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It is 'best practice' for home and school to be on the same page. This would include an AAC device. IMO, the home & school AAC should be identical except for the login. Forcing a student to switch between different vocabulary layouts is creating problems for the student. If he were to say something nonsensical, is it because his muscle memory was using his other device or does he need instruction to correct a mistake? (I've seen where another student damaged an AAC device. What happens when this is something the family owns? Who pays to fix this?) Let's for a minute imagine that your child didn't need AAC and was scripting in the classroom. What would the school do as an intervention so he wasn't disrupting instruction? This is what your child should get too. (I think the answer is that the school would do an FBA to see if there was an antecedent to when he scripted. They would also be providing Specially Designed Instruction in proper classroom behavior. They can't tape a child's mouth shut at school & removing his access to his device has this same effect.) I could see a teacher asking him to place the device face down if he was disrupting class - much the same as telling another student to be quiet until the teacher finished instructing the class. If face down isn't helping, he doesn't have the capacity at that moment to take in information because he's focused on scripting. The lack of focus needs to be addressed. Does he need a sensory break? Is he hungry? Again, what's the antecedent? Make sure the school/IEP is looking at the root cause and not just a symptom. Address the root - not the symptom.

It sounds like he has a good team, so I would suggest asking for an IEP meeting. Regardless of issues, it's always a good idea to have a meeting during "transition" times, such as transitioning to middle school. All the things you suggest are very good, but I would ask the team to put them in writing under accommodations on the IEP document. Afterwards, touch base with ALL of his teachers (or at least the ones that did not attend the meeting) and make sure they have seen and understand all the accommodations, ask if they have any questions, etc. Be nice, but get it on their radar that he struggles and needs these accommodations. As for accommodations, go to Lisa's website and look at her recommended accommodations for both ADHD and ASD. Specifically, I would ask for the following: 1) Student will spend no more than 1 and 1/2 times on homework than his peers. 2) Shorten assignments once mastery is shown. (For instance, if he understand the math concept being taught, only have him do the even problems for his homework.) 3) Extra time for assignments - 2-3 days in a common accommodation. (I would also ask for this on tests/assessments - both classroom and standardized.) 4) Chunking of assignments and instructions. 5) Frequent check-in's for understanding and being on task. 6) Device for typing for written assignments and assessments. 7) Speech-to-text for written assignments and assessment. 8)Oral assessments in place of written assessments. I happen to be in KCMO and give one free hour of consultation, if you're interested.