Most attorneys request the diagnostic report and stop. The records that actually decide a time-sharing case involving a child with autism, and how to request them.

Part 2 of my conversation with attorney Stacy Beaulieu-Fawcett: documenting behavioral triggers, gathering meaningful records, and keeping consistency for a child with special needs through divorce. 21 minutes.

My first conversation with attorney Stacy Beaulieu-Fawcett on why standard time-sharing arrangements fall short for children with autism, and what attorneys and parents can do about it. 20 minutes.

On the Civility Wins podcast with attorney Kristen Goss: why a standard 50/50 time-sharing schedule often fails children with special needs, and what a better plan looks like. 22 minutes.

When a school refuses or botches a Functional Behavior Assessment, the student is harmed and the district is exposed. What IDEA requires, and what attorneys should look for.

An IEP is a working school document until it becomes evidence. When that happens, what it proves, and what a behavioral expert adds to IEP litigation.

A child’s behavioral needs change as they grow. How behavioral data supports a parenting plan modification, and the practical steps attorneys should take first.

The best-interest factors were built for neurotypical children. How the standard has to be applied when the child has autism, and the questions attorneys should be asking.

Whether a parent consents to, declines, or follows through on ABA therapy can surface as evidence in a time-sharing dispute. Why the answer is yes, and why it is more nuanced than it looks.

The 2-2-5 and week-on/week-off schedules are tidy and fair, but for a child with autism fair and workable are not the same thing. What a parenting plan actually needs to account for.

What a Functional Behavior Assessment is, what a defensible one contains, the red flags of a deficient one, and how it is used in family, education, injury, and criminal cases.

Four ways an autism diagnosis changes a time-sharing case: parental capacity to implement interventions, non-portable school placements, misread symptoms in testimony, and clinical realities the plan must reflect.