Being the Solid Object
A Support Guide for Working With Students With Autism
This guide was created by Aaron Wallace of Dynamic Minds Academy, who introduced the idea of being the solid object in his episode of the CheckBox Pro Series. Aaron’s work focuses on helping adults stay steady, calm, and predictable so students can regulate and feel safe, especially during moments of stress.
The resource highlights the key practices Aaron uses with his team, including simple language, consistent routines, and strategies that reduce pressure instead of adding it. These tools are straightforward, easy to model, and useful for anyone who works with students. We hope this resource helps you and your team!
What Is a Solid Object
According to the guide, a solid object is a calm and predictable adult who becomes a grounding presence when a student is overwhelmed. Instead of reacting, arguing, or escalating, the adult regulates first and models steadiness.
This approach mirrors what Aaron Wallace described in the CheckBox Pro Series conversation. When students are struggling, the best support often comes from the adults who speak slowly, breathe low, and stay neutral. Students often borrow the nervous system of the person in front of them.
A solid object helps a student regulate by modeling the state the student cannot reach yet.
Core Traits of a Solid Object
The PDF outlines five traits that define this role clearly and consistently:
Calm
Controlled breathing, a neutral tone, and slow, steady movements.
Predictable
Consistent cues, routines, and responses, even when behavior is challenging.
Ground
Deliberate pacing, stillness, and physical presence that feels steady rather than reactive.
Non Reactive
Avoid power struggles. Use fewer words. Allow time instead of pressure.
Present
Be emotionally available and supportive without overwhelming the student.
These traits set the foundation for every adult interaction, from arrival to dismissal and during moments of stress.
What to Say: Sample Phrases That Support Regulation
The PDF offers literal, simple language that helps students feel safe and supported. These phrases reduce cognitive load for students who may struggle with figurative language or rapid speech.
You are safe. I am right here.
Let’s take a break. I will wait with you.
First [preferred task], then [non-preferred task].
I can help when you are ready.
Hold up the visual instead of speaking.
Each phrase is short, concrete, and easy to process. They reassure without adding pressure.
Solid Object Do’s and Don’ts
The PDF provides a practical list of effective behaviors and ones to avoid.
Do
Speak slowly and softly
Use brief and literal phrases
Stay physically still and grounded
Offer visuals instead of talking
Give space and time
Do Not
Match the student’s energy
Over-explain or lecture
Pace, fidget, or flinch
Repeat verbal prompts over and over
Crowd or pressure the student
These guidelines align with the principles Aaron Wallace shared. When a student is overwhelmed, your calm is more useful than your words.
Pro Tips for Every Adult on Campus
Four practical reminders from the PDF apply to teachers, paraprofessionals, front office staff, and anyone interacting with students.
Regulate Yourself First
You cannot support a student if your own nervous system is elevated. Slow your breathing. Plant your feet. Lower your voice.Practice Pause Power
Silence is a tool. Give the student time to process and settle.Breathe Low and Slow
Students often mirror the breathing rate of the adults nearby.Have a Calm Routine Ready
Use visuals, sensory tools, or a quiet space. Predictability lowers anxiety.
Our goal is to give your staff a clear, practical framework they can use right away. If you want to hear Aaron explain these practices in his own words, you can listen to his CheckBox Pro Series episode here.
