Episodios
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When a student’s challenging behavior is a result of a sensory function, knowing how to address it can be difficult. We want to help our students cope with sensory experiences in an effective and safe way so that their needs are met and they are not harming themselves or others.
Whether students are looking to escape a situation that is causing them sensory distress or if they are seeking internal reinforcement from a sensory experience, we can help students find appropriate replacement behaviors. In this episode, I am sharing ways you can help students request breaks, teach self-regulation strategies, and help students find replacement sensory experiences to reduce challenging behavior.
01:45 - Why teaching students to request a break when the sensory distress is causing them to have a challenging behavior is important
06:23 - Ideas for how to teach self-regulation
10:36 - How to help students when challenging behavior is caused by an internal reinforcer or sensory function
Show Notes: http://autismclassroomresources.com/episode212
Resources:
How to Help Reduce Anxiety in Students Who Don’t Want to Stand OutHow To Help Your Students Manage Anxiety EffectivelyHow to Keep Students’ Anxiety From Overflowing: Identifying Anxious FeelingsThe Incredible 5-Point Scale To Teach Self-Regulation: Review and ToolsGrab the Free Square Breathing VisualGet the Calm Down Toolkit for Self-RegulationCheck out the Teaching Self-Regulation Strategies and Anxiety Coping Skills with Social StoriesJoin 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. ⭐️⭐️⭐️⭐️⭐️
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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 explore
03:49 - How presuming that all challenging behavior that isn’t sensory seeking behavior is willful is incorrect
08:01 - What question you should be asking to determine if the function of the behavior is sensory-related
09:19 - How to assess whether something has an automatic function by looking at if it's happening when there's nothing else going on
10:34 - Ways that escaping a sensory situation may be involved in challenging behaviors and their function
Show Notes: http://autismclassroomresources.com/episode211
Resources:
Watch the Preventing 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. ⭐️⭐️⭐️⭐️⭐️
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Attention-seeking behavior is a common challenge in classrooms, and addressing it effectively is crucial for the overall learning environment. One possible reason for this attention-seeking behavior is that some of our students do not yet have the effective communication to gain attention in a more appropriate way. For these students, we need to explicitly teach them these communication skills.
When we provide explicit instruction and reinforcement, we can help students acquire the communication skills necessary to seek attention in a positive manner rather than through negative attention-seeking behaviors. In this episode, I am giving a quick overview of choosing which communication form to use, how to provide practice and repetition to help students develop these communication skills, and the importance of providing the appropriate type of attention.
03:41 - Things to consider when choosing the communication form you will teach your student to use when seeking attention
06:33 - How to provide practice for a student to gain your attention using a set-up teaching situation
09:15 - How to use a brief overview of what to expect and your knowledge of the student to help prevent behavior problems when working on attention-seeking communication
12:02 - The importance of giving the student attention in whatever way the FBA states
14:23 - Why using “wait cards” can be helpful in helping students understand when you cannot give them attention
Show Notes: http://autismclassroomresources.com/episode210
Resources:
Get the Waiting for Attention & Getting a Teacher’s Attention Social StoryJoin 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. ⭐️⭐️⭐️⭐️⭐️
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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 behavior
06:51 - Why the magnitude of our response to behaviors matters
07:29 - The impact of learning history on behaviors
09:10 - How increasing the magnitude of our response to positive behaviors can help encourage more positive behavior
13:26 - The importance of consistency in boosting replacement behaviors
Show Notes: http://autismclassroomresources.com/episode209
Resources:
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 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. ⭐️⭐️⭐️⭐️⭐️
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What do you do when a student asks for something that they cannot have? Oftentimes, when our students request something and they are unable to have it, it can lead to behaviors. There are strategies for behavior we can utilize that can help our students learn that sometimes they cannot have what they ask for.
When we are looking at strategies for behavior, there are some things I would do and things I would not do when a student asks for something they can’t have. We know that we cannot always get what we ask for, but how can we help our students to understand this as well? In this episode, I am sharing my top don’ts for when a student requests something they can’t have, as well as my top 4 strategies to help students understand that something they request may not be available.
05:41 - Why you should not remove their opportunities to make the request using their communication devices
07:23 - When you should give the student what they are asking for
08:21 - The importance of giving students lots of opportunities to practice this skill
10:13 - How to teach a student to wait for something instead of not having it at all
10:48 - Why you should use concrete signs when something isn’t available
Show Notes: http://autismclassroomresources.com/episode208
Resources:
Check out the AAC Communication Boards for Augmentative CommunicationWatch the Preventing 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. ⭐️⭐️⭐️⭐️⭐️
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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 breaks
11:27 - Examples of how a break may look with or without other people with the student
12:50 - How offering choices can work when students ask for a break
13:54 - Ways that breaks can offer an opportunity for emotional regulation
Show Notes: http://autismclassroomresources.com/episode207
Resources:
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 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. ⭐️⭐️⭐️⭐️⭐️
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Finding replacement behaviors for escape-related behaviors can be a challenge. Oftentimes, when we come across a student struggling with a work, social, or other situation in the classroom and are avoiding it, figuring out how to help them may seem difficult. However, there are some ways we can help students learn replacement behaviors for these situations.
When our students have escape-related behaviors, it’s important that we teach them how to get away from that thing, person, or situation in an appropriate way. This is an important skill for our students to learn both inside the classroom and outside. In this episode, we will be diving into the benefits of teaching replacement behaviors and equipping students with functional communication skills, as well as the research behind it all.
04:36 - When to use Functional Communication Training
09:32 - 3 reasons why it’s beneficial to teach students to request not to do something
12:32 - A look at the different communication forms to use when teaching replacement behaviors
17:55 - Why we must actually teach the selected communication strategy to allow students opportunities to practice requesting their replacement behaviors for escape
22:28 - How to decide what to do if the behavior continues to happen
Show Notes: http://autismclassroomresources.com/episode206
Resources:
Watch the Preventing Challenging Behavior WebinarCalm 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 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. ⭐️⭐️⭐️⭐️⭐️
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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 time
07:35 - Why having a finished basket is key for many students to finish their work
10:06 - How students must know what to do when they finish their tasks
14:43 - Tips for what to do next if your student is still not finishing their work
Show Notes: http://autismclassroomresources.com/episode205
Resources:
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 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. ⭐️⭐️⭐️⭐️⭐️
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How do we advance independent work systems once our students know how to complete it on their own? The goal of independent work systems is to help students build independence. In order to help our students learn to work independently, it is crucial that we know how to adjust the work system when necessary to bump up the level of independence needed to complete it.
Using independent work systems isn’t meant to be just a way to get students to complete tasks independently within the system. We want students to increase their ability to work independently so they can be more independent in other situations in the classroom, as well as in a work environment as they get older. In this episode, I’m sharing 5 ways that we can change our independent work systems to fit our more independent students and to build their skills as they become more independent.
03:49 - How moving the task boxes away from our students’ tables helps develop independence
07:16 - Why we may want to start leaving materials out of the system
08:43 - How using a “raise your hand” visual can be helpful for students who have a tendency to not do their work carefully
09:21 - Ideas for how to help students become more independent in the work system using lists
09:53 - How to expand the work system and move beyond boxes to help students use them in different environments
Show Notes: http://autismclassroomresources.com/episode204
Resources:
Check out my TpT store for Independent Work ResourcesWatch the Independent Work Systems WebinarUsing Foldables in Structured Work Systems: Advanced Tasks with a Seasonal FreebieWorkbasket Wednesday: Advanced Structured Work SystemsWhy I Don’t Like Drawer Carts for Independent Work SystemsGet 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 GroupIf you're...
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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 work
08:20 - Tips to help wait the student out to build independence and initiation
11:23 - An effective way to use a nonverbal prompt to get students back on track
12:17 - The importance of fading out your presence
13:14 - Why you should only be providing reinforcement once all their work is completed
Show Notes: http://autismclassroomresources.com/episode203
Resources:
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 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. ⭐️⭐️⭐️⭐️⭐️
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Task box activities are great for practicing independence and maintaining previously mastered skills. But how can we ensure our task boxes are set up to teach independence effectively? Not all task box activities are created equally - some might be great activities but would not work well in an independent work system.
There are 5 key characteristics that task box activities must have if they are being used in an independent work system. Ensuring your task boxes meet all 5 of these characteristics sets your students up for success and allows them to truly practice working on their independence. In this episode, I am sharing why your tasks must be mastered, the need for a clear beginning and end, excluding extra pieces, why task components must be organized, and why tasks should remain assembled.
03:00 - Why tasks in independent work systems must be previously mastered
08:07 - The importance of tasks having a clear beginning and end
09:07 - Why including extra pieces in task boxes can cause confusion
10:21 - How organizing materials can be helpful for students completing task box activities
11:56 - Why students should leave a completed task intact when they turn it in
Show Notes: http://autismclassroomresources.com/episode202
Resources:
Check out my TpT store for Independent Work ResourcesWatch the Independent Work Systems WebinarTable Tasks: Increase Engagement at Waiting TimesFree Sock Sorting Work TaskPlastic Egg Put-In Task: Independent Work InspirationWatch #TaskBinTuesday Quick Tip Cupcake Edition YouTubeGet 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 GroupIf you're enjoying this podcast, could you please take a quick moment to
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Setting up independent task box work systems can seem overwhelming if you don’t know where to begin or are unsure what systems to put in place to make them effective. However, once you have them implemented into your classroom, they can be incredibly beneficial for increasing independent work skills for your students. But how can you get started without wasting time trying to figure out an effective system?
You don’t need to start implementing an independent task box work system in your classroom from scratch. I have found ways to make it easier and more effective for both you and your students, and in today’s episode, I am breaking down the materials needed for a task box work system, how to organize task boxes, and how to start implementing them in a way that sets you and your students up for success.
03:09 - What materials you need to create an independent work system
12:20 - How to determine how many workstations you need and where they will be set up
14:43 - How to use visual schedules effectively to promote independent work skills
17:19 - Tips for putting your baskets together and starting to implement the work systems with students
Show Notes: http://autismclassroomresources.com/episode201
Resources:
Check out my TpT store for Independent Work ResourcesWatch the Independent Work Systems WebinarHow to Start Independent Work Systems Successfully in Your Classroom10 Steps to Setting Up Independent Work Stations for AutismIndependent Work Task Box System - Starter Kit for Secondary Special EducationIndependent Work System Task Box Starter Kit for Preschool - ElementaryWatch my YouTube video of a Put-In TaskCheck out the Task Bin Tuesday Videos on YouTubeGet 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 -
I cannot believe we are 200 episodes into the Autism Classroom Resources podcast. I am so grateful to each and every one of you for tuning in! We have covered so many topics in the first 200 episodes, from challenging behavior to visual schedules to addressing systemic racism in special education. I am so glad that you have been able to gain valuable insight and tips from my autism classroom podcast!
In order to celebrate 200 episodes and reflect back on what we've done so far, I am sharing the top 10 downloaded episodes from the podcast. In this episode, I am sharing the most loved episodes, an overview of what was covered, and the common themes between these top episodes.
03:53 - Where to find more information on preventing downtime in your classroom
06:49 - Which episode to tune into to find 9 tips to think about when writing IEP goals
09:58 - The 3 strategies to boost classroom management and where to hear more about these strategies
14:40 - What perseveration is and which episode discusses it in more detail
16:01 - The number 1 most downloaded episode of the Autism Classroom Resources podcast
Show Notes: http://autismclassroomresources.com/episode200
Resources:
Watch the Free WebinarsCheck out the ACR Top 10 Episodes PlaylistJoin 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. ⭐️⭐️⭐️⭐️⭐️
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Parent-teacher relationships can be complicated and challenging on both sides. One of the most important things to keep in mind in order to have successful and respectful parent-teacher relationships is that judgment and blame are only going to do more harm than good and will not be beneficial to the student. That is why understanding different perspectives is crucial to a respectful parent-teacher relationship.
There is no doubt that many people act differently based on their setting and the expectations of that setting. Our students are no different. There are different resources, expectations, and characteristics at home versus at school and because of this, our students may behave differently in each setting. In this episode, I am diving into why this is so important to keep in mind, how to communicate with parents about these differences in behavior, and why it is unproductive to place blame on families.
00:50 - A real-life story about how an autism professional’s son behaves differently around her than when he is around his teachers
04:53 - How the characteristics and expectations at school and at home can vary greatly resulting in different behavior
07:55- Why, as an educator, it’s important to not allow yourself to blame parents for their child’s behavior at school
08:40 - Why fixing the setting and utilizing strategies to match with students’ skills can help get different skills and behaviors within the classroom
13:16 - My message to you about parent-teacher relationships
Show Notes: http://autismclassroomresources.com/episode199
Resources:
Check out the Home Communication Systems on TPTGrab your Free Parent Communication NoteListen to my Working With Families Episode Roundup PlaylistJoin 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. ⭐️⭐️⭐️⭐️⭐️
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Independent work systems can be very helpful in helping students learn how to complete a series of tasks on their own, without assistance. However, some of our students may not be ready to work through a fully independent work system right away. We know that not all of our students come to us with independent work skills. So what can we do to help those students develop these skills?
Some of our students are not yet able to complete tasks independently, and therefore, we do not have tasks to put into their systems. In this episode, I am breaking down how we can help our students develop this independence and ways we can set up their systems to help them become more independent at various tasks inside an independent work system.
04:21 - What an independent work system is
05:19 - The characteristics that make up independent work systems
08:42 - What types of tasks to start with if a student does not yet have independent work skills
09:46 - How to modify the tasks to help students become more independent
13:31 - Insight into schedules for independent work systems
Show Notes: http://autismclassroomresources.com/episode198
Resources:
Check out the Free Independent Work webinarWatch the Task Bin Videos on my Task Bin YouTube PlaylistRead the Independent Work Inspiration Blog PostsIndependent Work Resources on TpTJoin the Autism Classroom Resources' Free Resource LibraryGet 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. ⭐️⭐️⭐️⭐️⭐️
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The Picture Exchange Communication System (PECS) can be incredibly beneficial for helping our students with autism to communicate. Often, the term PECS is misused to talk about using pictures as a form of communication. However, PECS is actually a system that has specific phases that help in expanding the functions of our students' communication.
We want students to be able to communicate in an effective way, and I truly love PECS for encouraging our students to communicate. In this episode, I am clearing up some misconceptions about PECS, sharing ten reasons that I love PECS, and encouraging special educators to use it with their students.
01:20 - The truth behind a common misunderstanding about the Picture Exchange Communication System
02:52 - What PECS actually is and how it encourages speech
07:58 - How PECS encourages initiating communication
11:30 - The benefit of using pictures within PECS to communicate
13:05 - How the Picture Exchange Communication System builds on students' strengths
Show Notes: http://autismclassroomresources.com/episode197
Resources:
Check out the PECS WebsitePECS Training ManualShop the Augmentative Communication Boards on TpTJoin 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. ⭐️⭐️⭐️⭐️⭐️
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This year especially, I have noticed that many special educators are struggling to remember why we do this job. This is a challenging job as it is and adding in staffing shortages, increased work requirements, and additional factors can make it even harder. That is why I feel it is important to find ways to help us all find the joy in teaching again.
Remembering why we do what we do and why we became special educators in the first place isn’t always easy. I have found one way that has been incredibly helpful for me to remember what brings me joy in teaching. This episode is from the private podcast inside the Special Educator Academy, where I am sharing how to use a joy file to help us remember the things that have brought us joy in our jobs so we can continue to do the work we do.
06:19 - How mantras can help us focus on what’s important
06:48 - What a joy file is and what it contains
08:49 - Ideas for how to store your joy file
09:20 - Why you should be looking at your joy file regularly
Show Notes: http://autismclassroomresources.com/episode196
Resources:
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. ⭐️⭐️⭐️⭐️⭐️
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As most of us are entering winter break, it is the perfect time for a little teacher self-care reminder. We hear a lot about self-care and coping skills for teachers, but as teachers, we often think that if we take a break, we will fall behind. The truth is that taking breaks actually makes you a better special education teacher!
In this episode, I am giving you a sneak peek at an episode from the private podcast inside the Special Educator Academy. I am sharing five reasons you should be taking a break (without feeling guilty!) over winter break. I’d love to hear why you’re taking a break. Send me a DM on Instagram @autismclassroomresources, and let me know how you are recharging over winter break.
05:01 - Why you should be taking time to focus on what’s truly important
06:25 - How scheduled breaks help you recharge
07:28 - Why stepping away from work allows you to keep things in perspective
08:30 - How taking a break promotes creativity (and why you need creativity as a special education teacher!)
10:30 - Why taking breaks is key to preventing burnout
Show Notes: http://autismclassroomresources.com/episode195
Resources:
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. ⭐️⭐️⭐️⭐️⭐️
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Social stories can be an incredible tool for helping students with autism, but there are elements to consider when writing social stories to make them the most effective they can be. They may not be effective for all students or for all skills and situations, but there is research supporting the effectiveness of social stories. In this episode, I am sharing how to apply the research behind social stories, when social stories might be most successful, and how to write social stories in the most effective manner.
If you are looking for a way to get started with social stories without starting from scratch, be sure to check out the behavioral toolkits that include social stories and visuals to help your students. You can also grab the social stories free downloads for winter break and following teacher directions.
01:43 - What the research says about the effectiveness of social stories
03:54 - Examples of situations that social stories may work well for
05:08 - The four steps in implementing social stories
11:08 - The importance of the language used in the social story
15:20 - An example of how to create an effective social story
21:18 - Be sure to grab your social stories free downloads for winter break and following teacher directions.
Show Notes: http://autismclassroomresources.com/episode194
Resources:
Check out my Social Stories on TpTGrab Your Free Winter Break Social Story Join the Autism Classroom Resources' Free Resource Library (Who's in Charge Social Story Inside!)Get more information about the Special Educator Academy -
We are in the midst of the holiday season, and chances are you are seeing more challenging behaviors than usual due to schedule changes and different events and activities. Luckily, there is a great tool that can be used to help students with all of these changes - social stories! You have likely used or been told to use social stories for behavior at some point, but there are ways to craft and implement these tools that can help make them more effective.
It’s important to understand that using social stories for behavior is not a magic cure, but for some students, they can be very beneficial for various situations. In this episode, we are looking at what social stories are, examples of social stories, and what the research says about using social stories.
03:19 - When and why social stories were originally created
04:27 - What social stories are and what they consist of
08:03 - An example and explanation of an effective social story
09:34 - The research behind the effectiveness of social stories
Show Notes: http://autismclassroomresources.com/episode193
Resources:
Shop my Social Stories on TpTGrab the FREE Winter Break Social StoryResearch ReferencesJoin 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. ⭐️⭐️⭐️⭐️⭐️
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