Autism Classroom Resources Podcast: A Podcast for Special Educators

What can you do in the first few weeks of school to help create a more smoothly operating classroom for teaching special needs students? I often talk about the importance of implementing strategies and systems to ensure your classroom runs efficiently and implementing some very basic strategies in the first weeks of school can help set you, your staff, and your students up for success.The first few weeks of school are crucial for getting students used to your classroom and how things work. In this episode, I share why you should focus on building relationships with students and staff, the importance of using visuals, how to prioritize tasks for each day, and why you should reflect at the end of the school day.03:41 - How to build relationships with your students in the first few weeks of school08:50 - Ways you can build relationships with your staff even with limited time alone with them10:36 - Why you should be using more visuals than you actually need12:08 - The importance of making a prioritized list of tasks for each day16:12 - Why reflecting on what is working and what is not working is crucial in the first few weeksShow Notes: http://autismclassroomresources.com/episode175Resources:Paraprofessional Schedules and Team Building KitFree Classroom Reflection FormJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

Today, I’m focusing on setting up the classroom schedule for the IEP. To me, the schedule is the most important and pivotal element of classroom design. It drives the other pieces of the classroom, tells me what the physical space will look like, and is based on the teaching implementation plan. Once the TIP is completed, it’s easier to see what activities are going into the schedule, and once the schedule is complete, the other pieces start falling into place. So, in this episode, I talk about the characteristics of a strong schedule.02:49​ - High levels of engagement with instruction and interaction06:07 - Tying each activity to specific goals and objections for each student07:11 - Quickly moving daily pace and engaging students10:34 - Integrating each student’s goals and objections and your curriculumShow Notes: http://autismclassroomresources.com/episode81Resources:Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

July’s here! It’s an interesting month for us teachers. Everyone tends to slow down this time of year, go on vacation, and relax and chill. But those of us in the teaching world take some time out of our summer to gear up for the new school year. So, to move you forward in that direction, I want to give you some idea of materials I’d prioritize as you sit by the pool and think about how you want to set up your classroom.01:30​ - How I used to spend my summers prepping for the classroom05:12 - Ways to set up your visual schedules06:33 - Making the use of visual schedules much easier (attention, newer teachers!)08:43 - What kind of picture schedule should you use?12:29 - Ways to create materials for independent task work14:09 - Why work tasks are important and the kinds of tasks you want to includeShow Notes: http://autismclassroomresources.com/episode126Resources:Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

So far, I’ve spent the last few episodes talking about creating a collaborative IEP. So now that that’s done, you have to actually implement the IEP. Start thinking about how to organize your learning environment and incorporate the IEPs for all of your students to meet their individual needs. It takes a well-structured, well-organized classroom design. In this episode, I'm discussing your teaching implementation plan (TIP) for the IEP.04:10 - What the TIP is and its objective07:37 - How the TIP serves as a road map for your instruction09:14 - How using the TIP makes your life easierShow Notes: http://autismclassroomresources.com/episode80Resources:Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

In this episode, I'm talking about the basic principles of behavior. These principles may be a review for some, but I think even behavior pros will find at least a kernel that they can use to help their team understand how behavior works (and how it doesn't). Sometimes it's unfathomable to those of us who do this all the time why others in the classroom or school just don't seem to get these ideas.  To us, they may be basic principles that feel like water and air.  But to others, they are the opposite of what they learned about behavior from their parenting, previous classroom teams, previous administrators or just previous experience with students.  So I think they bear repeating a bit to make sure we are all on the same track.Show Notes: https://autismclassroomresources.com/episode6Resources:Free Addressing Challenging Behavior WebinarJoin the Autism Classroom Resources Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

For many of our students, high school graduation is not the end of their educational journey. We certainly have a lot more students who are recognized with autism now who are academically able to go on to secondary education. But how can we begin to help our students prepare for college, and what skills should we focus on? Today, our guest, Dr. Marc Ellison, shares some insight into this and more!Dr. Marc Ellison is the executive director of the West Virginia Autism Training Center, located at Marshall University in Huntington, West Virginia. Dr. Ellison has worked for almost 40 years to provide support to individuals diagnosed with autism, their families, educators, and caregivers. Dr. Ellison came to Marshall University full-time to lead the college support program, which was the first of its kind in the nation.In this episode, Dr. Marc Ellison shares when to start preparing for college, the challenges students with ASD face in the college setting, what helps students succeed in college, and the importance of community.04:41 - When to begin planning for the college transition07:50 - What challenges students with ASD face in the college setting15:00 - The skills and factors that have helped students with ASD succeed at Marshall University18:42 - How he has created a community for students with autism on campus and the benefits of creating this community23:59 - The importance of teachers anticipating student needs and having difficult conversations when neededShow Notes: http://autismclassroomresources.com/episode217Resources:Benchmarks of Successful College SupportsAcademic and Campus Accommodations That Foster Success Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

There are many unspoken rules and expectations that neurotypical individuals pick up on and learn in their everyday lives. But for some people, understanding these unspoken norms of behavior and social interactions can be difficult. That is why it is incredibly important, especially as special education teachers, that we understand what the hidden curriculum is and how we can help our students be more successful with it. Dr. Brenda Smith Myles, Ph.D., is joining us today to talk all about the hidden curriculum.Brenda Smith Myles, Ph.D., formerly a professor at the University of Kansas, is the recipient of the Autism Society of America’s Outstanding Professional Award, the Princeton Fellowship Award, The Global and Regional Asperger Syndrome (GRASP) Divine Neurotypical Award, and the American Academy of Pediatrics Autism Champion. Brenda has made over 3000 presentations all over the world and has written more than 300 articles and books on ASD. In addition, she collaborated with the three organization who identified evidenced-based practices in autism. Further, in a survey conducted by the University of Texas, she was acknowledged as the second most productive applied researcher in ASD in the world.Brenda is sharing some incredible insight on the hidden curriculum meaning, how we can teach it, why it’s beneficial for everyone to be taught it, and how not understanding it can negatively impact our students with autism.03:21 - The hidden curriculum meaning and what exactly it is07:56 - How we can teach the hidden curriculum and help our literal learners be successful with it11:00 - Examples of how not understanding the hidden curriculum can have a negative impact on autistic individuals when interacting with the community16:06 - How not understanding the environment they're in and how it differs from another environment can affect autistic individuals21:45 - The challenges experienced by individuals who are unable to observe the environment in a way that allows them to absorb informationShow Notes: http://autismclassroomresources.com/episode215Resources:The Hidden Curriculum 25th Anniversary Revised Edition: Understanding Unstated Rules in Social SituationsJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

Behavior is not a one-way street. There is an interconnectedness between student behavior and teacher behavior, which we can sometimes miss. It is so important that we recognize the impact special education teachers and special education paraprofessionals have on student behaviors to avoid any unintentional reinforcement of challenging behaviors.In this episode, I’m breaking down the research behind how children’s behavior drives the behavior of adults without the adults realizing it. I share why understanding that behavior has reciprocal impacts is so important, how to ensure we aren’t fading out the demands on a student based on their behavior, and the importance of observing other adults in the classroom.02:40 - The research behind how student behavior impacts teacher behavior in an educational setting05:52 - Why being aware that behavior has reciprocal impacts within the classroom helps prevent fading out demands without a plan in place07:15 - How being aware of the reciprocal behavior cycle can help us stop it08:04 - Why we must create a team culture where everyone can watch each other’s backs because everyone’s behavior impacts othersShow Notes: http://autismclassroomresources.com/episode213Resources:Follow me on TikTokJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

There are many myths about behavior that impact the way we talk about and approach challenging behaviors. Many people look to answer whether a student’s challenging behavior is sensory seeking behavior or intentional behavior but there are several issues with focusing solely on that question when it comes to challenging behavior. As special educators, we have to help our students learn to cope more successfully, regardless of whether the behavior is sensory or behavior-related. In this episode, I am diving into some common myths and misconceptions about the functions of challenging behavior and what we should actually be looking at when determining the function of a behavior.02:00 - Why asking if the challenging behavior is sensory or behavior is the wrong question to explore03:49 - How presuming that all challenging behavior that isn’t sensory seeking behavior is willful is incorrect08:01 - What question you should be asking to determine if the function of the behavior is sensory-related09:19 - How to assess whether something has an automatic function by looking at if it's happening when there's nothing else going on10:34 - Ways that escaping a sensory situation may be involved in challenging behaviors and their functionShow Notes: http://autismclassroomresources.com/episode211Resources:Watch the Preventing Challenging Behavior WebinarJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

All attention is not equal. We have likely all worked with students who engage in behavior just to get attention, whether it be positive or negative. Even when students are getting what we feel is a lot of attention, they may still engage in attention-seeking behavior because the attention they receive is on our terms, not theirs. Students often realize that our response to negative behavior is larger and more consistent than our response to positive behavior. This, in turn, reinforces to them that if they want attention, negative behaviors are the way to get it. In this episode, I am breaking down the three advantages negative attention has over positive behavior and ideas of ways you can try to encourage more positive attention-seeking behaviors.05:56 - How consistency gives negative behavior an advantage over positive behavior06:51 - Why the magnitude of our response to behaviors matters07:29 - The impact of learning history on behaviors09:10 - How increasing the magnitude of our response to positive behaviors can help encourage more positive behavior13:26 - The importance of consistency in boosting replacement behaviors Show Notes: http://autismclassroomresources.com/episode209Resources:Watch the Preventing Challenging Behavior WebinarGet the Social Stories - Waiting for Attention & Getting a Teacher’s AttentionJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

Asking for a break is a great replacement behavior for students trying to escape a certain situation. However, not all breaks are going to be effective for every student. Truly understanding the function of a student's behavior and what they are trying to escape from is key to understanding what an effective break would be for that student.When looking at replacement behavior strategies and determining what your student would benefit from in terms of a break, it is important to remember that a break is not a timeout. There are several factors that go into an effective break for your students and each student is going to have different preferences. In this episode, I am breaking down what to consider when determining break options for your students.06:12 - The importance of recognizing that a break is not a timeout 10:00 - Why it is not necessary to have a specific area for breaks11:27 - Examples of how a break may look with or without other people with the student12:50 - How offering choices can work when students ask for a break13:54 - Ways that breaks can offer an opportunity for emotional regulation Show Notes: http://autismclassroomresources.com/episode207Resources:Calm Down Tools: Social Stories & Visual Supports for Self-Regulation & BehaviorBehavior Data Sheets - Editable Behavior Tracker MegaPack for Special Ed & RTIJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

What happens when we have independent work systems set up for our students, but they aren’t completing them in the allotted independent work time? The whole point of independent work systems is for students to get their work done independently and in a certain amount of time so they can do the thing they want to do. But we all know that that is not always the case.If your students aren’t completing their work during independent work time, there are some ways you can problem-solve to help them be successful in completing their work system. When I see situations where students are not completing their independent work, I generally ask certain questions to try to figure out what is going on. In this episode, I am sharing 3 questions to ask if a student isn’t completing their work during independent work time and what to try next.04:54 - How to determine if the student has the right task for independent work time07:35 - Why having a finished basket is key for many students to finish their work10:06 - How students must know what to do when they finish their tasks14:43 - Tips for what to do next if your student is still not finishing their workShow Notes: http://autismclassroomresources.com/episode205Resources:Check out my TpT store for Independent Work ResourcesWatch the Independent Work Systems WebinarGet My Book: Building Independence: How to Create and Use Structured Work Systems - Future Horizons PublishersShop my Book: Building Independence: How to Create and Use Structured Work Systems on Amazon (Affiliate Link)Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️

We know the goal of independent work systems is to help students build independence. Both the way these work systems are set up and the strategies we use within them are key to helping our students build independence. It is important that we use effective, evidence-based practices within these independent work systems.When teaching students how to work independently, we must provide the appropriate amount of support to help guide the student toward independence. In this episode, I walk you through 5 strategies for teaching and supporting the systems in your classroom. We’ll discuss the importance of nonverbal prompting, waiting students out, how to get students back on track, why you should fade out your presence, and when to provide reinforcement.04:49 - Why you should only use nonverbal prompts during independent work08:20 - Tips to help wait the student out to build independence and initiation11:23 - An effective way to use a nonverbal prompt to get students back on track12:17 - The importance of fading out your presence 13:14 - Why you should only be providing reinforcement once all their work is completedShow Notes: http://autismclassroomresources.com/episode203Resources:Check out my TpT store for Independent Work ResourcesWatch the Independent Work Systems WebinarWhat are Prompts? 5 Main Types of Prompts in a Free InfographicGet My Book: Building Independence: How to Create and Use Structured Work Systems - Future Horizons Publishers Shop my Book: Building Independence: How to Create and Use Structured Work Systems on Amazon (Affiliate Link)Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook Group If you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️