Girls with autism are often misunderstood, overlooked, or identified years later than their male peers. This session explores why autism in girls frequently goes undiagnosed or misdiagnosed, and what educators can do differently to ensure these students are recognized, supported, and successful. Participants will examine how autism may present differently in girls, including masking and camouflaging behaviors, strong social imitation skills, internalized anxiety, and less stereotypical restricted interests.

This session will also focus on the unique support needs of girls with autism in school settings. Topics include social communication support that goes beyond "friendship skills," executive functioning challenges, emotional regulation, sensory differences, vulnerability to anxiety and depression, and the impact of social expectations placed on girls. Attendees will learn practical, school-based strategies for classroom instruction, IEP development, accommodations, and trauma-informed supports that honor both strengths and needs.

This presentation encourages a shift from "Why didn't we see it?" to "How do we do better now?" Participants will leave with a deeper understanding of autism in girls and concrete tools to support identification, engagement, and long-term success.

Outcomes:

Aggressive and high-risk behaviors in autistic students can be some of the most challenging situations school teams face. These moments are stressful for students, staff, and peers—and when handled without a clear understanding of autism, they often escalate rather than resolve. This session focuses on why aggressive behaviors occur and how school teams can respond in ways that increase safety, reduce escalation, and support long-term skill development. Participants will explore aggressive behavior through a neurodevelopmental and trauma-informed lens, recognizing that these behaviors are most often stress responses linked to communication breakdowns, sensory overload, unmet needs, or overwhelming demands.

The presentation emphasizes that traditional discipline-based approaches frequently intensify behavior and increase risk, while proactive and responsive supports lead to better outcomes for everyone involved.

Designed for special and general education teachers, related service providers, paraprofessionals, administrators, behavior staff, and crisis response teams. This training addresses the real-world complexities of aggressive behavior in school settings.

Participants will leave with practical strategies for responding during high-stress situations, a clearer framework for prevention and follow-up, and a deeper understanding of how coordinated, team-based supports—not punishment—lead to safer and more successful school environments.