be daunting.
According to the National Institute of Mental Health, autism is defined as a neurological and developmental disorder that affects how people interact with others, communicate, learn and behave. Autism, although diagnosable at any age, is classified as a “developmental disorder” because symptoms typically manifest within the first two years of life.
Autism spectrum disorder is characterized by a spectrum of developmental challenges affecting social interaction, communication and behavior. The Diagnostic and Statistical Manual of Mental Disorders delineates three levels to categorize the severity of symptoms and required support.
Level 1, requiring support, describes individuals with mild symptoms who can generally function independently but struggle with social nuances, communication difficulties and inflexible behaviors. Level 2, requiring substantial support, indicates moderate symptoms where individuals face pronounced challenges in social communication, repetitive behaviors and adapting to change, necessitating structured support to navigate daily life. Level 3, requiring very substantial support, encompasses severe symptoms involving significant impairments in verbal and nonverbal communication, limited social interaction and highly repetitive behaviors, necessitating intensive, personalized assistance across all aspects of daily living.
Some children with autism may need additional medical help from a registered behavior technician. RBTs play a crucial role in the field of Applied Behavior Analysis (ABA) therapy, particularly in working with individuals with autism and other developmental disabilities. Under the supervision of Board-Certified Behavior Analysts (BCBAs), RBTs implement behavior intervention plans designed to improve socially significant behaviors and skills. Their responsibilities include direct one-on-one therapy sessions with clients, where they use ABA techniques to teach and reinforce desired behaviors, such as communication, social skills and daily living activities.
RBTs also collect data on client progress, observe behavior patterns and adjust interventions as needed to achieve treatment goals. They play a key role in promoting positive behavior change and improving the quality of life for individuals with developmental challenges, contributing to a collaborative team effort alongside other professionals and caregivers involved in the client’s care.
Parents of autistic children often encounter significant challenges when trying to secure a Registered Behavior Technician to accompany their child at school. The process can be fraught with bureaucratic hurdles, including navigating school district policies, securing funding or insurance approvals for ABA therapy services, and finding qualified RBTs who are available and willing to work in educational settings. Schools may have their own requirements and procedures for allowing outside therapists on campus, which can vary widely and may not always align with the needs or preferences of the child and family.
Jessica Silber, a professional individual education plan advocate as well as a parent of a child with autism, has worked with individuals of all ages with ASD. She aims to help parents feel empowered when they may feel frustrated in working through the process of getting something put into their child’s IEP.
According to Silber, the war is between the district more than it is the school because each state can be as flexible as it wants when it comes to what it allows on school campuses. And since most parents don’t know their rights when it comes to what is allowed for their child, they just take “no” as an answer that ultimately affects the child.
“I think it’s because then you have someone that the school district does not control, monitoring and supporting a student,” Silber said when asked why RBTs are sometimes blocked from staying with a child on campus. “When you have a third party go in, it’s someone else’s eyes on what’s going on.”
This poses the question of why is it so hard for children to get the necessary help needed at a young age? Because all employees of the district are trained by the district, every single staff member answers to the district, but a third-party person would not have to.
There can be logistical difficulties in coordinating schedules between the school, the RBT and the family, which may further complicate efforts to ensure consistent and effective support for the child throughout the school day.
This challenge is just one that underscores the importance of advocacy, collaboration between parents and school personnel, and access to adequate resources and support systems to ensure that autistic children receive the educational accommodations and therapeutic interventions they require to thrive in a school environment.
Changes in certain districts are becoming more frequent. In Pasco County, Florida, a law has just been passed that will allow RBTs to attend school with a child. Changes like this are what the autism community would like to see more of.
The goal is to be able to start children at a young age with a consistent care plan to give them a better future.