The Westview School Blog
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.
Guide to Gifting for Joy and Growth: Play-Therapist Approved Picks
November 20, 2024
As the holiday season approaches, finding the perfect gift can feel daunting. The common questions of "What should I buy?" or "Will they enjoy it?" often overshadow the joy of giving. However, this season also offers a wonderful opportunity to support a child's development in meaningful ways. All children are unique, with individual preferences and personalities. By keeping your child's unique interests and needs in mind, you can select gifts that promote joy, engagement, and growth.
Sensory Play
Prioritizing sensory play opens doors for children to explore new textures, sounds, and sights while fostering emotional regulation. Gifts like sensory bins filled with sand, water beads, or kinetic sand provide hands-on opportunities for exploration and creativity. Incorporating fidget toys or calming sensory tools can offer comfort and promote focus. From fidget spinners and Pop-Its to bubbles and slime, these toys can enhance focus and provide a soothing outlet when feelings become overwhelming. Try pairing sensory play with a well-thought-out calm-down corner at home, equipped with weighted blankets, cozy pillows, and calming visuals.
Fueling Creativity with Imaginative Play
Imaginative play is a gateway to creativity and storytelling. Gift options like dress-up costumes, LEGO sets, or craft kits empower your child to explore their imagination and create their own narratives. Puzzles and Magnatiles also offer opportunities for creativity while incorporating fine and gross motor development, visual and spatial thinking, and problem-solving. Children often use dress-up or world-building activities to work through ideas and worries in their most natural language – play. Participating in their imaginative play and completely following your child's lead shows a desire to step into their world and understand their perspective and encourages problem-solving and social skills.
Additionally, art supplies can be a wonderful gift for creativity and expression. Whether painting or using air-dried clay, these activities help children, especially visual learners, articulate their feelings without having to use words.
The Magic of Stories
Books can be valuable tools for discussing feelings and social concepts, offering a gentle backdrop for deeper conversations about emotions and relationships. Consider choosing stories that feature characters encountering various challenges; this can serve as a springboard for discussions about emotional responses and appropriate social behaviors. Pulling from the storylines, you can ask "I wonder" questions to prompt discussions that help your child connect them to their realities. Some current favorites in my playroom are Thelma the Unicorn, The Color Monster, The Rabbit Listened, and The Not-So-Friendly Friend.
Movement and Fun with Active Play
Engaging in active play creates opportunities for regulation during playtime. For children who seek more physical and active play, consider gifts that provide an outlet for their energy, such as crash pads or balance bikes. A balance beam or a hopscotch mat can stimulate coordination and balance while allowing them to get creative with their physical play. Sports equipment like soccer balls, velcro dart boards, or mini bowling sets can foster active play, encouraging family involvement while developing their motor skills and endurance. Outdoor adventure kits, complete with items like a kite, jump rope, or a scavenger hunt guide, are also great for encouraging exploration and time outside.
Creating Lasting Memories by Gifting Experiences
Rather than focusing solely on material gifts, consider experiences that create memories and engage your child's sense of adventure. Activities like visiting a zoo, attending a theater performance, or taking a cooking class together offer unique connections and learning opportunities. Incorporating board games or Family TableTopics cards could also invite moments of connection during the busy holiday season.
Setting aside 10-15 minutes a few times weekly for uninterrupted play can make a profound difference. During these moments, be fully present: get down on the floor, match their enthusiasm, and practice delighting in their ideas—no matter how whimsical or unconventional. Often, we adults impose our structure, dictating how play should unfold or what goals should be achieved. Instead, we can practice letting children create the rules and narratives.
Participating in play, whether piecing together a puzzle, exploring new recipes, or building a fort, reinforces your child's sense of security and belonging. Just as children learn and grow through their interactions with toys, they thrive in environments where they are truly engaged by the adults around them. Play provides a unique opportunity for connection, particularly for children who might struggle to communicate in traditional ways.
Cultivating Connection is the Heart of Gift-Giving
As the holiday season unfolds, remember that the true gifts lie in the connections you cultivate with your child. In our fast-paced lives, it's easy for adults to overlook the significance of their presence. The most impactful "gift" we can offer our children is our attention and engagement. It's not about any single toy—what truly matters is how we show up for our children, expressing genuine interest in their world.
Aubrey Condon is an Independent Contractor and Licensed Professional Counselor-Associate at The Stewart Center at The Westview School. Audrey holds a Master’s Degree in Clinical and Mental Health Counseling from The University of St. Thomas and a Bachelor of Science in Psychology from Baylor University. She is also a Registered Behavioral Technician (RBT). Aubrey is available for individual therapy sessions through The Stewart Center at The Westview School. She is available for individual art therapy and play therapy sessions plus coordinates both Lego Club and Yoga/Mindfulness. If you or your family are interested in learning more about the services The Stewart Center provides, visit us online at The Stewart Center.
Making a Language Connection: Gestalt Language Processing in Autism
October 29, 2024
Language is a foundational tool for human connection, but how it's acquired and processed can vary greatly. For individuals on the autism spectrum, language development can sometimes follow a distinctive route called Gestalt Language Processing (GLP). One of the key features of GLP is echolalia—repeating phrases or language chunks they've previously heard. This behavior, sometimes misunderstood as meaningless repetition, actually plays a significant role in language learning. Understanding the nuances of GLP and echolalia can open up new ways to support those with unique communication needs.
What is Gestalt Language Processing?
Gestalt Language Processing is a way of learning and using language where individuals process larger language segments, such as phrases or sentences, rather than focusing on individual words. This approach is grounded in Gestalt psychology, which suggests that our minds perceive things as whole units rather than isolated pieces. For many neurotypical children, language starts with single words and gradually builds into more complex sentences. In contrast, Gestalt language processors often begin by learning language in chunks—phrases they've heard in TV shows, songs, or daily conversations. These segments are memorized and repeated verbatim as the initial step in their language journey. Over time, they learn to break down these chunks and use them flexibly to create novel sentences.
The Role of Echolalia in Gestalt Language Processing
Echolalia, the repetition of previously heard words, phrases, or sounds, is often observed in early GLP language stages, particularly among autistic individuals. There are two primary forms of echolalia: immediate and delayed. Immediate echolalia involves the instant repetition of recently heard phrases, often as a way of processing language or mirroring the emotions conveyed in the interaction. For instance, if someone asks, "Do you want to go outside?" an individual might respond by repeating, "Do you want to go outside?" instead of directly answering. Delayed echolalia, on the other hand, occurs when phrases heard in the past—sometimes days or weeks earlier—are recalled and repeated. This is commonly referred to as scripting. These phrases might stem from movies, TV shows, or previous conversations and can be used to express emotions or communicate specific needs. For example, a child feeling overwhelmed might say, "Let it go!" echoing a familiar Disney lyric to signal their need for a break.
Echolalia as a Key Part of Language Development
Contrary to being a random or meaningless behavior, echolalia is essential to language development within GLP. Instead of focusing on single words, individuals initially store entire phrases as building blocks for language. Through repetition, they start to understand social cues and language patterns. Eventually, they begin to manipulate these stored phrases, breaking them down into individual words and allowing them to construct unique sentences.
Echolalia serves several roles: it helps individuals learn the rhythm and structure of language, allows them to express emotions and experiences that resonate deeply, and sets the foundation for more flexible, self-generated language. For example, a child who frequently says, "It's time to go to bed," might eventually repurpose the word "bed" in new sentences, like "I want my bed," demonstrating growing independence in their language use.
The Connection to Autism: Why Autistic Individuals Often Use Echolalia
Echolalia is especially common among autistic individuals, who frequently use it as a primary method of communication early on. There are several reasons for this. Autistic learners often have an exceptional ability to recognize patterns, and language chunks can serve as familiar patterns they can recall and apply in specific contexts. Additionally, many autistic individuals experience heightened sensory awareness, which may cause them to focus on the tonal and rhythmic aspects of language over individual words. This focus on auditory "wholes" makes echolalia an effective tool for processing language patterns.
Socially, echolalia can bridge the gap between an autistic individual's inner world and the expectations of the social world. By repeating phrases they've heard, they are engaging with language in a way that allows them to participate in social interactions, even if it doesn't follow traditional conversational norms.
Supporting Echolalia and Language Development
When viewed through the lens of GLP, echolalia is not a behavior that needs "correction" but rather a meaningful stage in language development. For those who work with or care for individuals using echolalia, there are several ways to support their language journey.
Acknowledging echolalia as a valid form of communication is essential. Rather than dismissing repeated phrases as meaningless, it's helpful to consider them within the context of the individual's emotions, needs, or attempts to participate in conversations. Providing varied, emotionally engaging language experiences can enrich the language they're absorbing and increase the variety of phrases they can use over time. Patience is key in supporting their language development; each individual progresses at their own pace, and allowing them the freedom to navigate language in a way that feels natural to them is crucial.
Conclusion
Gestalt Language Processing provides an invaluable perspective on how some autistic individuals develop language, highlighting the significance of echolalia as a natural part of that process. For those who process language gestaltically, echolalia is a bridge from memorized phrases to flexible, self-generated language, where each stage supports the next.
Understanding GLP and the role of echolalia allows us to see language development as a spectrum of unique pathways, each worth supporting and celebrating. Embracing this approach not only provides effective support but also empowers individuals to communicate in ways that feel authentic to them, fostering genuine connection and self-expression.
References
Blanc, M. (2012). Natural language acquisition on the autism spectrum: The journey from echolalia to self-generated language. Communication Development Center, Inc.
Peters, A. (1983, 2021). The units of language acquisition. Cambridge University Press.
Prizant, B. (1982). Gestalt language and gestalt processing in autism. Topics in Language Disorders, 3(1), 16-23.
Carlie Krueger, MS, CCC-SLP is a Speech-Language Pathologist at The Stewart Center at The Westview School. She graduated Summa Cum Laude from Utah State University with a B.S. in Communicative Disorders and Deaf Education and obtained her M.S. in Communication Sciences and Disorders from New York University. She strives to practice within a neurodiversity-affirming framework that centers self-advocacy and authenticity for her clients. Carlie has been working full-time as an SLP at The Stewart Center at The Westview School since 2022. If you or your family are interested in learning more about the services The Stewart Center provides, visit us online at The Stewart Center.