Teen Autism Treatment: Expert Insights and Hope for Families.
Parenting an autistic teen is rewarding but challenging. Host Nate Marble and Jennifer Hedrick discuss therapy options, sensory regulation, medication, school support, and when residential care may be needed, offering guidance to help families find the right path.
Whether you're wondering what treatment options are available or trying to determine if residential care is the right next step, this episode offers valuable insights and guidance to help you make informed decisions for your teen. Call our compassionate admissions team at 855-667-9388
Introduction to Therapeutic Options for Teens
Nate Marble: Hello and welcome back! I’m Nate Marble, your host for today’s podcast. I’m here with Jen Hedrick, our Clinical Director and Associate Executive Director at Discovery Ranch South.
In this episode, we’ll be exploring different therapeutic options for teenage girls with Autism Spectrum Disorder (ASD) and other neurodivergent (ND) conditions. We’ll also discuss when residential treatment might be a good fit.
Before we dive in, I want to remind everyone that this podcast is not a substitute for therapy. If you or someone you know needs help, please seek support from a qualified mental health professional.
Jen, we’ve covered a lot in previous episodes, but today, we want to focus on what parents can do. What types of therapeutic support are available for their teen? We touched on wilderness therapy and residential treatment in our first episode, but what other options should parents consider?
Jennifer Hedrick: That’s a great question. There are so many resources out there, which can be overwhelming for parents trying to make the best choice. But the key is to start somewhere.
Therapy, in general, is a great first step. However, when working with neurodivergent kids—especially those on the autism spectrum—it’s important to find a therapist who meets them where they are.
Traditional talk therapy is the most common outpatient approach, and while it has its place, it doesn’t always align with the needs of neurodivergent kids. Instead, it’s important to start with the sensory piece. Parents should look for a therapist with experience in modalities like somatic experiencing, which helps kids understand and regulate what’s happening in their bodies. That’s step one.
From there, we build. It’s crucial to find a well-rounded therapist who not only has experience but also affirms a child’s neurodivergent identity rather than trying to change them to fit neurotypical expectations. The goal isn’t to "fix" them—it’s to help them manage their lives in a way that feels good and works for them.
Nate Marble: That makes a lot of sense. In addition to individual therapy, what about other forms of support, like social skills groups or occupational therapy?
Jennifer Hedrick: Absolutely! Occupational therapy can be incredibly helpful, especially for addressing sensory processing challenges. As we discussed in a previous episode, kids experience both overstimulation and understimulation. We tend to focus on overstimulation, but under-stimulation can be just as problematic.
When kids are bored, they may make impulsive choices just to create stimulation. Occupational therapy helps them recognize when they’re under or overstimulated and find ways to regulate their sensory input in a way that keeps them engaged and functioning at their best.
Speech therapy is another great option. Speech therapists help with social thinking—understanding language, facial expressions, gestures, and body language. These skills are essential for communication and social interactions.
As for social skills groups, they can be beneficial, but only if the foundational needs have been addressed first. I smile when I say this because too often, we jump straight into social skills training without addressing the underlying sensory and emotional regulation challenges. When that happens, we don’t see real progress.
It’s all about taking a step-by-step approach—first stabilizing sensory needs, then building emotional and self-regulation skills, and finally working on social skills when the child is truly ready.
Understanding Medication in Treatment
Jennifer Hedrick: We don’t see long-lasting improvements unless we address those foundational needs first.
Nate Marble: That makes sense. Alongside therapy and other interventions, what about medication? Can medication be an effective way to treat ASD and neurodivergence? What are the potential benefits and risks?
Jennifer Hedrick: That’s a great question. First, I want to clarify that I’m not a prescriber, but I have worked closely with medication management teams. The role of medication in this context isn’t to "treat" ASD or neurodivergence itself. Instead, medication is often used to manage symptoms that arise from the challenges of navigating a neurotypical world—things like anxiety or depression, which we discussed in a previous episode.
A good prescriber will see medication as a short-term tool, something that can take the edge off just enough to help a person engage in the necessary therapeutic work. It’s not meant to be a standalone solution or a "fix." Instead, it should be used alongside other treatment modalities to support overall well-being.
Nate Marble: That’s a really helpful distinction. Shifting gears a little—are there other professionals, beyond therapists, who can help parents navigate these challenges? We’ve mentioned educational consultants at the Ranch before, but what exactly do they do?
Jennifer Hedrick: Great question. Educational consultants, or "ed consultants," specialize in helping families find the right resources for their child’s needs. Parents often enter this process feeling lost—they know their child needs help but may not know exactly what to look for or where to start.
An educational consultant takes the time to gather a full history, speak with the family (and sometimes the child), and assess the situation. Based on that information, they provide recommendations tailored to the child’s specific needs. This might include therapeutic programs, schools, or other support services that parents may not have even been aware of.
Nate Marble: That’s valuable. Are there specific signs parents should look for that indicate it’s time to consider working with an education consultant or even looking into residential treatment?
Identifying Signs for Residential Treatment
Jennifer Hedrick: Yeah, I think one major red flag is when a teenager stops engaging in life in a way that’s appropriate for their developmental stage. It’s normal for teens to go through challenges, but when they start relying on maladaptive coping mechanisms that pull them away from typical activities, that’s a sign of deeper concern.
For example, if their behaviors become increasingly risky—things like extreme isolation, chronic school refusal, substance use, or unsafe online behavior—these can indicate that they’re struggling to find a connection or regulate their emotions. Suicidal thoughts and self-injury are also serious warning signs.
Some of these behaviors might seem like typical teenage struggles in small doses. But when they become the primary way a teen copes with stress or emotions, it’s time for parents to seek additional support.
Nate Marble: That makes sense. So once a parent recognizes these signs, how do they figure out what kind of support their child needs? How do they evaluate whether residential treatment, wilderness therapy, or another intervention is the right step?
Jennifer Hedrick: In my experience, by the time families reach us, they’ve already tried multiple interventions—outpatient therapy, maybe hospitalization, or a partial hospitalization program. When those approaches don’t create lasting change, it’s usually a sign that more intensive support is needed.
Often, we receive referrals from outpatient therapists who recognize that once-a-week therapy sessions just aren’t enough. This is especially true for ASD and neurodivergent teens. Many times, it’s not just about their behavior—it’s about the environment they’re in. If their surroundings continue to trigger distress and reinforce maladaptive coping, more structured treatment may be necessary to help them reset and develop healthier ways of functioning.
Benefits of Long-Term Residential Treatment
Jennifer Hedrick: When you look at it that way, we’re not seeing any sustainable or long-term change happening.
Nate Marble: So what I’m hearing is that residential treatment fits into a larger process. Once a teen gets here, what are the benefits of longer-term treatment? How does that help keep them engaged and working through their challenges?
Jennifer Hedrick: Well, I think you already touched on one of the biggest benefits—time.
Nate Marble: Yeah.
Jennifer Hedrick: We have the time to move at the pace that’s necessary for real change. But that also means parents need to understand and engage in that process. From the start, I focus on getting buy-in from both the teen and their parents because this isn’t a quick fix—nor do we want it to be.
Real change takes time, and we also want to allow challenges to surface. In a structured, safe environment like this, we can observe and manage the same struggles that were happening at home, but in a more effective way.
Nate Marble: Right. In a shorter-term program, you might not even see some of those deeper issues emerge, right?
Jennifer Hedrick: Exactly. In shorter programs, you often see a lot of symptom management—just enough to get by and maintain stability for a limited time. However, once that structure is removed, the same maladaptive behaviors tend to return. We want enough time to see those patterns play out and address them in a meaningful way.
Nate Marble: And I assume parents rely on professionals—like educational consultants—to help determine if residential treatment is the right step for their child? The typical stay is around 8 to 12 months, right?
Jennifer Hedrick: Yeah, that’s about right.
Nate Marble: That’s a big commitment for parents. How do they know when it’s the right decision, and who helps them through that process?
Jennifer Hedrick: It’s never an easy decision. Most parents we work with describe a complex mix of emotions—guilt, anxiety, and relief. And then, they feel guilty for feeling relieved. It’s a cycle.
Ultimately, the decision comes down to realizing, I’ve tried everything, and I can’t help my child on my own anymore.
Nate Marble: And that’s not an easy realization.
Jennifer Hedrick: Not at all, and we don’t pretend it is. That’s why we offer a lot of support for parents throughout their child’s stay. One way we do this is through a parent support group every other week.
Newer parents often join and immediately feel a sense of relief knowing they’re not alone—that others share their same struggles and emotions. We spend a lot of time normalizing those feelings because, at the end of the day, the question shouldn’t be, What do I need as a parent? But rather, What does my child need? Making the best decision for them requires stepping outside of our fears and emotions.
Questions Parents Should Ask
Nate Marble: So once a parent has decided their child needs residential treatment, what questions should they ask to make sure they’re choosing the right program? How do they determine that this is the place that will help my child the most?
Jennifer Hedrick: Parents ask a lot of questions—every question you can imagine. And that’s a good thing. Our admissions team spends countless hours with families, walking them through the process and helping them understand exactly what we do.
We won’t admit a student unless their parents have toured the program. They need to see the environment firsthand—to walk through it, to experience it—so they can feel confident in where their child will be for the next eight to twelve months.
And even after admission, parents remain closely connected. They have weekly check-ins, therapy sessions over video, and phone calls.
Nate Marble: That makes sense. I’m sure you’ve had some unexpected or unique questions over the years.
Jennifer Hedrick: Oh. I can’t think of a specific one right now, but I’ve had moments where I thought, Wow, no one’s ever asked that before! And I completely understand why.
For parents, this is likely the hardest decision they’ve ever had to make—entrusting their child to people they don’t personally know. We never take that lightly. Every day, I remind myself that these families are placing their trust in me, in our team, to take care of their children and help them heal.
Nate Marble: Absolutely. Let’s talk specifically about Discovery Ranch for Girls (DRS). What sets DRS apart? Why would a parent choose your program over another?
What Sets Discovery Ranch South Apart
Nate Marble: What sets Discovery Ranch for Girls (DRS) apart from other programs?
Jennifer Hedrick: The first thing that comes to mind—and maybe it’s because I’m looking at a picture of a calf on the wall—is our experiential therapy. It’s what we’re known for.
We use multiple experiential approaches to help students access what they need: performing arts, our outdoor adventure and recreation program, and our equine and calf program. A lot of programs say they offer these types of experiences, and they probably do, but I believe we take it to a deeper level—especially when working with neurodivergent students and those with ASD.
We focus on managing and supporting sensory needs through action-based experiences. Talking about emotions and challenges is valuable, but real growth happens at the moment—when a student is actively engaged in something and their struggles naturally surface. That’s when they develop real-world awareness and the ability to make meaningful changes.
Our experiential model moves beyond traditional talk therapy. Instead of just discussing emotions, we help students experience them in real-time, which leads to deeper understanding and lasting change.
Another key aspect that sets us apart is our team. We have staff at every level—administration, clinical, and residential—who have been here for a long time. Some of our residential staff have been with us since the day our doors opened, growing into different roles within the program because they truly believe in what we do.
That longevity speaks volumes. It means we have a dedicated team that’s fully committed to our mission: helping students re-engage in their lives, restoring families, and ultimately, guiding them toward their best possible future. If I were a parent, that would mean a lot to me.
Comprehensive Treatment Approaches
Jennifer Hedrick: If I were a parent searching for a residential treatment program for my child, having a team with deep experience and long-term commitment would be a huge factor in my decision. It means there are people who not only understand the program but have seen its evolution and growth over time.
Clinically, I believe we are very sophisticated. One of the things we do exceptionally well is truly embracing a treatment team approach. Many residential treatment centers claim to use this model, but we fully integrate it into our work. We have professionals from multiple disciplines—five different departments—engaging with each student. This means we’re constantly gathering insights from different perspectives:
- Therapists
- Residential staff
- Academic instructors
- Experiential therapy teams
- Medical professionals
Instead of just one therapist meeting with a student once or twice a week, we have an entire team actively involved in their progress. This allows us to treat the whole child, not just individual symptoms. Each professional brings a different lens, sharing observations like, “This is what I’m noticing in therapy,” or “This is what I’ve seen in the classroom,” or “Here’s what’s happening in equine therapy.” That level of collaboration leads to a deeper, more comprehensive understanding of the students and how to best support them.
Nate Marble: How does that specifically benefit students who are neurodiverse or on the autism spectrum? What else does DRS offer in that area?
Jennifer Hedrick: One key benefit is the variety of relationships these students form during their time here. Learning to interact with different types of people in different settings helps them expand their social and emotional repertoire.
We’ve talked about this in a previous podcast—helping students develop flexibility in their social skills. We want them to experience different ways of being with different kinds of people. So when they leave here, they have a broader frame of reference. They might meet someone and think, “Oh, this person reminds me of my therapist,” or “This teacher’s style is similar to what I experienced in the classroom at DRS.”
That diversity in relationships and interactions is crucial for ASD and neurodiverse students because it gives them more tools and strategies for navigating the world beyond treatment.
Real-Life Application of Skills
Jennifer Hedrick: Therapy is great, but the real challenge is applying what’s learned in therapy to real-life situations. That’s where our approach makes a difference. Our students have opportunities all day long—from the moment they wake up to the time they go to bed—to practice these skills in different settings.
Because they engage in so many activities—recreational activities, performing arts, the calf program, and equine therapy—they’re constantly interacting with different people and environments. This allows them to apply what they’re learning and receive real-time feedback from staff and peers. It’s not just a once-a-week therapy session; it’s daily, hands-on learning in real-world scenarios.
Nate Marble: In our first episode, we talked about the common co-occurring challenges for students with ASD and neurodiversity—like anxiety, depression, and ADHD.
Addressing Comorbidities in Treatment
Nate Marble: How do co-occurring challenges like anxiety, depression, and ADHD affect treatment options? What does that look like in a residential treatment setting?
Jennifer Hedrick: In many cases, we start by addressing the symptomology—figuring out what each student needs to reduce their anxiety, depression, or other challenges. This process takes time because every student responds differently.
For some, simply re-engaging in daily activities helps alleviate symptoms. Others may benefit from specific therapeutic approaches, spending more time outdoors, or engaging in experiential activities. Our first goal is always to reduce the intensity of these symptoms so they become more manageable.
Once that foundation is in place, we can begin the deeper therapeutic work. It follows the same framework we’ve talked about before:
- Start with sensory regulation—helping students manage overstimulation or understimulation.
- Address emotional well-being—once anxiety and depression are more stable, students can engage in deeper self-reflection and growth.
Because our entire program is built around this approach, we can integrate it into everything we do—from therapy sessions to daily activities.
Nate Marble: A lot is happening at the ranch, all designed to support these kids. What are some of the other programs that tie into their therapy and treatment?
Unique Academic Structure
Jennifer Hedrick: One thing that often surprises people but ultimately makes sense when they understand our approach is our academic structure. We schedule academics in the afternoon, starting at 3 p.m. This timing allows students to engage in all the other components of their day, including experiential therapy, regular therapy, and sometimes family therapy. After all that, they go to school.
Interestingly, that’s about when the teenage brain starts to kick into gear, which is why we find that students often thrive in the afternoon. While it might take some time for kids to adjust to this routine, once they do, they function well during school hours.
Our school program is a hybrid, combining traditional learning with personalized attention. We have teachers in the classroom, and we focus heavily on individualized learning. When a student first arrives, if they have a history of school refusal, our priority is just to get them into the classroom. Many of these kids have had negative experiences with school, so we work hard to create a fresh, positive association with learning.
As they settle in, students work at their own pace, regardless of whether they’re at grade level or not. We keep classroom sizes small, which allows for more one-on-one attention. This structure helps our academic staff and residential team work together to meet each student where they are academically.
Often, kids discover their learning style, and many realize that their past struggles in school weren’t because they didn’t have the cognitive ability, but because the school environment or teaching methods didn’t work for them.
Role of Mentors in Residential Treatment
Nate Marble: Let's talk about the mentors, the people who are with the kids 24/7, building relationships, and acting as mentors. How does the residential side function, and what does employment look like on that side?
Jennifer Hedrick: Sure. I want to speak specifically about the neurodivergent population first, and then we can talk more generally. About a year ago, we started a new initiative where I meet with the staff every week for mandatory training. This is an opportunity to dive deep into the needs of the kids, and we focus on a variety of topics. Sometimes I’ll do a training specifically related to neurodivergence, including things we've discussed in previous podcasts.
It’s really important to us that our staff is educated about this population. These kids have lived in a world designed for neurotypical people, and they've often been forced to fit into that mold. We don’t want to continue that pattern here. As neurotypical adults, it can be easy to fall into the mindset of, “Why don’t you just do it this way?” But that approach doesn’t serve these kids. So, we make it a priority to educate our mentors and staff.
The results have been amazing. For example, in one of our recent sessions, we discussed the nervous system and how it relates to dysregulation. We explored how each child presents in terms of hyperarousal or hyperarousal. Our mentors were able to reflect on how these behaviors show up in the kids they work with, and many of them walked away thinking, “Wow, I understand this better now.”
This training doesn’t just benefit the kids—it also empowers our staff. When they understand the population they’re working with, it helps them co-regulate with the kids better. They become more effective mentors and, in turn, it enriches their own lives too.
Creating a Supportive Environment
Jennifer Hedrick: In terms of the environment, we worked with a consultant for a while to evaluate the actual setup of our ASD and neurodivergent cabin. We wanted to understand how the physical space was impacting the kids' lived experience. The consultant spoke with the kids, we spoke with the kids, and we discussed ways to adjust the environment to make their daily experience more supportive.
Nate Marble: This has been incredibly informative for me. I haven't lived in this world for 13, or 14 years, so I appreciate your time. We've covered a lot of ground in the past few episodes. Is there anything else you'd like to share with our listeners, especially those who are working with a neurodiverse child or someone on the spectrum?
Jennifer Hedrick: Yes, I’d love to share something that has helped me as a parent, a therapist, and as a human being. About 12 or 13 years ago, someone shared this with me, and it stuck. It's something I often say, though it wasn't originally my words, but they’ve become central to my approach.
A lot of the time, we want to take away struggles, make things easier, and help kids be happy. But what we're trying to do is help kids and families struggle better. We’re not aiming to remove struggles completely because, let's face it, struggles are part of life. What we're doing is helping them manage those struggles in a way that allows them to recover more quickly when they happen.
As a parent or therapist, when you see a family or child struggle and then bounce back faster, you know that the real work is happening. Ultimately, my number one goal is always to get to a point where, when we face struggles, we recover faster. Struggling better is the key—and that's what I hope for everyone we work with.
Finding Resources and Community Support
Nate Marble: Right, exactly. And I think, especially, I’ve learned that there are so many resources and tools out there. If you don’t know what they are right away, search them out—they’re there to help you. There are resources in every community to support you with this.
Jennifer Hedrick: And you don’t have to be alone, right? I think that's the big thing parents and kids find when they come here. They realize, "Oh wow, there are all these people out there, and they’re having the same or similar struggles." It’s validating to know you’re not alone in what you’ve been going through.
Nate Marble: And being able to say, "Yes, I can lean on that too. I can lean on that."
Jennifer Hedrick: Exactly.
Nate Marble: Great. Well, thank you again. My name is Nate Marble, and I’ve been here with Jen Hedrick, the Clinical Director and Associate Executive Director of Discovery Ranch South in Cedar City. It’s been a pleasure.
Jennifer Hedrick: Yes, thank you!
Nate Marble: It’s been a real pleasure talking with you today.
Jennifer Hedrick: Thank you.
Nate Marble: If you have any questions, feel free to reach out to us. Our website is www.discoveryranchsouth.com. Thanks for listening.