This module introduces the neurodiversity paradigm as the ethical and philosophical foundation of autism coaching. It contrasts medical and social models, emphasizing multidimensional frameworks like spiky profiles to understand client strengths and needs. Students learn to use affirming language, such as identity-first terms, and how to translate autism-related concepts across contexts (e.g., schools, families, workplaces). Ethical scope of practice is clearly defined, helping coaches recognize when to refer clients to other professionals. Techniques include creating spiky profile visuals, reframing deficit-based narratives, and developing language guidelines for neurodiversity-informed communication.

This module centers on the shift from deficit-based to strengths-based autism coaching by leveraging the neurodiversity paradigm. Coaches learn how to conduct strengths assessments using tools like the Strengths and Skills Snapshot Inventory (SASSI) and support unmasking and identity exploration for late-diagnosed clients. It introduces values-based goal setting, empowering clients to define success through their own priorities. Visual coaching tools such as mind maps, value sort cards, and personalized visual planners are emphasized for supporting executive function. The module equips coaches to guide identity development, validate masking fatigue, and co-create goals grounded in client autonomy.

This module explores the sensory processing differences common in autism, including hypersensitivity, hyposensitivity, and interoception challenges. Coaches learn to assess sensory profiles and design personalized environments using sensory audits across domains like lighting, sound, and tactile input. Somatic mapping tools and sensory language development help clients better understand and express internal states. Practical strategies include designing home modifications, classroom accommodations, and public-space sensory toolkits. The module teaches coaches how to empower clients with personalized sensory regulation strategies and create accessible environments that support wellbeing across all settings.

Module 4 examines the diversity of autistic communication, including verbal, non-verbal, and AAC methods, and emphasizes acceptance of all styles. It introduces monotropism as a strength and teaches coaches how to integrate focused interests into communication skill-building. Students learn to create scripts, use visual modeling, and teach boundary-setting and consent-based communication. Tools for managing social energy and decoding implicit social rules are emphasized through visual glossaries and structured observation. The module also teaches role-play and expressive confidence-building techniques to affirm the client’s authentic voice in social interactions.

This module focuses on emotional intensity, burnout, and alexithymia in autistic individuals, presenting coaching strategies for self-regulation. It introduces Polyvagal Theory to explain shutdown, hyperarousal, and nervous system states, guiding the use of co-regulation, grounding tools, and emotional tracking systems. Coaches learn to help clients build visual and tactile emotional toolkits, including emotion wheels and journaling strategies. The module emphasizes autonomy in emotional care, supporting clients to design their own regulation plans. It also presents burnout prevention systems and “tough day protocols” that prioritize safety and recovery.

Module 6 integrates sensory-informed health, daily living, and energy-based planning to support sustainable wellness for autistic individuals. It teaches coaches how to use visual routines, stimming-friendly movement practices, and energy-mapping tools to align tasks with natural focus patterns. The module includes strategies for sleep hygiene using sensory accommodations, and nutrition support that respects sensory-based food preferences. Clients are guided to explore adaptive routines for wellness and productivity that move beyond neurotypical expectations. Practical tools include visual sleep trackers, energy logs, and meal exploration plans based on texture and predictability.

This module addresses developmental and identity-based needs from childhood to older adulthood. Coaches learn age-adaptive tools for transitions, such as puberty supports, educational changes, and late diagnosis identity integration. It explores child-led and family-centered practices, timeline journaling for adults, and energy-based life design. Students design visual transition supports, family routines, and autonomy-building tools. Emphasis is placed on honoring neurodivergent identity, reframing success beyond normative milestones, and creating sustainable, interest-based routines at every life stage.

Executive function is reframed in this module as a neurodivergent cognitive rhythm rather than a deficit. Students explore strategies for working memory, task initiation, and cognitive flexibility using tools like decision trees, micro-step mapping, and values-based filtering. The module introduces sensory-based time aids, ethical hyperfocus structures, and flexible planning using time brackets. Practical applications include developing visual recipe guides, life skill checklists, and adaptive financial planning systems. Coaches are trained to co-create compassionate accountability systems that scaffold independence without reinforcing shame.

This module focuses on identifying and dismantling systemic and internalized ableism while supporting clients’ rights and access needs. Coaches learn to conduct environmental access audits, develop universal design plans, and create personalized access profiles. The module introduces scripting and expressive confidence tools for requesting accommodations in work, school, and healthcare contexts. Emphasis is placed on community engagement and the role of group coaching as an affirming, peer-led support strategy. Legal frameworks and disclosure planning are taught with cultural humility and client safety in mind.

The final module synthesizes all previous learning into the design of a sustainable, values-based coaching practice. Students clarify their coaching identity, define their niche, and develop action plans rooted in neurodiversity-affirming principles. Key areas include intersectionality, ethical boundary-setting, feedback systems, and strategic practice development. Students learn to create inclusive onboarding systems, map out SMART goals, and design flexible coaching packages that reflect their values and the needs of autistic clients. Emphasis is placed on lifelong growth, peer reflection, and the continuous evolution of the coach’s role.