Classroom Consultation

Supporting teachers of students with autism is another valuable service available from Any Baby Can. Our consultants bring years of experience and expertise in working with teachers and students in public and private classroom settings. Servicing students in the classroom settings may include support in the following areas supported by research-based strategies:

  • Classroom organization and set-up
  • Communication skills
  • Positive behavior skills
  • Social development
  • Reading skills
  • Math skills
  • Science skills,
  • Social studies skills
  • Vocational skills
  • Daily living skills
  • ABA strategies
  • Structured teaching  methods

Please contact us at to organize support and to inquire on support fees.


Visual Strategies To Promote Positive Behaviors

In this section, we have listed strategies that may be useful in your classroom or home.  These strategies are commonly used in therapy clinics and in school settings.  Always keep safety in mind first when addressing challenging behaviors.  The strategies listed below are suggestions and should be used with support of personnel knowledgeable on behavior management techniques.

Individual Daily Schedules

The use of individualized daily schedules for students and people with autism is a highly effective technique because schedules:

  • visually communicate the “what, where and when” of the day for the student
  • communicates activity sequence
  • communicates where the student move through physical spaces in a classroom or home setting with purpose, independence and a calm demeanor
  • provide a positive routine to assist the student’s ability to cope with changes in routine
  • teach flexibility and increase tolerance for changes
  • Help with “close” of activity

Sample Schedules 



Teach “Wait” using visual supports

Waiting is a challenge for all of us.  Kids with special needs often think the word “wait” means “no”.  Teaching kids to actually wait is often challenging and can be best done by pairing a visual cue.  You can make a “Wait” card using a picture  or just using the printed word.   Use the visual cue when the child is naturally waiting such as when you are tying his/her shoes, pouring their juice, or helping with clothing.  Because the child is typically more motivated to actually wait during those times, having the visual present can be naturally paired with a positive feeling.  You can later use the “Wait Card” during more challenging times of waiting.

Consider the following when attempting to change challenging behaviors:  

1.   Eliminate the behavior’s establishing operation

  • alter or change the motivating variable
  • eliminate the antecedent event

 2.   Terminate the behavior’s reinforcement contingency

  • alter or change the reinforcement schedule

3.   Replace the behavior with an alternative response

  • behavior that is more socially appropriate
  • behavior that is more efficient, more effective, and more relevant

4.    Perform an individual student assessment to assiste with choosing an appropriate behavior technique

  • observations – anecdotal
  • formal – Functional Behavior Assessment

 5.   Minimize or Eliminate the Setting Event

  • Environmental – crowded conditions, noise level, time of day, staffing patterns, etc.
  • Social – major life changes, changes in teacher or classmates, loss of a loved one, etc
  • Physiological – not enough exercise, illness, pain, allergies, infections, injury, mood, etc.

6.   Increase Opportunities for Choice

  • decreases problem behaviors and increase academic engagement
  • provide choices using visual and verbal cues

7.   Intervene Early

  • use setting event interventions
  • remove or modify antecedent events
  • teach social and communication skills