- Episode 386: Building Emotional Regulation at School with Lauren Haas
In this episode, I'm joined by Lauren Haas, an elementary student-support professional, educator, author, and doctoral student from Bend, Oregon, whose work helps children feel seen, safe, and supported. We dig into what emotional regulation really means and how our thoughts shape our emotional reactions, especially for kids who are still building that awareness. Lauren explains why co-regulation has to come before self-regulation, what "borrowing" a calm nervous system from a trusted adult looks like in a real classroom, and why common phrases like "calm down" or "use your words" can backfire in a hot moment. We also talk about how teachers can notice their own early warning signs and manage their own nervous systems when a student is escalating, how predictable routines and thoughtful classroom spaces set the stage for regulation, and why practicing skills during calm moments makes them available when things get hard. Lauren shares what regulation support can look like for nonspeaking students and learners with more complex needs, and why the repair after a blow-up matters just as much as any strategy. You can find more from Lauren on Instagram at @thecognitivecounselor.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E386 - 32m - Nov 2, 2026 - Episode 385: Collaborative Advocacy with Dr. Annie McLaughlin, PhD, BCBA-D
In this episode, I'm joined by Dr. Annie McLaughlin, PhD, BCBA-D, LBA, a behavior analyst and owner of Annie McLaughlin Consulting, who blends contemporary ABA with positive behavior supports to improve outcomes for individuals with disabilities. We talk about what collaborative advocacy really looks like, and why collaborative doesn't mean agreeable. Annie shares how behavior-analytic skills like functional thinking and operational definitions make someone a sharper advocate, why teams need to agree on the problem before debating solutions, and how to keep data focused on next steps. She also covers what to watch for in the room, how to make sure follow-through happens after the IEP meeting, and one thing you can start doing tomorrow to make meetings more productive. Find Annie at www.iepadvocacytraining.com and on Instagram at @iepadvocateannie.
Episode resources:
www.iepadvocacytraining.com/collaboration
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Privacy & Opt-Out: https://redcircle.com/privacyS1E385 - 34m - Oct 26, 2026 - Episode 384: Co-occurring Conditions with Dr. Becca Tagg
In this episode, Dr. Becca Tagg discusses comorbid or co-occurring conditions in autistic students, what they are, and how things like poor sleep, GI issues, anxiety, and ADHD can act as setting events that reshape a student's day. We dig into the medical conditions that can hide behind challenging behavior or sudden regression, what teachers should know about medications and their side effects, and how to share classroom observations with families and medical teams without overstepping. If you've ever had a student who just seemed "off," this conversation may change how you look at behavior.
About Our Guest: Dr. Becca is a licensed psychologist with prescribing privileges, doctoral-level behavior analyst, and school psychologist, and the founder and Executive Director of Del Mar Center for Behavioral Health. A national speaker and consultant, she's known for translating complex clinical science into practical understanding and for challenging professionals to see students as whole humans rather than a collection of separate parts.
https://delmarbehavioralhealth.com/
https://thebusinessofbehavior.com/
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Privacy & Opt-Out: https://redcircle.com/privacyS1E384 - 36m - Oct 19, 2026 - Episode 383: Breaking Down Executive Functions and Emotional Regulation with Dr. Nicole Tibbits
Executive function is one of those terms we hear all the time, but what does it actually look like in the classroom? In this episode, Dr. Nicole Tibbits breaks down executive function in plain language and shows where it shows up in everyday classroom moments that often go unlabeled. We talk about how EF demands differ for our students compared to their neurotypical peers, why a student might be able to do something one day and not the next, and how to tell the difference between true noncompliance and an executive function breakdown. Dr. Tibbits also shares practical, low-lift strategies you can try tomorrow with no new materials, ways to make abstract concepts like time and planning concrete, and how emotional regulation fits into the bigger EF picture. You'll walk away with a fresh perspective and one key mindset shift that can change how you see and support your students.
Dr. Nicole Tibbits, PsyD, is a clinical psychologist at the Child Psychology Center in Carlsbad, CA, specializing in autism, ADHD, learning differences, and executive function support for kids, teens, and their families. Follow Dr. Tibbits on Instagram @dr.nicoletibbits
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Privacy & Opt-Out: https://redcircle.com/privacyE383 - 30m - Oct 12, 2026 - Episode 382: The Honeymoon is Over, Now What?
If your class fell apart this week and September felt fine, you're not doing anything wrong - this is the week it always happens. Novelty wears off around week four or five, students start testing the real limits, and it feels like everything you built collapsed. But the spike isn't failure. It's the predictable next phase, and it's information about where the gaps are.
In this episode, I walk through what to do instead of starting over: expecting the spike so you don't take it personally, reteaching your routines instead of scrapping them, fixing the one time of day where behavior slips most, refreshing stale reinforcement, and holding steady. Don't restart - reteach. The teachers who hold steady through October have the calmest rooms in December.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E382 - 9m - Oct 5, 2026 - Episode 381: Don't Let August Prompts Become May Habits
In this episode, we're talking about prompt fading and why the start of the school year is the perfect time to plan for it. Those first weeks are naturally full of support, but the prompts we add in August can quietly become the prompts students depend on all year. We'll do a quick refresher on the prompt hierarchy and share five practical steps to take this month: picking priority routines, finding baselines, writing a simple fade plan, getting your whole team using the same prompt language, and building in wait time. We'll also cover the common pitfalls that stall progress, like hovering and repeated verbal prompts. You'll leave with one small challenge to start building independence this week.
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Privacy & Opt-Out: https://redcircle.com/privacyS1E381 - 11m - Sep 28, 2026 - 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.
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/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.
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/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.
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/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.
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/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.
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/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.
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/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.
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/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
