The transition from school to adulthood is a critical period for learners with Autism Spectrum Disorder (ASD). Proper planning during this time lays the foundation for lifelong independence, self-autonomy, and meaningful participation in the workforce and community.

The ages of 14-22 represent a relatively brief period in a person’s life, yet they are profoundly important for laying the foundation for adulthood. During these formative years, transition planning focuses on equipping learners with the skills and experiences they need to navigate the complexities of life after school. While this window may seem short, the impact of thoughtful preparation during this time extends far into the future, fostering independence, self-confidence, and meaningful community participation.

At the New England Center for Children (NECC), we have been teaching vocational skills to students with autism for many years utilizing the ACE^® Curriculum. Vocational training equips students with essential workplace skills such as discovering their interests and strengths, following directions, and mastering responsibility.

Transition planning, as mandated by the Individuals with Disabilities Education Act (IDEA 2004), is a key component of preparing students with an Individualized Education Program (IEP) for life after school. Transition planning must include the following requirements:

• It must start before the student turns 16. (In Massachusetts, this process begins at age 14).
• It must be individualized, based on the student’s strengths, preferences, and interests.
• It must provide opportunities to develop functional skills for employment and community engagement.

Effective transition planning ensures students are prepared for post-school activities, whether that involves employment, further education, or other community-based pursuits. This process plays an essential role in fostering independence and setting learners up for success beyond the classroom.

Browse by Scope: Transition to Adulthood (Self Determination)

In our ACE^® Scope and Sequence: Transition to Adulthood (Self-Determination) domain, we highlight the importance of helping learners develop the confidence, communication skills, and knowledge needed to make informed decisions about their lives. Explore this powerful feature today and help learners take charge of their futures!

Thank you for your continued commitment to educational excellence!

Splashing into Growth: Unique Swim Skills for Students with Autism| ACE ®

Teaching swim skills encompasses much more than just technical strokes. Here are some key benefits:

• Safety Awareness: Teaching swim skills significantly enhances safety by reducing the risk of drowning, a critical concern for individuals with autism who may be drawn to water.
• Social and Communication Skills: Swimming lessons offer opportunities for social interaction and improve communication, helping learners build connections with peers and instructors.
• Therapeutic Benefits: Swimming promotes physical health, sensory integration, and emotional well-being, creating a calming environment that supports overall development.

At The New England Center for Children (NECC), we believe in the power of creating a positive environment that fosters cooperative success for our students with autism. Our instruction is tailored to meet each individual’s needs, allowing us to customize an individualized curriculum. With our on-site Michael S. Dukakis Aquatic Center, students participate in regular, scheduled swim instruction, providing them with valuable skills and experiences. Hear about Alexander Heggie’s experience teaching swim skills to learners with autism spectrum disorder (ASD)

Traditional group swim lessons often overlook the unique needs of children with autism spectrum disorder (ASD). That’s why we utilize the ACE lesson plans, which combine elements of traditional Red Cross Swim Curricula with strategies specifically designed for our learners. These plans help students tolerate challenging situations through contact desensitization (or in vivo desensitization) alongside reinforcement techniques. This method provides differential reinforcement for desired behaviors as individuals gradually approach feared objects or environments. When implementing in vivo desensitization, we recommend increasing demands slowly to ensure success in each trial. Modifications may also be necessary for individual learners, such as starting with shorter exposure times to maintain a pattern of success.

Why ACE® ?

When implementing in vivo desensitization, we recommend increasing demands slowly to ensure success in each trial. Modifications may also be necessary for individual learners, such as starting with shorter exposure times to maintain a pattern of success. Some of our lesson formats include:

• 350 Tolerate Environment (SA)
• 1385 Enter Swimming Pool (Shaping) (TA)
• 1654 Enter Swimming Pool – Locker Room Routine (Shaping) (TA)
• 1658 Walk to Swimming Pools (Shaping) (TA)
• 2053 Participation (Attend Activity with Appropriate Behavior) (SA)
• 1359 Swimming Level 1 (TA)
• And many more!

Dental exams are crucial for maintaining overall oral health especially for children and individuals with special needs, such as those with autism spectrum disorder (ASD). Regular dental visits help identify potential issues early, preventing more severe complications that can arise from untreated dental problems. According to the American Dental Association (ADA), patients with special needs require unique considerations during dental treatment due to physical, medical, developmental, or cognitive conditions.

ACE® Dental Lessons

• #1763 Tolerate Dental Exam (full exam)
• #1733 Tolerate Dental Exam (Remedial)
• #1721 Tolerate Dental Exam (Preparation)
• #497 Use Dental Floss
• #133 CS Brush Teeth (full routine)
• #411 Brush Teeth (electric brush)



And Many More

Promoting Positive Dental Experiences

For children, especially those with ASD, dental procedures can often trigger disruptive behaviors due to anxiety about unpleasant sights, sounds, or sensations associated with dental care. This disruption can complicate treatment and may lead to the need for invasive interventions, such as premedication or anesthesia. Effective management of disruptive behaviors during dental visits is essential for providing safe and effective care. Approaches like graduated exposure have shown promise in improving compliance and reducing disruptions, ensuring that patients receive the necessary dental care without resorting to more restrictive methods. Overall, prioritizing regular dental exams is vital for maintaining oral health, preventing complications, and fostering a positive experience for patients, particularly those with unique behavioral challenges.

At NECC, we believe that promoting sustainability is not only an environmental imperative but also an educational opportunity. Here are some ways our efforts are aligned:

Sustainability in Vocational Training

We actively involve our students in sustainability projects, providing them with valuable vocational skills:

• Recycling Initiatives: Students collect single-stream recycling daily from offices, classrooms, and communal spaces. Consumers in our adult program are also involved in areas otherwise unavailable during the school day.
• Specialized Recycling Programs: Students disassemble materials like books and office supplies, sort and weigh items and determine if items can be reused or need to be recycled.

Curriculum Supporting Environmental Skills

The ACE system includes lessons that teach learners practical environmental skills:

• Sorting recyclable materials versus trash.
• Steps for effective recycling.
• Gardening skills

If your team is engaging in sustainability practices that aren’t currently reflected in ACE’s curriculum, we’d love to hear from you! Please contact our Help Desk so we can expand our lesson library and benefit learners across the globe.

Learn from the experts at NECC — where innovation meets impact and sustainable cha nge is in action!

Paperless Education

Our ACE® ABA Software System is a cornerstone of our sustainability efforts:

• Eliminating Paper Waste: By digitizing lesson plans, behavior datasheets, and curriculum resources, ACE has helped NECC and our 14,000+ learners worldwide transition to a paperless system. This reduction significantly decreases environmental waste.

• Global Reach: With ACE being used by 18,000 educators across 31 U.S. states and 12 countries, the cumulative impact of going paperless is immense.

The Importance of Sustainability

• Climate Change Defined: The United Nations defines climate change as long-term shifts in weather patterns and global temperatures.

• Scientific Consensus: The need for mitigation to address the increasing release of greenhouse gases (GHGs) is widely accepted (Meshes et al., 2022).

• Practical Examples: Everyday sustainable actions, such as turning off lights, using recycled materials, and reducing waste, make a significant difference (McKenzie-Mohr, 2011).

Today, more than 13,000 learners with ASD benefit from the evidence-based support provided through the ACE ABA Software System.

Join us in celebrating a half-century of Autism Excellence as we continue expanding the reach of the ACE and supporting learners everywhere.