Consultation Services

Our expert staff are regularly called upon, by school systems, colleges, agencies, businesses and providers. Our services are aimed at improving outcomes for individuals with autism spectrum disorders (ASD) or related profiles as well as creating environments that are universally designed and inclusive in practices and tenor. We provide services and supports regarding individuals, classroom models, program design, school wide, transition planning and implementation of our “3S model” (Self-awareness, Stress-management, and Social competency).

To learn more about Aspire’s Consultation services please contact Dorothy Lucci, M.Ed. C.A.G.S., Program Director at 781-860-1900 or at

School systems, colleges/universities, agencies and providers are frequently asked to meet the diverse and complex needs of individuals with ASD or related profiles. Aspire collaborates closely with and supports these organizations to design, implement and develop effective environments, interventions, programs and services. Our highly regarded and experienced consultants tailor services to meet the unique needs of the school, program or organization. We employ a model that focuses on access, membership and participation. All consultation packages include collaborative problem-solving and goal setting as well as planning of the consultation process. Consultation with schools involves a team-based approach centering on “the whole-child” –including socialization, emotional well-being, behavior, communication and academic performance for individual students. Often this process analyzes the classroom and the school. Sometimes consultation begins with our unique offering of the ASD Needs Assessment Protocol© (see below).

District-wide Systems Analysis

District-wide consultation provides a systemic analysis of services and service delivery to students with ASD or related profiles from PK - 22. Through a collaborative process with administrators, staff, parents and students (where applicable), Aspire assists school districts and agencies to adapt their procedures, and structures to maintain consistency and continuity of methodologies and models across ages/grades throughout the district. This continuity provides the best approach possible for individuals with social-cognitive challenges as they mature. This analysis looks at multiple facets of education including: educational options, staffing, materials/supplies, technology, collaboration between staff, training, and systems and supports.

ASD Needs Assessment Protocol©

Dot Lucci, our Program Director has developed the “Autism Spectrum Disorder Needs Assessment Protocol”, a systems analysis tool that gives school systems the opportunity to assess their functioning in relationship to students diagnosed Autism Spectrum Disorder. Over the past twelve years we have provided this analysis for many districts as they seek to assess how well children with Autism Spectrum Disorder are being served academically and socially within their systems.

The ASD Needs Assessment Protocol is a comprehensive method of analysis that includes all constituents within a school system - parents, staff, administrators and students (when applicable). The ASD Needs Assessment Protocol consists of three parts: the Needs Assessment Survey, Classroom Observation Guide and a Structured Interview . These varying formats allow data to be collected and analyzed with both quantitative and qualitative analysis. Many aspects of the ASD Needs Assessment Protocol can be individually tailored towards maximally benefiting each school district’s profile of service delivery options and their specific questions and needs. The ASD Needs Assessment Protocol was developed to encompass general education best practices (i.e. positive behavioral supports, leadership, building culture, social-emotional learning, etc) as well as specific best practices related to the education of students with ASD.


Back to Top