What recommendation is most appropriate for a student with Autism Spectrum Disorder who is progressing in reducing self-injurious behaviors?

In this context, providing extended school year services is particularly beneficial for a student with Autism Spectrum Disorder who is making progress in reducing self-injurious behaviors. Extended school year services are designed to prevent regression of skills during breaks from school. This continuity of support can be crucial for students, especially those with developmental differences, as it helps maintain momentum in their learning and behavioral development.

For a student progressing in reducing self-injurious behaviors, maintaining a structured environment and consistent support throughout the summer can reinforce the skills being developed and prevent any regression of positive behaviors. This approach ensures that the student can continue to practice coping strategies and behavioral interventions, which might be more challenging to maintain during an extended absence from school.

Other options may not adequately address the unique needs of the student in this situation. For example, a Section 504 Plan is important for ensuring accommodations in the classroom but may not be sufficient for supporting a student who benefits from continuous services. Enrolling in a summer program could be beneficial, but without the specific design to target self-injurious behaviors, it might not be as effective. Home monitoring visits could provide valuable insights into behavior but would lack the structured educational environment that extended school year services would provide. Therefore, extending services directly aligns with the