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    Student Cooperation Training (SCT)

    Building Capacity. Supporting Students. Creating Inclusive Pathways.

     

    Student Cooperation Training (SCT) is a targeted, capacity-building service offered by POPARD to help districts and schools support students with autism spectrum disorder (ASD) who experience ongoing challenges with following instructions or tolerating delays and denials in the school setting.

    Using a trauma-assumed lens and evidence-based behavioural principles, SCT focuses on helping students develop the skills to self-advocate, communicate their wants and needs, and tolerate everyday triggers while maintaining their safety, autonomy, and emotional well-being. Simultaneously, staff learn how to prevent escalation, respond effectively, and build skills for long-term success.

    SCT in School District 34

    An brief overview of POPARD’s Student Cooperation Training in School District 34.

    SCT Commitment and Requirements

    What the Service Includes

    SCT is an intensive 10–12 week training and coaching model that combines direct and indirect consultation, workshops, and team capacity building.

    There are two levels to this training:

    • District Capacity Building – District staff are trained to work with students who have similar needs and are expected to replicate the process with POPARD’s indirect support.
    • Student-Specific Intervention – POPARD consultants work alongside the school team to teach the student key skills such as communication, self-advocacy, and tolerance to delays, denials, and everyday demands.

    The service includes:

    • Direct and indirect support over a structured 10–12 week period
    • Daily team meetings during direct service weeks
    • Trauma-assumed, student-centred behavioural support plans
    • Coaching on proactive strategies and skill building for both staff and students
    • Ongoing follow-up and the option of a booster meeting later in the school year

    Who It’s For

    SCT is designed for students who:

    • Have a diagnosis of ASD (Category G)
    • Demonstrate persistent distressed or non-collaborative behaviours, such as task refusal or avoidance
    • Have had prior support but continue to face significant challenges
    • Receive full-time EA support and are in elementary or middle school

    This service is best suited for teams ready to collaborate closely, commit to the process, and align their practices with a consistent, student-centred approach.

    District and School Commitment

    SCT requires a high level of commitment from both the district and the school team.
    This includes:

    • Release time for key staff to participate in daily meetings and training sessions
    • Active involvement of district staff, case managers, classroom teachers, and educational assistants
    • Parental involvement and consent for collaboration with relevant agencies
    • Access to appropriate space, resources, and materials to support implementation
    • Replication of the model with another student within 3–6 months to build long-term district capacity

    Outcomes

    By the end of the SCT process:

    • Students will have developed stronger self-advocacy and communication skills and increased tolerance to everyday demands.
    • Staff will have a deeper understanding of trauma-assumed and behavioural approaches to support distressed behaviours.
    • District teams will have the skills and confidence to replicate the model, extending the impact beyond a single student.

     

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