For a second-grade student with autism who has had unexcused absences over the past two weeks, what is the best initial action for teachers?

• A. Sending a truancy officer to the home
• B. Contacting the parents to gather information and discuss resolutions
• C. Scheduling an IEP meeting to reconsider placement
• D. Arranging for a peer to help catch up

Answer: (B)

When a student with autism has unexcused absences, the best first step is to contact the parents to gather information and discuss possible resolutions. This approach centers collaboration with the family, which is essential for understanding why attendance is dipping and what supports might help. By talking with caregivers, you can learn about factors such as health issues, transportation, sensory or anxiety-related challenges, or difficulties with routines that may be making mornings or school days hard. With that information, you can tailor supports—like establishing predictable routines, targeted check-ins, or coordinating with school staff (nurse, counselor, or behavior supports)—to remove barriers and re-engage the student. This initial, family-centered outreach is preferable to punitive actions and sets the stage for any later steps, such as adjusting accommodations or, if appropriate, scheduling further planning.