There isn't enough information from OP. But the SPED teacher (if IEP) counselor (504) and the parent should be going through this with her. Not the aide, if that is what you are saying. Going through the IEP with the student is not the aide's job. In fact, most aides don't see the entire IEP, they only see the couple of goals the student is working on which the aide needs to take data on/assist with.
Honestly, the next step the school will most likely make, besides substituting a different aide, is decreasing the time which the student is in the reg ed classroom - especially with being physical with aide and not doing her work. The less the student is successful, the more support is given. That's the point of LRE - least restrictive environment.
(If there is an aide assigned - it is a year or two after the student needs one, after the reg ed teachers have made many different unsuccessful accommodations . It costs money from a thin budget them to be there.)
Just so you know what an aide might do - If i was the aide - At the beginning of the year, i would be at the back of the classroom working with ALL students. If a stranger looked into the room, they shouldn't automatically know which student i am assigned to. If the social goal is to have x% of positive social interactions, I'd take data on their current %, which may be better or may be worse than last year. (different environment, bully is gone, start of year - still finding out what they can can't get away with...) Then find out why they are not having successful interactions. Look for different times. If happy in morning and have issues right before they go home - might be a home issue. Or unsuccessful with different teachers. Or unstructured time (prevalent in primary school). If on meds look for certain times - especially adhd students who have time released meds, can get grumpy when time released kicks in. I could go on for a long time. Point being, find the trouble issues and work around them. You might sit them next to students they do have positive interactions with; build a peer support system; role play positive interactions and what to do during negative interactions (this is usually done in acccordance with sped teacher or speech pathologist or counselor but an aide can do it while it is actually happening in the reg ed classroom). As an aside I'd ask the teacher to suggest an after school club to the parent, but even this is out of the scope of what the aide does.
From there, I'd give less and less support - work with other students more, later ask to do chores out of the classroom for the reg ed teacher and see if student is successful without the presence of the aide. The problem is that with some students, you don't really feel like you need to be there until a major incident happens and you end up getting injured by the student after you put yourself inbetween your student and another student