What's Required

  • For a Texas student with autism eligible for special education and related services, the ARD/IEP Committee must consider all eleven peer reviewed, research-based educational programming practice strategies under §89.1055(e) of the Texas Administrative Code (TAC). In-home/community-based training is one of the eleven strategies or options an ARD/IEP Committee may choose for a student with autism in order for the student to learn or to reinforce social skills in a variety of settings. This practice is to ensure a student with autism who may have difficulty generalizing skills from one environment to another receives needed supports and services. In-home and community based training is a related  service that must be considered as one of eleven strategies on the Autism Supplement for a student with autism eligibility, and when needed, addressed in the IEP. While in home and community based training is used to generalize IEP-related social/behavioral skills across settings, such as school-to-home, school-to-community, home-to-community, and community-to-home, it is not an automatic service for a student with an autism spectrum disorder.

What We Do

  • Procedures

    • The consideration of In-Home or Parent/Family Training is required when completing the Autism Supplement and is part of an ARDC meeting.  If either or both services should be pursued via evaluation, obtain parent consent for the evaluation.  
    • If an evaluation is requested, the teacher will complete the following documents and give to the diagnostician:
    1. Current PLAAFP statement.
    2. IEP with updated goals and objectives
    3. FBA/BIP (if applicable)
    4. Campus strategies/viable alternatives documentation

    In-Home and Parent training is typical for:

      • Students on the Autism Spectrum
      • Students who are displaying severe/dangerous behaviors at home but not school
      • Students who are talking in full sentences with a variety of words at school in relation to the IEP but not at home.
      • Students who are struggling to attain basic life skills specific to home such as certain self-care skills, following a family routine and accepting changes, safety skills, etc.

    In-Home and Parent training is not typical for:

      • Families who have very busy schedules, especially in the afternoon/ evening when sessions are typically conducted.  Parent participation is required.
      • Parents who have not already gotten approval from daycares etc. for a trainer to intervene
      • Parents who are not mentally capable of implementing strategies
      • Students who have just started school and have not had the appropriate amount of time to make progress or master goals
      • Students who are not yet making progress at school on their IEP
      • Parents who are looking for a tutor for their child
      • Families who have received training and recommendations have been made in the final session for no additional services (see summary sheet)
      • Parents who are not open to training but are being pressured by an administrator/teacher etc.
      • Families where Child Protective Services have been called in and teachers/staff are concerned about the well being of the child.


    Results of the evaluation will be:

    1. The student does/does not require IHT and-or Parent/Family Training and this recommendation will be presented at the ARD meeting.
    2.  IHT and-or Parent/Family Training is recommended. The evaluator then drafts/completes “ARD/IEP Supplement: In-Home Training” and/or “ARD/IEP Supplement: Parent/Family Training” with Goals & Objectives & recommended times and frequency for training.
    3. The Evaluator or the In-Home and Parent/Family Training Evaluator completes the process by attending the ARD to explain and answer any questions about the evaluation.

    Note:  The Evaluator should only evaluate for the training that was determined by the ARDC.


    • Schedule ARD meeting to review Evaluation Report.
    • Gives the parent a copy of the evaluation and goal(s).
    • Place one copy in the student’s state file 

    Evaluator or Diagnostician:

    • The evaluator or diagnostician will go over the report at the ARD/IEP meeting.
    • If the ARDC makes a different decision then that recommended by the evaluator, during the meeting, a new IEP Goal/Objective page with the revised information must be completed.
    • The “End by Date” should exclude summer and school holidays.  Summer training will only be provided for special approved circumstances.

     If service is required upon completion of ARD meeting: 

    1. The Evaluator emails the following to the Special Education Director:
    • Request for In-Home Trainer
    • Frequency, Time and Duration agreed upon by ARDC
    1. The special education director will assign an In-Home Trainer.

    If service is NOT required upon completion of ARD meeting :

    The Evaluator archives a copy of the evaluation.  


    Potential difficulties completing evaluation or providing services:

    Attempting to contact parents without success: call at least 3 times at 2 working numbers over a two week period, leave a message with family each time possible and document contacts.               

    • Contact the teacher/case manager to see if there is a different number for the family and also have them send a note with contact information to call
    • Contact the diagnostician to document the difficulty reaching the parent and have them check to see if: 
    1. The evaluation is still needed or the parent would like to decline.
    2.  The family decides against evaluation or services after agreed to in ARDC meeting.

    The diagnostician may document in IEP Amendment.  

    Upon completion of training, the diagnostician will be contacted via email and/or phone to indicate if additional services or evaluations are recommended.  

    An ARD or IEP Amendment must be completed if additions are recommended.  


Additional Resources