Texas’ Proposed Autism Program Cut Could Deepen Gaps in ABA Access



Texas health officials have proposed eliminating the state-funded Children’s Autism Program (CAP) in the 2028–29 budget, a move that could remove an important pathway to affordable applied behavior analysis (ABA) services for children with autism.  The proposal is not final yet; it would require approval from the Texas Legislature.



What is Being Proposed?


The Texas Health and Human Services Commission (HHSC) has proposed ending CAP entirely as part of a broader request for state agencies to reduce spending by 3% in the next biennium.  If approved, current CAP services would continue through August 2027, but the program would then lose its state funding. 


CAP has operated since 2008 and works through 16 providers around Texas to offer focused ABA services at a reduced cost based on a family’s income and insurance situation.  Eligible children can receive up to 720 lifetime hours of services. 



Why The Program Matters


For many families, the issue isn’t whether insurance technically covers ABA.  The real question is whether a child can actually find a qualified provider, afford the remaining costs, and receive services before needs become more intensive.


Texas Medicaid began covering ABA for eligible people through age 20 in 2022, but Medicaid coverage does not automatically solve access problems.  Families who are uninsured or enrolled in self-funded employer insurance plans may not have the same ABA coverage protections, and low reimbursement can make it difficult to locate providers that accept Medicaid.


CAP helps fill that gap, especially for families who would otherwise pay out of pocket or have no realistic provider options.  Some participating families receive services at no cost.



The Scale of Need


Texas spent $13.7 million on CAP during the past two years.  In fiscal year 2026, the program funded treatment for 583 children, while program contractors reported that at least 1,000 additional children were waiting statewide.


Those numbers show that Texas is not considering cuts to an unused or duplicative program.  The proposed elimination would affect a service with substantial unmet demand, including in rural communities where qualified autism-service providers may be scarce.  HHSC itself noted that the demand for autism services exceeds the availability of qualified providers, especially outside major metropolitan areas.



What Families Could Experience


The loss of CAP could be especially difficult for children with communication, transition, emotional-regulation, or safety needs.  Families may face longer waitlists, fewer provider choices, higher out-of-pocket costs, or the loss of services entirely.


For children with behavioral difficulties, consistent supports can help families build routines, communication strategies, coping skills, and safer ways to respond to frustration.  Disrupting services can also strain caregivers, schools, early-childhood programs, and other community systems.


It is important, however, to describe children respectfully: autism itself is not a behavior problem.  Some autistic children may have support needs related to communication barriers, sensory differences, distress, self-injury, aggression, elopement, or difficulty with transitions.  Services should be individualized, trauma-informed, and centered on the child’s dignity, autonomy, communication, and well-being.


ABA Should Not Be The Only Option


ABA can be one support option for some families, but meaningful autism services should not be reduced to one model of care.  Children may also benefit from speech-language therapy, occupational therapy, mental-health supports, parent coaching, AAC, school-based services, peer and social supports, and practical environmental accommodations.


A strong state system gives families informed choice.  It should ensure that supports are accessible, culturally responsive, neurodiversity-affirming, and designed around functional goals such as communication, participation, regulation, safety, learning, and quality of life.


A Family-Centered Policy Response


Rather than eliminate CAP, Texas leaders should consider options that protect continuity of care and expand access:

  • Preserve CAP funding while reviewing how to improve referral systems, transparency, and statewide provider availability.
  • Increase provider participation in Medicaid, so coverage translates into actual appointments.
  • Prioritize rural and underserved communities, where provider shortages can be most severe.
  • Reduce long waitlists through sustainable funding and workforce-development efforts.
  • Ensure families receive clear information about insurance appeals, Medicaid eligibility, self-funded plans, school services, and community resources.
  • Include autistic people, parents, providers, disability-rights advocates, and educators in policy decisions.

The Bottom Line


The proposed CAP elimination is more than a budget-line decision.  It risks widening the gap between having insurance on paper and getting timely, affordable services in real life.  Texas families deserve a system that does not leave children waiting years for communication, behavioral, developmental, and family supports.


Sources


Here are the sources used for the article:


  • The Texas Tribune — “Texas health agency proposes eliminating children’s autism program” (https://www.texastribune.org/2026/10/12/texas-childrens-autism-program-elimination-threat/) — Reporting on the proposal, CAP’s history, demand, waitlists, and expected service timeline if the Legislature approves the cut.

  • Associated Press — “Texas health agency proposes eliminating children’s autism program” (https://apnews.com/article/texas-childrens-autism-services-budget-cuts-93d5a241a8813665cf015dbe7111fb8c) — Independent reporting on the proposed elimination, family cost-sharing, provider availability, and rural access concerns.

  • KFF Health News — “Texas Could Cut Children’s Autism Program Amid Budget Woes” (https://kffhealthnews.org/morning-breakout/state-news-101326/) — Brief national health-policy coverage summarizing the proposed cut and CAP’s service model.

  • Children’s Autism Program | Texas Health and Human Services https://www.hhs.texas.gov/services/disability/childrens-autism-program


By Rosalyn Pryor, M.S., CCC-SLP PLLC at No comments:
Topics , , , , , , ,
Location: Dallas, TX, USA

Dyslexia Awareness Month: Because Brains Don’t All Read the Same Font



October is Dyslexia Awareness Month—a good time to retire the myth that dyslexia is about “seeing letters backward” and replace it with something far more accurate: dyslexia is a language-based learning difference that can affect word reading, spelling, reading fluency, and written expression.  It doesn’t measure intelligence, effort, creativity, or future success.


Think of reading as a group project between the brain, letters, sounds, vocabulary, memory, and attention.  For dyslexic readers, that group project may need clearer directions, more time, and explicit, systematic instruction—not a pep talk disguised as a worksheet.


What Dyslexia Is


The International Dyslexia Association describes dyslexia as a specific learning disability involving difficulties with word reading and/or spelling accuracy, speed, or both; challenges may vary in severity and persist even when peers respond well to instruction.


Dyslexia may involve differences in phonological processing—working with the sounds in spoken words—and sometimes morphological processing, which is understanding meaningful word parts such as re-, un-, and -tion.  Early oral-language weaknesses can signal that extra literacy support may help, and early identification matters.


What Dyslexia Is Not


Let’s clear the air faster than a child asked to read aloud without warning:

  • It is not laziness.
  • It is not low intelligence.
  • It is not caused by a lack of reading at home.
  • It is not “fixed” by telling a student to slow down, try harder, or “sound it out” 47 more times.
  • It is not simply reversing letters—many young children reverse letters as part of typical development, and dyslexia is more complex than that.

A student can be articulate, imaginative, knowledgeable, and wildly capable while still finding decoding or spelling unusually effortful.  Reading difficulty and intelligence aren’t roommates; they don’t automatically move in together.


Signs Worth Noticing


Dyslexia can look different across learners and ages, but potential indicators may include:

  • Difficulty learning letter-sound relationships or blending sounds into words
  • Slow, inaccurate, or effortful reading
  • Persistent spelling challenges, including inconsistent spelling of the same word
  • Trouble remembering sequences, such as days, months, or steps in a task
  • Difficulty pronouncing longer or unfamiliar words
  • Avoidance of reading or writing tasks that feel disproportionately exhausting
  • Strong verbal ideas paired with written work that does not fully reflect those ideas

These signs are not a diagnosis checklist.  They are a cue to look closer, listen carefully, and respond with support rather than assumptions.


What Helps


Students with dyslexia benefit from direct, structured, cumulative instruction that responds to their needs.  The IDA emphasizes that language and literacy support before and during the early school years can be especially effective, although identification and targeted intervention are valuable at any age.


Helpful supports can include:

  • Explicit instruction in phonemic awareness, phonics, spelling, vocabulary, and word structure
  • Multiple chances to practice skills with immediate, specific feedback
  • Decodable text aligned with taught patterns
  • Extended time when reading speed—not content knowledge—is the barrier
  • Audiobooks, text-to-speech, speech-to-text, and accessible digital materials
  • Alternatives for demonstrating knowledge, such as oral responses or supported writing tools
  • Strength-based feedback that protects confidence while building skills

In other words: provide ramps, not raised eyebrows.


How Families and Educators Can Respond


When a learner is struggling, curiosity is more useful than correction.  Try: “What part feels hard?” “What support would make this easier to start?” or “Would you like to read together, listen first, or use a tool?”


Families can document patterns, communicate with the school, and ask about screening, intervention data, and evaluation options.  Under the Individuals with Disabilities Education Act, eligible students may receive a free appropriate public education through special education, along with related protections and services.


Educators can make a difference by avoiding public reading pressure, previewing vocabulary, explicitly teaching reading skills, and recognizing that a student’s spoken language, creativity, reasoning, and knowledge may exceed what a timed reading task captures.


Trusted Resources



An October Challenge


This month, swap “Why can’t they just…?” for “What support will help them thrive?” Share reliable information, celebrate dyslexic voices, and remember that literacy is not a character test.


Every learner deserves instruction that makes reading more accessible—and a community that recognizes their brilliance long before a spelling test does.

By Rosalyn Pryor, M.S., CCC-SLP PLLC at No comments:
Topics , , , , , , , , , ,
Location: United States

Texas Seniors: Apply to College for Free This Week Through ApplyTexas


Texas high school seniors can apply to Texas public colleges and universities without paying application fees during Free College Application Week, October 12–18, 2026.  To qualify, students must submit—not merely start—their undergraduate applications through ApplyTexas by 11:59 p.m. CDT on Sunday, October 18.



Who Can Apply


The statewide fee waiver is available to Texas residents applying for undergraduate admission at Texas public institutions through ApplyTexas. That includes first-time college students, transfer students, returning students, and visiting students; for high school seniors, this is an especially helpful opportunity to apply to several schools without application costs adding up.


Texas public universities, community colleges, and state-funded technical colleges participate in the waiver requirement.  This statewide initiative generally does not cover private colleges, graduate programs, or professional-degree programs.


How to Apply


  1. Visit ApplyTexas and create or sign in to your account.
  2. Search for the Texas public colleges, universities, community colleges, or technical programs you want to consider.
  3. Complete each application carefully, including your personal information, academic history, intended major, and any school-specific questions.
  4. Review every section before submitting; saved or started applications do not receive the waiver.
  5. Submit each application through ApplyTexas no later than 11:59 p.m. CDT on October 18.

Before You Submit


Students should gather key details before logging in so they can use the week efficiently:


  • High school transcript information, class rank, GPA, and coursework
  • Test scores, if the college accepts or recommends them
  • Parent or guardian information, if requested
  • A list of activities, leadership roles, work experience, volunteer service, honors, and certifications
  • Draft responses for any required short-answer or essay questions
  • An email address checked regularly for college updates

Submitting during Free College Application Week waives the application fee, but it doesn't change a college’s admission, scholarship, housing, or document deadlines.  Seniors should check each institution’s admissions page and send requested transcripts or supporting materials as soon as possible.


Don’t Wait Until Sunday


College applications can take longer than expected, especially when students request transcripts, complete short responses, or troubleshoot account access.  Aim to submit applications a few days early, save confirmation emails or screenshots, and double-check that every application shows as submitted.


A student who applies to several public Texas colleges this week can explore more options while avoiding fees that may otherwise total hundreds of dollars.  The waiver is automatic for eligible Texas residents who submit qualifying undergraduate applications through ApplyTexas during the October 12–18 window.


Bottom Line


Don’t let “I’ll do it later” turn into “Why is there a fee?” Texas seniors can apply to eligible public colleges through ApplyTexas for $0 through October 18—so open the laptop, hit submit, and let your future self enjoy the savings.  Just remember: an application sitting in your drafts is like a cowboy with no horse—it is not going anywhere.

By Rosalyn Pryor, M.S., CCC-SLP PLLC at No comments:
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Location: Dallas, TX, USA

Co‑Teaching Models in Special/General Education Partnerships — Fidelity, Staffing, and Outcome Evidence

Co‑teaching is less a magic spell and more a duet: two professionals intentionally sharing the stage so every student gets the spotlight.  When done well, it increases access, raises expectations, and reduces dependence on pull-out.  Done poorly, it’s two adults in a room doing parallel solo acts.  Here’s a practical, evidence‑minded playbook for making co‑teaching sing — with clear fidelity markers, staffing options, and the outcome evidence you need to justify the rehearsal schedule.

“Co‑teaching: where collaboration meets curriculum — or just doubles the chairs.”

Quick Primer — The Common Models

  • One Teach / One Assist: The primary instructor leads while the partner circulates to check and provide support.  High efficiency; low parity if overused.
  • Station Teaching: Students rotate through teacher‑led stations.  Great for differentiation and small‑group intensity.
  • Parallel Teaching: The class splits, and both teachers deliver the same lesson to smaller groups. Best for increasing participation and reducing the student‑teacher ratio.
  • Alternate Teaching: One teacher handles the large-group lesson while the other pulls a small group for pre‑teach or remediation.  Use sparingly and purposefully.
  • Team Teaching: Both teachers share instruction equally in a seamless, back‑and‑forth delivery.  Highest demand for collaboration but rich in modeling inclusive practices.

Fidelity — How to Know It’s Authentic Co‑Teaching (Checklist)

  • Shared Planning Time: 30–60 minutes/week minimum built into the schedule for co‑planning.
  • Intentional Role Assignment: Each lesson has written roles and objectives for both teachers.
  • Use of Multiple Models: Classrooms shift models across the week based on goals (not one model by default).
  • Joint Assessment & Grading: Both educators contribute to formative checks, progress monitoring, and report card input.
  • Observed Collaboration Behaviors: Walkthrough rubric shows evidence of joint instruction, shared language, and coordinated routines.
  • Student Access Metrics: IEPs and participation logs show students with disabilities receive instruction in the general curriculum, not just proximity.
  • Professional Reflection Cycle: Regular co‑reflection and coaching cycles with artifacts (lesson plans, videos, student work).

Measure fidelity with a short rubric (examples of items): co‑planning present, dual instruction observed, shared assessment use, adaptive materials offered, roles documented.  Score weekly/biweekly and pair with coaching.

Staffing — Pragmatic Models and Tradeoffs

  • Fully Funded Co‑Teacher (one general + one special): Highest fidelity potential.  Pros: parity, continuity.  Cons: staffing cost.
  • Push‑In Specialist Rotation: One special educator supports several classrooms across the day.  Pros: broader coverage; Cons: weaker co‑planning and relationship depth.
  • Para‑Supported Co‑Teaching: Certified general teacher + highly trained paraeducator as instructional partner.  Pros: cost-effective; Cons: requires strong para training and clear role boundaries.
  • Itinerant Model with Cluster Grouping: Students with higher needs are clustered to a few classrooms where co‑teaching is prioritized.Pros: concentrates expertise.  Cons: may limit full schoolwide exposure.
  • Hybrid Schedules: Combine full co‑teaching for core instruction and specialist pull-out for intensive skill work.   Pros: balanced; Cons: requires disciplined scheduling to avoid over‑segregation.

Staffing decisions should align with student needs, available certifications, union agreements, and the budget. Whichever model is chosen, invest in role clarity and protected planning time.

Instructional Practices That Maximize Impact

  • Start with UDL (Universal Design for Learning) to reduce barriers for everyone.
  • Embed brief in‑class interventions (5–15 minute targeted groups) rather than default pull-out.
  • Use formative assessment every lesson; partition groups dynamically based on quick probes.
  • Train peers in peer‑mediated supports so social access is an instructional priority.
  • Adopt shared behavior systems with consistent reinforcement across staff.

Outcome Evidence — What The Research Shows 

  • Co‑teaching increases access to the general curriculum and opportunities for peer interaction when implemented with fidelity.
  • Students with disabilities in inclusive, co‑taught settings often show improved academic engagement and social outcomes compared with long‑term segregated placements.
  • Academic gains in the literature are mixed when co‑teaching is poorly implemented — the presence of two adults alone does not guarantee learning gains.
  • Key moderators of positive outcomes: high‑quality co‑planning, shared instructional responsibility, use of evidence‑based interventions, and progress monitoring.

In Short: co‑teaching is promising, but its effectiveness is tightly coupled to how faithfully and intelligently it is executed.

Costs, Sustainability, and Policy Levers

  • Budget for protected co‑planning time, coaching, and substitute coverage.
  • Build co‑teaching expectations into job descriptions and performance evaluations.
  • Use schedules and master‑planning to avoid last‑minute pull-outs that undermine inclusion.
  • Advocate for district policy that values and funds co‑teaching as a core instructional design, not an add‑on.

Quick Fidelity Rubric

Rate 1–4 on each:

  1. Protected co‑planning time scheduled and used.
  2. Lesson plans list explicit shared roles/objectives.
  3. Two or more co‑teaching models used weekly.
  4. Evidence of joint assessment and grading.
  5. Student access to general curriculum documented.

Target average: 3+ for strong fidelity.

Resources (Practical Starting Points)

  • Universal Design for Learning (CAST) — practical UDL guidelines and lesson templates.
  • Office of Special Education Programs (OSEP) guidance and briefs on inclusion and service delivery.
  • What Works Clearinghouse (WWC) — reviews of interventions and inclusive practice evidence.
  • Co‑teaching implementation guides and rubrics from state education departments and university centers (search for “co‑teaching rubric” + your state for ready tools).
  • Professional learning: coaching models that pair lesson study and video reflection for co‑teaching teams.

(These are well‑established starting points to locate rubrics, fidelity tools, and evidence summaries.)

Bottom Line — The Three Things That Matter

  1. Planning Time — without it, co‑teaching collapses into two adults doing different jobs.
  2. Role Parity and Shared Assessment — co‑teaching succeeds when both professionals share ownership of student outcomes.
  3. Data + Coaching — continuous monitoring and instructional coaching turn intent into improved student access.

Co‑teaching isn’t cheaper or easier than segregated models — it’s smarter.  When done with fidelity, backed by appropriate staffing, and anchored in evidence‑based practice, it delivers real inclusion: not just bodies in a room, but learning, belonging, and measurable outcomes for all students.



By Rosalyn Pryor, M.S., CCC-SLP PLLC at No comments:
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Location: Dallas, TX, USA
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