Communication and Behavior Breakthroughs for Lennox

Early Communication Challenges

Lennox has grown significantly over the past year at the Northwest Center for Autism at High Road School. Staff recall that when he enrolled four years ago, he did not use his AAC device, an augmentative and alternative communication tool for helping him express words and sentences using pictures and voice output. He relied mostly on pointing to communicate his wants and expected adults to know what he was asking for, often becoming frustrated when communication broke down. “Whatever he wanted, he expected you to give it to him,” said his paraprofessional, Ms. Nicole, who has worked closely with him for the past year and a half.

Lennox’s AAC Communication Progress

Through consistent instruction and repetition, Lennox began using his AAC device to express single words, and over time, he learned to form full sentences. Today, he can independently produce requests such as “I want pizza rolls.”

Team Collaboration and Support

His BCBA, Bethany, has also played an important role in his progress. “Everyone in the building notices the strides he has made, especially with waving and his new verbal greetings,” she said.

Teachers describe Lennox’s early years in the program as challenging. “It could take three or four people to corral him to an area,” said School Director Ms. Kim. “He would throw himself on the ground, swipe things from other desks, and spend the day trying to run the classroom.” Ensuring his safety often meant keeping him contained in a specific area and closely managing his environment.

This year, his team has seen a dramatic shift. Lennox now participates in academic rotations and foundational academic work, including tracing letters and shapes. “He hardly takes things from others anymore. He can stay in his area and follow classroom expectations,” Ms. Kim said. His ability to communicate more effectively has also reduced frustration. “Once he started learning his device, he wasn’t as frustrated. He wants to communicate now and wants to make sure others understand.”

His teacher, Ms. Emily, who is in her second year with him, credits strong team collaboration.

“Having Ms. Nicole as his para and Ms. Bethany creating such a detailed plan made a huge difference. Sticking to the plan and enforcing expectations helped him understand what was required of him,” she said. “They kept working to find what worked best for him.”

New Words and Expanded Communication Skills

In addition to AAC progress, Lennox has started speaking. He now says simple words such as “hi,” “bye,” “cow,” and “frog,” and uses short verbal phrases like “I want more.” He also supplements communication with signs, giving him multiple ways to be understood.

Lennox Communication Progress and Confidence

Lennox’s team describes him as a student who is learning, communicating, and connecting with those around him in ways that once seemed out of reach. His communication growth, improved regulation, and emerging academic skills reflect the collective effort of his educators and therapists, coupled with his own determination to be understood.