- Episode 380: The Way You are Giving Verbal Directions May be Causing Problem Behaviors
Sometimes the off-task behavior, the wandering, the "he just won't listen" moment isn't defiance at all - it's confusion. When a direction is unclear, students don't know what we expect, so they fill the gap with something else, and we read that as a behavior problem. Before long, we're in a power struggle over a direction the student never understood. The fix usually isn't a bigger consequence - it's a clearer direction.
In this episode, I break down how to give verbal directions that are clear, concrete, and focused on what to do instead of what not to do: waiting until you have a student's attention, keeping directions positive and specific, not stacking too many at once, avoiding phrasing directions as questions when the task isn't optional, repeating purposefully instead of rewording, giving real wait time, and offering a quick "why" to earn buy-in.
Before your next consequence, ask yourself: was that direction clear, positive, singular - and did I give it time to land? Sometimes the most powerful thing we can change isn't the student. It's the sentence.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E380 - 13m - Sep 21, 2026 - Episode 379: Data Collection Has Become Performative - Not Functional
When is the last time your data actually changed a decision you made? In this episode, we're getting honest about the difference between data collection and data use - and how compliance culture has turned one of our most important tools into busywork. We talk about what meaningful data systems look like, why collecting less is often more effective, and how to build a practice where data actually drives instruction instead of just filling binders.
Cooper, Heron & Heward (2020). Applied behavior analysis (3rd ed.). Pearson.
Stecker et al. (2005). Using curriculum-based measurement to improve student achievement. Psychology in the Schools.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E379 - 9m - Sep 7, 2026 - Episode 378: Social Skills Instruction is Imbalanced
Name a student who crushed your social skills curriculum and still eats alone at lunch. In this episode, we're asking why - and the answer has a lot to do with how we're delivering instruction. We talk about why social skills taught in isolation rarely transfer, the important difference between a social skills deficit and a social performance deficit, and what peer-mediated and naturalistic approaches actually look like when done well.
Bellini et al. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education.
Koenig et al. (2010). Promoting social skills. In Zager (Ed.), Autism spectrum disorders.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E378 - 7m - Aug 31, 2026 - Episode 377: We Talk About Student Regulation but Not Enough About Teacher Regulation
We have calm-down kits for our students, co-regulation protocols, and zones of regulation posters on the wall. But nobody talks about what happens when the teacher is the dysregulated one. In this episode, we get into the neuroscience of why you cannot co-regulate from a flooded nervous system, why special ed teachers are especially at risk, and practical strategies for regulating yourself in the middle of a really hard classroom moment.
Porges, S.W. (2011). The polyvagal theory. W.W. Norton & Company.
Herman et al. (2021). Teacher emotion regulation and student behavior outcomes. Journal of School Psychology.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E377 - 6m - Aug 24, 2026 - Episode 376: Most Classroom Reward Systems Accidentally Teach the Wrong Things
What happens to behavior in your classroom when you forget the reinforcers? If the answer is 'everything falls apart' - that tells you something important about your system. In this episode, we're talking about the difference between reinforcement and bribery, how well-intentioned reward systems create dependency, and what it looks like to build toward natural reinforcers so students aren't permanently tethered to a token board or prize box.
Deci, Koestner & Ryan (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards. Psychological Bulletin.
Cooper, Heron & Heward (2020). Applied behavior analysis (3rd ed.). Pearson.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E376 - 8m - Aug 17, 2026 - Episode 375: Generalization Is the Real Goal — And We Almost Never Plan for It
If a student can label colors at your table but not point to one at snack - did they really learn colors? Generalization is the actual destination of all our instruction, and most of us plan for skill acquisition and call it done. In this episode, we talk about what generalization actually means, why we skip it, and simple ways to build it into your teaching without starting from scratch.
Stokes & Baer (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis.
Horner et al. (1988). The role of response efficiency in the reduction of problem behaviors. Journal of the Association for Persons with Severe Handicaps.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E375 - 7m - Aug 10, 2026 - Episode 374: Paraprofessionals Are the Most Underutilized Resource in Your Classroom
Most paras spend their days doing proximity support - hovering at a student's elbow - and research is pretty clear that this actually works against independence and peer connection. But here's the thing: it's not the para's fault. In this episode, we talk about why paras default to hovering, what a well-utilized para actually looks like, and practical ways to redistribute support so your whole classroom benefits - not just one student.
Giangreco et al. (1997). You're welcome: Problematic paraprofessional supports in inclusive schools. Journal of Special Education.
Giangreco, M.F. (2010). Utilization of teacher assistants in inclusive schools. Intellectual and Developmental Disabilities.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E374 - 7m - Aug 3, 2026 - Episode 373: IEP Goals Are Often Written to Be Achieved, Not to Be Meaningful
If your student hit every IEP goal this year but still can't ask for help, order food, or navigate a transition independently - did the goals do their job? In this episode, we're getting into the compliance trap in IEP writing, why teachers write goals they know students can hit, and what truly functional and ambitious goal-writing actually looks like. This one is for anyone who's ever felt like their IEP goals were more about paperwork than progress.
Ruble et al. (2010). Examination of IEP goals for children with autism. Focus on Autism and Other Developmental Disabilities.
Kurth & Mastergeorge (2010). Academic and cognitive profiles of students with autism. Education and Training in Autism and Developmental Disabilities.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E373 - 5m - Jul 27, 2026 - Episode 372: Sensory Bins and Sensory Diets Are Wildly Misunderstood
Sensory break has become a catch-all phrase we use when we're not sure what else to do - and that's a problem. In this episode, we're separating sensory-seeking behavior from escape behavior, talking about what a real OT-designed sensory diet actually involves, and getting honest about when our sensory tools might be reinforcing avoidance instead of supporting regulation. If you've ever wondered whether your sensory setup is helping or just busy work, this episode is for you.
Marco et al. (2011). Sensory processing in autism. Nature Reviews Neuroscience.
Watling & Hauer (2015). Effectiveness of Ayres sensory integration and sensory-based interventions. American Journal of Occupational Therapy.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E372 - 5m - Jul 20, 2026 - Episode 371: Parent Communication is Broken in Most Special Ed Programs
Think about the last five things you communicated to a parent. Were any of them good news? In this episode, we're talking about why home-school communication in special ed defaults to problems, incidents, and behavior data - and what families actually want to hear. We get into the trust gap that teachers unintentionally create, and share simple shifts that build stronger partnerships and better outcomes for students.
Epstein, J.L. (2001). School, family, and community partnerships. Westview Press.
Hess et al. (2006). IEP facilitation: A promising practice. Teaching Exceptional Children.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E371 - 7m - Jul 13, 2026 - Episode 370: We Spend Too Much Time on Behavior Plans and Not Enough on Skill Building
A behavior plan without a strong skill-building component isn't a plan - it's a patch. In this episode, we talk about why so many BIPs are heavy on consequences and light on replacement skills, and why that matters for long-term outcomes. We get into the skill-based treatment model, what functional communication training actually looks like in practice, and how to shift your team's thinking from reactive to proactive.
Carr et al. (1994). Communication-based intervention for problem behavior. Paul H. Brookes.
Rajaraman et al. (2021). Toward a universally accepted definition of skill-based treatment. Journal of Applied Behavior Analysis.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E370 - 5m - Jul 6, 2026 - Episode 369: Inclusion Isn't Always the Most Appropriate Placement - And That's Okay
Inclusion is one of the most important values in special education - and one of the most misunderstood placement decisions. In this episode, we're unpacking the difference between inclusion as a philosophy and inclusion as a checkbox. We look at what IDEA actually says about least restrictive environment, what meaningful participation really looks like, and how to have honest LRE conversations at the IEP table without shame or judgment.
IDEA (2004). Individuals with Disabilities Education Act. U.S. Department of Education.
Kauffman et al. (2020). The scandalous neglect of children's mental health. Exceptionality.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E369 - 7m - Jun 29, 2026 - Episode 368: Token Economies Are Not One-Size-Fits-All
Token boards are everywhere in autism classrooms - but how many of them are actually working? In this episode, we're getting into what makes a token economy effective vs. what makes it just another laminated thing on the wall. We cover the three things that need to be in place before a token system will work, the most common mistakes teachers make, and how to build systems that are actually matched to the individual student.
Cooper, Heron & Heward (2020). Applied behavior analysis (3rd ed.). Pearson.
Hackenberg, T.D. (2009). Token reinforcement: A review and analysis. Journal of the Experimental Analysis of Behavior.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E368 - 8m - Jun 22, 2026 - Episode 367: We're Over-Prompting and It's Hurting Our Students' Independence
Prompting is one of the most powerful tools we have - and one of the easiest to misuse. In this episode, we're talking about prompt dependency: what it is, how well-meaning teachers accidentally create it, and what to do instead. If you've ever had a student who shuts down the second you step back, this one is for you. We break down prompting hierarchies and what the research says about building real independence.
Engelmann & Carnine (1982). Theory of instruction. ADI Press.
Browder et al. (2009). Aligning instruction with academic content standards. Research and Practice for Persons with Severe Disabilities.
Come join the conversation! Find us on Instagram at @theautismhelper and TikTok at @theautismhelper - drop your hot take in the comments and let us know where you land on this one.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E367 - 7m - Jun 15, 2026 - Episode 366: Visual Schedules Aren't Just for Students — Teachers Need Them Too
We spend hours building visual systems for our students and almost no time building them for ourselves. In this episode, we're talking about the irony of being the most scheduled, structured classroom in the building - and having zero systems for how we actually run our own day. From cognitive load to para fidelity, there's real research behind why teacher organization isn't just a nice-to-have. It directly impacts how your classroom runs.
Simonsen et al. (2008). Evidence-based practices in classroom management. Education and Treatment of Children.
Sweller, J. (1988). Cognitive load during problem solving. Cognitive Science.
Come join the conversation! Find us on Instagram at @theautismhelper and TikTok at @theautismhelper - drop your hot take in the comments and let us know where you land on this one.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E366 - 7m - Jun 8, 2026 - Episode 365: Discrete Trial Teaching is Overused
DTT is one of the most well-researched strategies in our toolkit - and we might be leaning on it too hard. In this episode, we're making the case that over-relying on discrete trial teaching can actually work against our students when it comes to using skills in the real world. We dig into what the research says about naturalistic instruction, when DTT is absolutely the right call, and how to audit your own practice to make sure you're using the right tool for the job.
Stokes & Baer (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis.
Schreibman et al. (2015). Naturalistic developmental behavioral interventions. Journal of Autism and Developmental Disorders.
Come join the conversation! Find us on Instagram at @theautismhelper and TikTok at @theautismhelper - drop your hot take in the comments and let us know where you land on this one.
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Get all updates from The Autism Helper Podcast by clicking subscribe above. Head over to theautismhelper.com for more info. Follow us on Facebook, Instagram, TikTok, and Pinterest @theautismhelper.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E365 - 7m - Jun 1, 2026 - Episode 364: Cultural Responsiveness in the Classroom with Quintara Tucker, BCBA
In this episode, I’m joined by Quintara Tucker, BCBA to discuss the importance of cultural responsiveness in autism and special education. We explore how culture shapes perspectives on diagnosis and intervention, common ways professionals may unintentionally miss the mark, and how bias can show up in assessments, communication, and expectations. Quintara also shares practical strategies for building trust with families from diverse backgrounds and becoming more culturally responsive in everyday practice.
Quintara Tucker is a BCBA, consultant, speaker, and CEO of QB Consulting, LLC, specializing in autism and staff training, with a strong focus on culturally responsive practices that support diverse communities.
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Get all updates from The Autism Helper Podcast by clicking subscribe above. Head over to theautismhelper.com for more info. Follow us on Facebook, Instagram, TikTok, and Pinterest @theautismhelper.
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Privacy & Opt-Out: https://redcircle.com/privacy25m - May 11, 2026 - Episode 363: Supporting Bilingual Learners Using AAC with Michelle Diaz, SLP
In this episode, I’m joined by bilingual speech-language pathologist Michelle Diaz to discuss supporting autistic children in bilingual environments. We break down what the research really says about bilingualism and autism, how to address common parent concerns about language use, and what culturally responsive care looks like in practice. Michelle also shares practical strategies for supporting bilingual learners who use AAC, embedding communication into preschool routines, and what teams can do to better support these students. This episode is full of actionable insights for educators, therapists, and families alike.
About Michelle Diaz: Michelle Diaz is a bilingual speech-language pathologist based in the Chicago area who is passionate about mentorship, advocacy, and providing culturally responsive care across school and medical settings.
https://michellediazslp.com/home
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Get all updates from The Autism Helper Podcast by clicking subscribe above. Head over to theautismhelper.com for more info. Follow us on Facebook, Instagram, TikTok, and Pinterest @theautismhelper.
Our Sponsors:
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Privacy & Opt-Out: https://redcircle.com/privacyS1E363 - 19m - Apr 27, 2026 - Episode 362: AAC and Stimming with Laura Hayes, SLP
In this episode, Laura Hayes, SLP, and I discuss the evolving understanding of AAC and what it really means to support AAC users in meaningful, communication-centered ways. We talk about common myths surrounding AAC, the role of stimming in communication, and how educators and therapists can create environments where AAC users feel safe to regulate, stim, and communicate authentically. Laura shares practical insights on recognizing communication attempts, honoring neurodivergent communication styles, and building truly supportive communication environments.
Laura Hayes is a speech-language pathologist with over 17 years of experience supporting augmentative and alternative communication (AAC) users in school and medical settings. She can be followed for more resources and ideas on implementation and support for AAC on Instagram @aac_innovations and her website: https://sites.google.com/view/aacinnovations/home
www.tinyurl.com/aacinnovations
https://www.instagram.com/aac_innovations/
https://products.brookespublishing.com/Comprehensive-Literacy-for-All-P1165.aspx
https://literacyforallinstruction.ca
https://comprehensiveliteracy.com/
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Get all updates from The Autism Helper Podcast by clicking subscribe above. Head over to theautismhelper.com for more info. Follow us on Facebook, Instagram, TikTok, and Pinterest @theautismhelper.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E362 - 34m - Apr 20, 2026 - Episode 361: Learning through Movement and Art with Andrew Devitt, founder of Sports Social
In this episode of The Autism Helper Podcast, we’re joined by Andrew Devitt, owner of Sport Social, to explore how sports, movement, and the arts can be powerful teaching tools. Andrew shares what these approaches offer learners beyond traditional table-based instruction, how movement and creativity support social communication and regulation, and what intentional teaching looks like in play-based settings. We also dig into generalization - why skills taught through sports and arts are more likely to transfer to real life - and wrap up with practical ways teachers can apply these principles in any classroom, even without specialized equipment, starting with a simple mindset shift around play and learning.
Andrew Devitt is the founder of Sport Social, a non-traditional ABA organization in Las Vegas that uses sports, art, and music - grounded in the science of applied behavior analysis - to help individuals with autism build happiness, connection, and friendship in active, genuinely fun environments.
https://www.lvsportsocial.com/
instagram @lvsportsocial
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Get all updates from The Autism Helper Podcast by clicking subscribe above. Head over to theautismhelper.com for more info. Follow us on Facebook, Instagram, TikTok, and Pinterest @theautismhelper.
Our Sponsors:
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Privacy & Opt-Out: https://redcircle.com/privacyS1E361 - 21m - Apr 13, 2026
