IEP goal foci:
I think pretty clearly the results of the eval emphasize social communication. Recs should be typical ASD-type social goals, such as working on identifying & labeling emotions in self and others, stress/anxiety-management, reciprocal communication (including turn-taking, perspective-taking, "throwing the ball"), preferably in facilitated social skills groups or dyads with disabled and non-disabled peers. Transfer and generalization are usually big problems for ASD kids, so social skills training (through a speech path, psych, school soc. worker, or guidance/adjustment counselor, etc.) needs to involve coaching through live situations somewhere in the plan. (Although dry run groups can be helpful as a preparatory phase.)
Some children do well with video self-modeling as a technique (Take and edit video of the child appropriately demonstrating the skill, with a positive outcome--edit the video(s) to insure that it portrays the desired skill and outcome, even if it didn't exactly happen that way in real life. Have child view edited self-video and practice.)
She should have access to a predictable short-list of safe people in the building, in the event of spiraling anxiety or interpersonal conflict with peers or adults, so that consistent strategies can be reviewed, cued, and coached in vivo. Disciplinary measures (should they be necessary) should always have her safe person present to de-escalate her and act as her advocate.
Environmental accommodations also ought to include clear, concrete, predictable expectations, consequences, and routines. Previews of changes in routines. Careful (or non-) use of vague, figurative, ironic, or metaphorical language by adults.
Any sensory recommendations, based on OT results. But usually, avoid overstimulating sensory environments, especially crowded areas with many people, loud or persistent noises, or visually cluttered scenes/spaces.
