Person-centered support is not about a one-size-fits-all plan. It’s about slowing down, listening closely, and building something with a person that reflects who they are and how they want to grow. 

For one middle school student, that meant finding ways to feel safer, more understood, and more confident in navigating a busy day at their public school. 

Their goals guided the work, with Christina Udris, a behavior analyst who has spent more than a decade at Aspire supporting children and adults across a range of roles and settings. Drawing on that experience, Christina partnered with the student through Aspire’s school-based consultation services.  

At the beginning of their work together, the school environment often felt overwhelming for the student. Busy hallways, classroom expectations, and unexpected changes were making it harder for him to stay engaged and move safely through his day. In those moments, big feelings could take the lead, affecting his ability to remain in the room, keep his body safe, and use materials in ways that supported his success. 

With this in mind, Christina and the support team questioned what would help this student feel more supported, more understood, and more confident navigating his school environment? 

Together with the student, they created a shared agreement that outlined expectations while honoring his voice and choices. Having scheduled free time each week where he got to decide what he wanted to do became a meaningful motivator, giving the student a clear reason to practice new skills during the school day, like drawing or writing his emotions, choosing to take space at his desk or in another room, and talking with a trusted staff member.  

With that foundation in place, Christina introduced tools to help the student track his own progress. One resource was a simple visual aid designed to make expectations easier to understand: a thermometer graphic. In moments where things didn’t go as expected, he filled in the thermometer. The visual helped him see how his day was unfolding and whether he was still on track for his planned free-choice time. More importantly, it gave the student a way to see his efforts, understand how his choices affected his day, and feel a greater sense of control over the outcome. 

Alongside this tool, Christina practiced real school situations with the student. They worked through scenarios like arriving at school upset after a difficult morning at home by practicing how to ask for quiet time or choose to write a letter to process those feelings. They also practiced navigating unexpected sensory challenges, like background music that felt overwhelming, and explored ways to respond, including asking for a short walk in the hallway or requesting a change when possible.  

Another scenario included adjusting when someone was sitting in his usual seat, practicing flexible responses like finding another spot or asking to trade seats. Throughout each situation, the student was given choices about how it was practiced and which role he wanted to play, allowing his personality and sense of humor to be part of the process. 

Across several school years, the impact was clear. Moments that once escalated into unsafe or disruptive situations became calmer and less intense. He began asking for coping strategies on his own, sometimes with words and sometimes through gestures, and responded more readily to support when he needed it. Even though this approach was never used at home, his family shared that they were seeing positive changes there as well. 

This work reflects what Aspire’s clinical team strives to provide every day. Support that’s collaborative, flexible, and grounded in respect for each person’s pace and voice. Whether in schools, homes, or community spaces, the focus of our clinical approach remains the same: meeting people where they are and partnering with them on what matters most.