The Autism Helper Podcast

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...

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...

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...

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...

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...

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...

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.<...

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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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...

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...

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.

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...

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.

Come join the conversation! Find...

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.<...

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.

Come join...

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...

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...

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.

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.<...

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 re...

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 bi...

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...

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 eq...

In this episode of The Autism Helper Podcast, we take a closer look at one of the most commonly used behavior strategies in classrooms and therapy spaces: redirection. While redirection is often well-intentioned and easy to default to, it can become a problem when it’s used as the primary response to challenging behavior without addressing the why behind it.

We unpack what redirection actually does (and doesn’t do), how it can unintentionally reinforce behavior or create dependence on adults, and why managing behavior in the moment isn’t the same as teaching long-term skills. You’ll walk...

In this episode of The Autism Helper Podcast, we’re joined by Melissa Ziegler, a kindergarten self-contained autism teacher, to talk about what individual instruction really looks like in practice. Melissa shares which skills most often require 1:1 teaching, how she fits individual instruction into a busy school day, and the systems and routines that help protect that time without everything else falling apart. She also discusses how to keep students engaged, choose meaningful instructional targets, and balance planning with responsiveness. This episode offers realistic encouragement - and actionable ideas - for teachers who want individual instruction to feel doable an...

In this episode of The Autism Helper Podcast, we talk with Dr. Destiny Huff about what it really means to create neuroaffirming IEPs. We explore the gap between compliance and true support, how IEP practices can impact student mental health, and the red flags educators should watch for in IEP language. Dr. Huff shares how goals and present levels can better honor student identity and autonomy, along with practical ways to make IEP meetings feel safer and more collaborative for families.

Dr. Destiny Huff is a late-diagnosed Black Autistic ADHD mental health therapist, non-attorney special education advocate...

In this episode, I’m joined by Mandy Grass to discuss parent training and why making behavior science accessible is not optional - it’s essential. We dig into what “parent training” really means, common misconceptions about ABA, and the barriers that often prevent families from getting buy-in. Mandy shares how professionals can translate complex concepts into language that feels usable (not overwhelming) and how to collaborate with parents in ways that are socially significant to them. Mandy Grass is a Board Certified Behavior Analyst (BCBA) and a mother with over a decade of experience in education, and she regularl...

Teaching in real classrooms often means one activity and many different skill levels. In this episode, we break down how to teach the same core skill across students with varying communication, attention, and independence needs - without always running five separate lessons. You’ll learn how to identify the non-negotiable learning target, change the response instead of the skill, and embed instruction into shared activities like small groups, routines, and daily classroom tasks. We’ll also talk through common pitfalls, how over-modifying can water down instruction, and why alignment across staff reduces burnout and confusion. If you’re looking for a...

Getting staff buy-in doesn’t have to mean adding another meeting to everyone’s already packed schedule. In this episode, we break down realistic, low-effort strategies to build trust, consistency, and follow-through, even when you don’t have the time. Learn how to communicate expectations clearly, use systems instead of reminders, and create shared ownership so staff feel confident and supported. If you’re leading a team and want buy-in that actually sticks (minus the calendar invites), this episode is for you.

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“Accessing the curriculum” is a phrase used constantly in special education, but it’s often left undefined. In this episode of The Autism Helper Podcast, we break down what curriculum access really means beyond just being present in the classroom. You’ll learn how meaningful engagement, intentional instruction, and flexible ways for students to show learning are key to true access - and how to move from vague language to practical strategies that support real progress.


Learn more about Curriculum Access, our highly differentiated curriculum, here - https://theautismhelper.com/curriculum-access/

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Staff turnover is a reality in special education - but losing effective systems doesn’t have to be. In this episode of The Autism Helper Podcast, we’re talking about how to create systems that survive staff turnover and keep student supports consistent, even during times of change. From instructional routines and behavior support to data collection and communication, you’ll learn how to move away from “systems that live in one person’s head” and toward clear, documented processes your whole team can follow. Whether you’re short-staffed, onboarding new team members, or planning ahead for future transitions, this episode w...

Short-staffed days happen - and they don’t have to feel like total chaos. In this episode of The Autism Helper Podcast, we’re talking all about Man-Down Schedules: how to create a realistic, flexible schedule for those “all hands are not on deck” days so you can still support students and protect staff sanity. We’ll walk through ways to rework groups, build in additional break time, and prioritize what really needs to happen so you feel prepared instead of reactive when staffing is tight. This episode is all about planning ahead to reduce stress, maintain consistency, and keep class...

Behavior rarely has just one “why.” In this episode of The Autism Helper Podcast, we break down multiply controlled behaviors - what they are, how they show up in classrooms, and why behavior plans often fall short when only one function is addressed. You’ll learn how to recognize when multiple variables are influencing behavior and walk away with practical ways to design more effective, compassionate supports for autistic students.

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

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Visual schedules are a powerful tool for decreasing problem behavior, but what should you do when students start ripping them? In this episode of The Autism Helper Podcast, we break down why schedules are an essential strategy and why visual schedules are a must in structured classrooms and therapy settings. Schedule ripping isn’t a sign that schedules don’t work - it’s communication that something needs adjusting.

We walk through four practical strategies to address this behavior while keeping schedules in place. First, we discuss the importance of conducting a Functional Behavior Assessment (FBA) to unders...

When a child is in crisis mode, they are not ready to learn. In a meltdown situation, our goal as the adult is to keep the child safe and reflect on how to prevent this in the future. In this episode, we explore what to do in an episode of explosive behavior. We go through the 6 steps of de-escalation on how to safely move the child through the episode. Our role is to maintain safety and provide support without damaging rapport.

Learn more about the De-Escalation 101 course here: https://shop.theautismhelper.com/pages/de-escalation

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In this episode, we talk with ADHD parent coach Allison Solomon about shifting from reacting to children’s behavior to getting curious about what’s underneath it. Allison shares how “getting curious, not furious” helps parents see behavior as communication rather than disobedience, and how asking “What is my child struggling with?” can change everything. We explore why certain behaviors trigger parents, how those triggers can point to our own stress and expectations, and what becomes possible when we pause instead of react.

We also discuss the unrealistic pressure on parents to stay calm at all times and why givi...

In this episode of The Autism Helper Podcast, I’m joined by Kaelynn Partlow - autistic advocate, national speaker, and familiar face from the Netflix series Love on the Spectrum. Diagnosed with autism at age 10, Kaelynn has dedicated her career to meaningful inclusion through her work as an RBT with Project Hope and as the author of Life on the Bridge. Together, we unpack the critical difference between a skill deficit and a capacity limit, exploring why this distinction matters for educators, families, and autistic individuals themselves. Kaelynn shares common misconceptions, how misunderstandings can impact independence and employment, and pr...

In this episode of The Autism Helper Podcast, Sasha chats with Dr. Erin Michaud, a Speech-Language Pathologist and BCBA-D with over 20 years of experience supporting infants at high likelihood for autism. Dr. Michaud shares what she’s learning from the Early Markers of Autism Project, including the earliest behavioral indicators to look for and how to distinguish meaningful early signs from typical infant variability.

She also discusses how she supports families through her private practice, using NDBI (Naturalistic Developmental Behavioral Intervention) strategies to help parents build social and communication skills through everyday routines. We talk about practical, pa...

In this episode of The Autism Helper Podcast, we’re turning up the heat! 🔥 I’m diving into four spicy social media comments and unpacking the tough conversations behind them. From the debate over the value of errorless learning, to the real-world challenges of handling aggression in the classroom, and the art of de-escalation strategies- nothing’s off-limits.

Join me as I respond candidly, clear up misconceptions, and share practical, compassionate approaches that actually work in the classroom. Whether you’re a teacher, therapist, or parent, this episode will leave you with strategies you can use and food for th...

In this episode, we take a closer look at two widely used assessment tools in both clinical and educational settings: the VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) and the ABLLS-R (Assessment of Basic Language and Learning Skills – Revised). Aimed at clinicians, special educators, and support staff, this discussion breaks down the core differences between the two tools - covering structure, developmental focus, skill domains, and practical use in programming. We explore which learners each tool best supports, how to use the data to inform IEPs and behavior plans, and why some teams choose to use both for a...