The Westview School Blog
Cooking Up Connections: The Magic of Family Time in the Kitchen
April 24, 2025
Parents are often looking for recommendations for fun family activities that could enrich their child’s life. Often, the best options can be found right at home.
Have you ever thought about involving your child in the kitchen? Activities such as preparing dinner, making a snack, or trying out a new recipe together can be a great start!
Cooking Skills and MORE
We all know that cooking teaches essential skills like measuring ingredients, following the sequence of steps in a recipe, and using various kitchen tools and equipment. Cooking provides an opportunity for children to learn how to handle utensils, chop vegetables, and stir batter. However, cooking offers far more than just the ability for your child to prepare meals for themselves and the family.
The kitchen is also an excellent place for sensory exploration – touching sticky textures (like dough) and experiencing various temperatures. Children with sensitivities to touch, taste, and smell, including those often described as "picky eaters," can benefit from this exposure, provided it allows them to explore at their own pace. This multi-sensory experience can expand their palate or help accommodate their specific support needs. For example, they may discover that wearing gloves can help their ability to handle certain textures.
The kitchen is not just a place for culinary adventures, it's also a classroom for safety. It's a perfect setting to teach children about the importance of being aware of extreme temperatures, sharp objects, breakables, and heavy items.
If you have concerns about kitchen safety, rest assured that there are kid-friendly tools like knives and scissors, non-slip cutting boards, and step stools available. You can gradually introduce them to heated tools, based on your and your child’s comfort level. This is also a great opportunity to demonstrate how to safely use the oven, stove, or air fryer.
The Beauty of Cooking at Home
One of the best things about cooking with your kids in the kitchen is that you can make this a space for them to explore, make mistakes, and learn in a safe and familiar environment. When things get messy, spills happen, hands get sticky, or something breaks accidentally, allowing them to experience the natural consequences, teaches cause and effect. Initially, holding back immediate corrective feedback and allowing them to do it themselves allows them to learn and adjust. This approach builds their confidence and kitchen skills and reinforces your role as a trusted adult they can rely on for guidance.
These moments in the kitchen become cherished family stories, offering a chance to share the joy of creating something. Children witness firsthand how to communicate and how cooperation leads to a delicious end product. When families cook together, they learn to work as a team.
As children grow more comfortable in the kitchen, they gain independence. Learning to prepare meals for themselves is an essential life skill throughout their lifespan. The confidence they earn from these experiences extends beyond the kitchen and may contribute to overall self-esteem. If cooking is an accessible skill for your child, there are benefits to starting early and introducing them to the kitchen, especially if this is an area of interest.
By making cooking a shared family activity, you not only impart essential life skills to your children but also create a nurturing environment. So, roll up your sleeves, grab those aprons, and enjoy the many rewards of cooking together!
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Theresa is a Registered Occupational Therapist with experience working with children, youth, and adults with neurological differences in the private school, clinic, and community settings. She received her Doctorate Degree in Occupational Therapy from The University of Texas Medical Branch at Galveston. Prior to becoming an occupational therapist, she worked in the field of Applied Behavior Analysis as a Registered Behavior Technician. She is also a writer and consultant who offers her specialized knowledge to websites and companies serving the neurodiverse community.
Raising Independent Kids: Preparing for Life's Responsibilities
March 31, 2025
Throughout most of children's lives, parents wear the badge of caregiver. Not only do we coordinate our children's medical and mental healthcare, but we also pack lunches, pick out clothes, provide meals, and the list goes on. When you've spent so much time caregiving, it can be anxiety-provoking to start thinking about your child becoming independent and your role as a parent changing. However, isn't independence (to the greatest extent possible) the ultimate goal we want for all children?
Fostering independence has several long-term positive benefits for your child. We know it increases self-esteem and confidence, builds essential life skills, teaches the importance of completing a task, creates a sense of being part of a team, and ultimately helps establish a long-term pattern of self-help behaviors. The trick to fostering independence is to begin with the end in mind. What long-term goals do you have for your child? If your child is older, what are their goals? Are your expectations developmentally appropriate? Do your interactions with your child foster independence, codependency, or interdependence?
When we think about building a strong foundation for independence in the future, we think about a few key areas. Keep in mind that the pace at which your child masters these foundational skills will vary based on their individual abilities.
- Having developmentally appropriate expectations – It is important to ensure your child's expectations are not too low or too high. Think about your child's development in relation to their actual age.
- Practicing effective communication – Prioritize clear and calm communication, which is key to ensuring understanding and compliance. Give your child 5-10 seconds to respond to allow processing time. Utilize pictures and other visuals for communication if your child is a visual learner.
- Maximizing learning opportunities – Make daily activities into learning experiences by giving your child choices, narrating daily activities, letting your child help with tasks such as grocery shopping, and letting natural consequences happen when needed.
- Teaching self-care skills – Many of these tasks (ex: tooth brushing) often require several different steps that can be hard for children to understand and remember. Breaking self-care skills into smaller steps helps your child master one step at a time.
- Chores – These types of tasks are vital in building self-efficacy. Avoid chores that your child absolutely hates, as this will help set them and you up for success. Make sure that you teach proper techniques and avoid criticism whenever possible.
Over time, your child and family will master these foundational areas, at which point additional skills, such as planning, focusing attention, remembering instructions, and juggling multiple tasks, become essential to mastering higher-level learning. We call these mental processes "executive functioning," or what we fondly refer to as "the manager of the brain." As academic demands increase (usually around 3rd grade), you may begin to see your child struggle more in this area. You should speak with your child's school for ideas related to accommodations and supports.
As children enter adolescence, it is important for caregivers to starting thinking about independence in the context of their child navigating the world around them. These tips can help your child build independence in the areas of everyday life, school, and their medical care.
- Foster critical thinking – Do not just give your child the answers when they ask you a question. Instead, ask: How do you think we should do that? Where do you think that can be found?
- Teach emergency response – Model and practice handling scenarios at home, such as a fire, a burglary, a medical emergency, etc.
- Talk about the future – Ask your child what they are interested in and prompt conversations about their goals for the future.
Include your child in school meetings (to the extent possible) – Children should know their accommodations and supports and be able to express (verbally or non-verbally) any new needs that may arise. - Prepare them for social settings – Practice common social situations at home such as using lockers, changing in gym, responding to bullying, etc.
- Familiarize them with medical and mental health areas – Children should know what types of doctors they see and why they see them (including the extent of those relationships). They should also know what medications they take and why they are taking them. Do not shy away from topics such as puberty, sexuality, and relationships. It is better for your child to hear these things from you than from a friend.
Developing independent life skills is not a linear process. It is normal for children and teens to take two steps forward, one step back, and then two more steps forward again. Praise progress often, and do not be discouraged! Fostering independence for your child is a marathon, not a sprint.
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Jennifer Cervantes, LCSW-S, and Dinah Godwin, LCSW-S are Licensed Clinical Social Workers at Meyer Center for Developmental Pediatrics and Autism and Assistant Professors in the Department of Pediatrics at Baylor College of Medicine with extensive experience supporting families of children with developmental disabilities. Jennifer has over a decade of experience in school social work, foster care, and trauma-informed care, while Dinah brings more than 20 years of expertise in clinical care, caregiver support, and program development. Both are passionate about positive behavior management, advocacy, and empowering families through education and community resources.
This blog post was adapted from the presentation given during WestviewEDU on Thursday, March 5, 2025. WestviewEDU is an education series presented by The Westview School for parents and caregivers of children with autism spectrum disorder. For a complete list of WestviewEDU sessions remaining for the 2024-2025 academic calendar year, visit The Westview School online.
Social Skills 24/7: A Parent Connection
February 25, 2025
Social skills are everywhere—at school, at home, in the community—and for autistic children, navigating these interactions can be one of the biggest challenges they face. That’s why Brandi Timmons, BCBA, calls social skills her “heartbeat topic.” With over 23 years of experience working with individuals on the spectrum, Brandi has dedicated her career to helping parents, educators, and professionals understand the how and why behind effective social skills training.
Brandi’s journey began as a special education teacher in a small rural school district, working with students of all ages and abilities. She quickly realized that while schools often focused on academics, social skills—the very area where autistic students need the most support—were frequently overlooked. Determined to change this, she sought out research-backed strategies and transformed her classrooms into models of inclusion, where students with autism became fully integrated into the school community.
As a Board-Certified Behavior Analyst (BCBA), Brandi has worked in public schools, private clinics, and nonprofit organizations, always with the same goal: ensuring that social skills training is accessible, practical, and long-term. Now, as the Education Director at Social Motion Skills and the founder of Incuentro, she continues work towards bridging the gap between research and real-world practice.
Social Skills Training Matters
Social development is a core challenge for autistic individuals, yet it is often overlooked in diagnoses and education plans. Unlike speech or occupational therapy, social skills training isn’t something a child simply “graduates” from—it requires reinforcement throughout life.
For this reason, Brandi thinks a life path approach works best, supporting children from early childhood through young adulthood. Social skills should go beyon structured lessons; they must be modeled, practiced, and reinforced in everyday situations.
The Four Components of Social Skills Development
There are four major components of social skills development. These include emotional regulation, theory of mind, skill-building, and parental support. Before a child can effectively interact with others, they must learn to manage their emotions, as emotional regulation is the foundation for all social interactions. Theory of mind, or the ability to understand that other people have different thoughts and feelings, is essential in developing meaningful connections. Skill-building involves explicitly teaching behaviors such as making eye contact, starting conversations, and understanding social cues to foster better communication. Lastly, parental support plays a crucial role in reinforcing these skills outside of structured lessons, ensuring children have consistent opportunities to practice and grow in real-world situations. This article highlights the importance of parental support in social skills development and offers practical ways for parents to help their children build confidence and navigate social interactions successfully.
How Parents Can Help at Home
Model Emotional Regulation
Children learn by watching their parents. Narrate your emotions and responses to everyday frustrations. For example, instead of reacting angrily to an empty milk jug in the fridge, say: “Oh no, we’re out of milk! That’s frustrating, but I can grab a Pop-Tart instead.” This simple narration teaches kids how to process emotions and adjust to unexpected situations.
Validate Their Feelings
Before correcting behavior, acknowledge emotions. If your child is upset about a change in plans, try: “I know you were looking forward to the park. It’s okay to feel disappointed.” When children feel heard, they are more likely to regulate their emotions and engage in problem-solving.
Coach Social Skills in the Moment
Structured lessons are important, but real-life practice is where skills solidify. Instead of just telling your child to be polite, guide them through interactions: “When we see Grandma, let’s make eye contact and say, ‘Hi, Grandma!’” Coaching in the moment helps children internalize these skills.
Reinforce Social Awareness
Help your child develop perspective-taking skills by pointing out emotions in others. Use books, role-playing, and real-life examples to discuss how people might be feeling: “Look at your friend’s face—he looks sad. Why do you think that might be?” Teaching empathy and perspective-taking is key to meaningful social interactions.
Social Skills Development is a Lifelong Journey
Social skills evolve with age and life experiences. As a parent, your role is to provide ongoing support, model appropriate behaviors, and advocate for your child’s needs.
If your child is already receiving social skills training, fantastic! If not, don’t hesitate to ask about it in IEP meetings or seek outside resources. Every child has the potential to grow in their social abilities with the right support.
By being intentional, consistent, and patient, you can help your child build the confidence and skills they need to succeed socially. Start small, celebrate progress, and keep reinforcing these valuable lessons.
Additional Tips for Parents
Encourage Theory of Mind Through Daily Conversations
Everyday interactions provide opportunities to help your child develop perspective-taking skills. Engage in simple discussions like:
“Why do you think Grandma cooked that for dinner?”
“What do you think your friend wants to play next?”
“How do you think your teacher felt when she saw your hard work?” Encouraging these conversations helps children understand that others have different thoughts, preferences, and emotions.
Use a Visual Reminder
Place a list of key social skills or emotional vocabulary on your fridge or somewhere visible in your home. This serves as a daily reminder to incorporate these concepts into conversations and practice.
Expand Emotional Vocabulary
One simple way to improve emotional regulation is by broadening your child’s vocabulary for emotions. Introduce new words gradually. For example, instead of just saying “happy,” try “ecstatic,” “joyful,” or “content.”
Make Playdates More Effective
Many parents seek playdates with other children on the spectrum, which can be beneficial, but structured guidance is key. Instead of meeting at a park without a plan, create a structured activity to help children engage successfully. Provide gentle coaching by pointing out social cues and emotions in the moment.
For example, if your child is playing with Legos alongside a friend, guide them by saying: “Look at your friend’s face—he seems excited about the tower you’re building together!”
Small Steps Make a Big Difference
Supporting your child’s social development doesn’t have to be overwhelming. Start with one small change—whether it’s modeling emotional regulation, using a new word for feelings, or guiding a playdate with structure. Each step, no matter how small, contributes to meaningful growth over time.
By being intentional and consistent, you can empower your child with the social skills they need to navigate the world with confidence. Start today, and celebrate every step forward!
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Brandi Timmons, M.Ed, BCBA, LBA is a Licensed Board-Certified Behavior Analyst and a TEA certified special educator. She has over 23 years of experience working with individuals with autism - 14 of those in public school classrooms. Her talents include writing social skills curricula and producing educator and parent training. One of her passions is creating new programs to serve those in the autism community. She has been published in Autism Parenting Magazine, served as co-principal investigator on several research initiatives in conjunction with the University of Houston, and is a national conference speaker.
This blog post was adapted from the presentation given during WestviewEDU on Thursday, February 13, 2025. WestviewEDU is an education series presented by The Westview School for parents and caregivers of children with autism spectrum disorder. For a complete list of WestviewEDU sessions remaining for the 2024-2025 academic calendar year, visit The Westview School online.
Building the Future: Introducing Westview High School
January 27, 2025
PROGRESS IN ACTION
Everyone at Westview is buzzing with excitement as we prepare for the official opening of Westview High School in August 2025. The sights and sounds of construction on our new high school building can be heard and seen as we progress toward the highly anticipated opening!
We are thrilled to share the story of how this groundbreaking initiative came to life and what it means for our students and community. Let's examine the journey to establish Westview High School, the innovative program structure, and the opportunities awaiting future students.
THE JOURNEY TO HIGH SCHOOL
An extension of The Westview School to include a high school education has been a repeat request and topic of discussion among stakeholders for many years. In 2016, with enthusiastic support from parents, Westview's Board of Trustees first initiated a strategic plan to explore the possibility of expansion. However, at the time, the financial feasibility and sustainability were unclear. It wasn't until a second strategic plan was completed in 2021 by Gershenson and Associates, followed by a comprehensive feasibility study by The Education Group, that the vision of a Westview High School started to take shape.
The feasibility study examined six years of data, including staff, student, and family surveys and interviews, alumni matriculation data, and the development of a pro forma budget. The results showed a clear need for a high school program serving students with autism and confirmed that the project was financially viable for Westview. With this green light, Westview's board unanimously voted to move forward to design a high school program tailored to Westview's mission and the unique needs of its students.
CRAFTING A UNIQUE PROGRAM
A program committee was formed and tasked with answering two key questions: What should our signature program be? And who should this high school serve? The committee conducted extensive research and interviews with heads of schools and admissions directors from schools nationwide serving students with autism.
The results of this research showed one significant takeaway—most of these schools did not have a singular signature program of study. It was also very clear that flexibility and partnerships were important to the success of the program and student outcomes. The plan is for Westview High School to leverage partnerships with local community colleges and organizations to provide students with various opportunities aligned with their interests and aptitudes.
WHAT MAKES WESTVIEW HIGH SCHOOL STAND OUT?
Westview High School extends The Westview School's 43-year legacy of providing a nurturing, specialized learning environment for students with autism. The program is accredited and meets Texas state graduation requirements, with 100% certified teachers.
Here's what future students can expect:
Three Graduation Pathways: To accommodate diverse needs and goals, the high school offers a Distinguished Diploma, Foundations Diploma, and Modified Program. These pathways are specific to the needs of individual students and provide flexibility while maintaining the commitment to prepare graduates for college, the workforce, or transition programs.
Individualized Learning: Each student's program will be tailored to their unique strengths, interests, and needs.
Community Partnerships: Partnerships with local organizations and colleges will open doors to internships, career exploration, and real-world experiences.
Skill Development: From academics and social communication to executive functioning and career readiness, the program is designed to build maturity, responsibility, and essential life skills.
WHO IS WESTVIEW HIGH SCHOOL FOR?
Westview High School seeks students who are:
- Academically capable and able to meet challenges with persistence
- Able to take initiative in their learning and is open to social growth
- Curious about careers and future opportunities
- Ready to engage in a supportive environment with teacher guidance
A COMPREHENSIVE CURRICULUM
The high school program includes core academics, social skills development, executive functioning, career exploration, and transition planning.
The core subjects of English/language arts, science, social studies, and math will be consistent in all student schedules. In addition, students will have the opportunity to explore electives such as communication/speech, debate, languages other than English, physical education, visual and performing arts, career and technical education, and social skills development. The curriculum ensures that every student receives a comprehensive education tailored to their needs.
LOOKING AHEAD
The goal of Westview High School is a continuation of Westview's current program mission—the longstanding vision that all students with autism be educated in a supportive, nurturing learning environment that meets their social, emotional, and academic needs while empowering them to reach their fullest potential.
Our primary goal for all Westview students is to empower them to achieve their fullest potential. With our commitment to individualized learning, community integration, and skill development, this high school is more than an extension of The Westview School—it's a bold step forward in shaping the future of education for students with autism.
We're excited to welcome the first class of Westview High School students this fall and continue writing the next chapter of The Westview Story. We cannot wait to share more updates as we build this transformative program together!
If you think The Westview School could be a fit for your student, please visit our admissions page on our website to learn more about Westview's admissions process. You can also contact Becky Travis, Admissions Director or Jolaine Zuccala, Admissions Assistant to get more information.
Visual Supports to Build Independence: Teacher Techniques That Transform Learning
December 17, 2024
At The Westview School, we believe that fostering independence is a cornerstone of helping children with autism thrive academically, socially, and emotionally. One of the most effective tools in this journey is the use of visual supports. Visual supports use images, symbols, or cues to help students process information, communicate clearly, and navigate their day. Some examples of this include picture schedules, checklists, social stories, timers, and task cards.
From managing daily routines to enhancing emotional regulation and problem-solving, visual supports empower students with confidence and autonomy. Westview teachers and administrators integrate these strategies into their classrooms every day. Each approach reflects the creativity and dedication of Westview staffers to ensure every student has the tools they need to succeed.
Morning Checklists: Starting the Day with Independence
Christine Reilly, Lower Elementary Teacher
Executive functioning skills, such as organization and time management, can be challenging for children with autism. Visual checklists provide a structured approach to these challenges. In Lower Elementary, students start their day with a visual checklist displayed on the board detailing morning expectations. For example, a picture of a backpack represents hanging it on a hook. As the year progresses, these picture prompts are gradually replaced with words, and eventually, students complete tasks independently without visual assistance.
"This approach not only creates a predictable environment but also reduces anxiety and fosters a sense of accomplishment," says Christine Reilly. "Students feel confident knowing they can take responsibility for their morning routine."
Transition Cues: Easing the Shift Between Activities
Trevie Stone, Lower School Physical Education Teacher
Transitions, particularly away from preferred activities, can be challenging for many students. Leaving the motor room can often be a tricky transition. Visual timers, such as the TimeTimer™, paired with verbal countdowns, help students understand the abstract concept of time.
"I might say, 'We have five minutes left. What would you like to do before we leave?'" explains Trevie Stone. "Picture cards are another helpful tool. A small picture of the next activity or location can be a tangible reminder, helping students anticipate what's next."
The physical setup of the environment also supports transitions. Designated line-up spots and shoe cubbies act as visual cues for students, creating a smooth and predictable flow from one activity to the next.
Innovative Visuals for Younger Students
Amanda Warley, Prekindergarten Teacher
In Prekindergarten, visuals are everywhere—on the walls, at tables, and in task instructions. Amanda Warley recently introduced a portable photo printer to create instant visual aids tailored to her students' needs. "If a student prefers blocks over trains, we can immediately update our visuals to reflect that," she shares.
Amanda also uses visuals to prepare students for new experiences. For example, before practicing for the holiday program in a different building, she printed a photo of the location. “Having a picture helps students process what to expect, reducing anxiety. These personalized visuals make all the difference in fostering understanding and comfort.”
Step-by-Step Task Cards: Building Independence in Learning
Serena Gaylor, Middle School Language Arts Teacher
Breaking down tasks into manageable steps fosters independence and encourages self-assessment. "In my classroom, students always have a 'to-do' list and an 'after I'm finished' list displayed on the screen," says Serena Gaylor.
Recently, during a poetry unit, students followed a criteria-based checklist to evaluate their work. "This allowed them to independently assess their poems, identify areas for improvement, and ask more specific questions," Serena explains. "Step-by-step guides give students the tools to take ownership of their learning and build confidence in their abilities."
Visual Supports for Emotional Regulation
Sally Schwartzel, Lower School Principal
Visual supports also play a vital role in helping students manage their emotions. Tools like visual schedules, checklists, and social narratives provide clarity and predictability, reducing anxiety. "When students know what to expect, they feel more in control of their day," says Sally Schwartzel.
For emotional regulation, visuals can help students identify their feelings and choose appropriate coping strategies. “If a student feels frustrated, visual supports remind them of what they can do—like taking deep breaths or asking for help. This empowers them to navigate challenging moments with greater confidence.”
Empowering Students Through Visual Supports
Visual supports are more than tools; they are bridges to independence, confidence, and self-advocacy. At The Westview School, we take pride in using evidence-based practices to meet our students' unique needs. By integrating creative and personalized strategies, our educators ensure that every child can shine in their own way.
Want to see these approaches in action? Visit our website or connect with us on Instagram and Facebook to learn more about how we are empowering our students every day.