Running small groups allows you to provide differentiated and individualized instruction to your students. But the process of setting up centers can be overwhelming. In this episode, we go through the steps for getting started with centers. We review situations such as having low or no staff and students that aren’t able to work independently yet. We also explore which types of centers paraprofessionals can run within the classroom.

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Managing and leading your team is an essential role in being a special education teacher however it’s something we are not prepared for. In this episode, I review the most frequently asked questions I get about staff training and collaborating with paraprofessionals. I discuss how to find the time for staff training, how to get buy in, and how to establish effective boundaries

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In this episode, we delve into frequently asked questions on behavior. We start off by reviewing the question I get asked the most; How do I handle _____ behavior? There is one answer I give to every question that references a specific behavior - whether kicking, hitting, scratching, running! Then we cover how to handle taking away preferred items, dealing with defiance and control issues, and working with parents who struggle to follow through on established boundaries within behavior plans.

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Answering frequently asked questions about schedules! In this episode we dive into why schedules are essential, the schedule continuum, and how different schedules can be set up. I walk through how to select a schedule type for each student and how to get your team on board!

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Sometimes I get asked, “When should I switch from academic skills to functional skills?” This is implying that at some point in junior high or high school, we should move away from academic instruction. My answer to this question is - never. We should never move away from teaching academics because academic skills are functional skills. As our students get older, we should be teaching academics in a functional and real-world-based way.

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Paraprofessionals in a special education classroom should be working as educators - providing instruction and taking academic data. Teachers should lead their team and provide training so all staff members can work collaboratively and effectively. The goal for staff training should be for the teacher to replicate herself so the paraprofessionals are working just like the teacher would.

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In a highly differentiated special education classroom, it should be mostly focused on small group instruction over whole group instruction. When you do whole group instruction for students with a very wide range of skills, it will be too hard or too easy for much of the group and that’s when problem behaviors happen.

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When you get into a power struggle with a student, there is no winner. You will never walk away from a power struggle having deepened rapport or trust with a student. It typically does the opposite and breaks down your relationship with the student. When it comes to the power struggle, it’s best to avoid it before it starts.

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Running a self-contained classroom requires a high degree of organization. When things are a mess and disorganized, there is less instructional time and likely to be more problem behaviors. A hot mess of a classroom will lead to a hot mess with the students.

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Reverse inclusion is when students from the general education come into the special education classroom for opportunities for peer modeling and creating friendships. For some students, their level of needs may not allow for inclusion in the general ed setting. Reverse inclusion is a good option for these students to receive the benefits of inclusion in a safe and comfortable setting.

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Venting in the teachers’ lounge can have a negative impact on the culture and community in your school. When we only spread negative stories about our students we perpetuate often untrue stereotypes. As special education teachers, we need to be publicists for our students and spread some good PR!

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The start of the year is all about two things: routines and reinforcement. You need to establish your schedule, centers, and systems in the classroom and teach that to your students. That also needs to be paired with lots of reinforcement. The start of the year is not about data - it’s about being the chocolate chip cookie!

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It’s common practice to have IEP goals with an 80% mastery criteria. In this episode, I challenge whether that level of mastery is sufficient for building new skills. 80% means one out of every 5 is wrong. In some skills and goals, a 100% mastery criteria will demonstrate the total level of understanding needed to move on to the next skill.

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One of the most controversial opinions I have is about how to laminate and cut out pieces. There are heated opinions on whether or not to pre-cut before laminating. When special ed teachers need to prep hundreds of materials each year, time saving yet effective strategies are a must.

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When destructive behaviors happen in a classroom, the results can be disastrous. In Facebook groups, I occasionally see posted photos of trashed classrooms. In this episode, we explore what the negative consequences of this could be and why it likely won’t have the desired effect.

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There is a popular phrase in the special ed world: Data or It Didn’t Happen. As a BCBA who loves data, I hate this phrase. This phrase put unreasonable expectations on teachers and doesn’t take into account the competing contingencies that happen with data collection. Just because there aren’t enough resources to collect thorough data doesn’t mean we should ignore what is happening.

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Lois Letchford is a reading specialist who is passionate about teaching struggling students how to read. In this episode, Lois dives into the problems with many traditional literacy approaches and the impact this can have on students. She shares some key strategies for building reading skills by building engagement and focusing on comprehension. Lois shares numerous specific examples that really help listeners visualize the strategies she shares.

https://www.loisletchford.com/

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In this episode, learn why both administrators and teachers love The Autism Helper’s Curriculum Access. Leah Green, Special Education Coordinator from West Fargo Public Schools, shares why her district decided to implement Curriculum Access within their special education classroom. She shares what features were important to her as an administrator and the variety of ways it is being used through schools. Elementary Special Education Teacher, Madison Waln, shares how she is currently using the curriculum in her classroom. Madison details how this curriculum has decreased her workload, allowed for more minutes of instruction, and helped her classroom move towards small group instruction over one on one. Ready to get started?

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Michelle B. Rogers is an Autism Mom & Life Coach for Parents of Children with Autism. In this episode, we discuss essential life skills that Michelle works with parents on teaching their children. Michelle shares the 3 critical skills that all children need to be successful. We dive into one of those skills - toilet training. Michelle shares some of her strategies and tips for toileting success.

https://michellebrogers.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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In this episode, parent, podcast host, and advocate Lia McCabe shares her story of her children’s and her own diagnosis with autism. She shares how her diagnosis with autism impacts her parent and also what lead her to share her story and provide support within the autism community

Lia is the Founder of AutismWish, a charitable initiative providing autistic children with sensory/therapeutic items and parent resources. She is also the host of the Embracing Autism Podcast and certified in special needs parent training and mentorship. She is an outspoken Autistic Advocate and parent to two wonderful autistic girls.

Podcast: https://podcasts.apple.com/us/podcast/embracing-autism/id1567815239

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Interested in our Year-Long Curriculum Access Subscription? Learn more about it here: https://theautismhelper.com/tah-curriculum-access/

Want more information about The Autism Helper Courses? Visit: https://theautismhelper.com/courses/

Looking for a specific product or resource? Find it in our new Autism Helper Store! https://shop.theautismhelper.com/

Or visit The Autism Helper store on TpT: https://www.teacherspayteachers.com/Store/The-Autism-Helper

Stay up to date on all things Autism Helper by downloading our new, FREE app! Available on both the App Store: https://apps.apple.com/us/app/the-autism-helper/id1557724340 & Google Play: https://play.google.com/store/apps/details?id=com.mightybell.theautismhelper&hl=en_US&gl=US

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/privacy