Braeden’s Behavioral Breakthrough

Braeden’s Journey with High Road School of Anne Arundel County

When Braeden arrived at the High Road School of Anne Arundel County as a kindergartener in 2014, the staff knew it had a challenge ahead. Braeden, who is on the autism spectrum, immediately demonstrated self-injurious behaviors, tantrums, aggression, and property destruction. His mother, Brittani, described the impact on their family as “hard to eat and hard to socialize.” Braeden’s communication skills were extremely limited, and even small disruptions to routine triggered meltdowns. Everyone knew something had to change.

Trial and Error

During Braeden’s first year, the staff focused on understanding his needs and how he functioned. They tried various strategies—token boards, preferential seating, incorporating his interests into lessons, frequent sensory breaks, and using the sensory room instead of the classroom. Some methods worked, others didn’t, but staff carefully tracked and adapted their techniques to find what helped Braeden the most.

Figuring Things Out

By Braeden’s second year, a strong relationship had been built between him and the staff. However, he still exhibited aggressive behaviors and meltdowns. Through detailed analysis of his actions at school and at home, the team developed a visual classroom behavior chart. This chart was sent home daily, allowing Braeden to earn rewards for positive behaviors both at home and at school. The staff also created and adjusted a personalized behavior plan for Braeden as needed.

Communication and Teamwork Are Key

Over Braeden’s nine years with High Road School of Anne Arundel County, the staff maintained constant communication with his mom, Brittani. This collaboration was crucial to his progress. “The biggest benefit is working as a team,” said Brittani. “We’re always communicating and helping each other figure out what works best for Braeden.”
Brittani emphasized the personal care Braeden received: “Mrs. Tara and many other staff members truly cared for Braeden. They worked with him at his own pace and gained his full trust. They focused on what worked for Braeden as an individual, not just on strategies for autism in general.”

A New Braeden

Thanks to the collaborative efforts of the school staff and Brittani, Braeden has transformed. He is now an A/B student and experiences far fewer meltdowns. His communication skills have greatly improved, he has developed new interests, and his socialization has increased.
The High Road School staff attributes Braeden’s success to:

• The relationship built between Braeden, his family, and the staff.
• Understanding and addressing his unique needs.
• Creating and frequently adjusting personalized behavior plans.
• Collaboration between Braeden, his teachers, social workers, and Brittani.

Brittani encourages other parents in similar situations to consider the approach she and Braeden took: “This is the best thing that has ever happened to us. The staff here goes above and beyond to ensure your child gets exactly what they need.”

“They have worked step by step to see what helps Braeden… not just what helps autism, but what helps Braeden himself.”
— Brittani, Braeden’s Mom

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