Autism Spectrum Disorder (ASD) can be characterized by deficits in social interaction and communication skills. Because deficits in language skills and understanding others may be present, individuals diagnosed with ASD may demonstrate deficits in comprehending oral and/or written communication, reasoning skills, problem solving, and organizational tasks, as well as being able to accurately read social cues and the perspective of others. Rather than adopting these skills naturally, individuals diagnosed with ASD may benefit from explicit 1:1 instruction and coaching to focus and strengthen skills such as self-awareness, self-advocacy, organization, help-seeking, self-care, and interpersonal skills. Rather than following a set curriculum to teach language and social communication skills, New Frontiers in Learning utilizes a cognitive modeling approach, supporting individuals diagnosed with ASD to identify areas of skill deficit unique to their experiences as a learner in order to develop skills and systems to succeed in areas where they are directly struggling.​

New Frontiers in Learning provides one-on-one Autism Spectrum Disorder coaching to address each individual’s specific academic and/or social needs. We support individuals when they are in middle, high school, college and beyond on the global skills that are necessary to problem solve and self-monitor one’s progress towards goals (i.e., teach them how to fish), including organization, time management, planning, task analysis and initiation, follow-through, etc. We promote positivity and motivation and help support individuals reach their full potential. The skills taught in the coaching model reflect a level of mastery that can be generalized regardless of whether the individual is struggling academically, socially, or professionally.

Our coaching program has shown to be very effective during transition periods in an individual’s life. We help ease our students through transitions between middle school and high school, high school and college, and transitioning to adulthood. Whether this means coaching the student on social engagement at school or the workplace, teaching self-advocacy, or navigating resources on a new campus, NFIL has the coaching skills and experience for each unique individual.

Coaching, as a model, is used to develop a solution-oriented mindset that confronts problems instead of avoiding them. Coaches work with individuals to identify problems, develop potential solutions, and then assess if these solutions worked. We develop self-advocacy skills as an essential skill for problem solving. Coaches assist individuals to follow through with new tactics and systems. The support is designed to find strategies that the individual will continue to use without the support, leading to self-sufficiency and independence.