The Misfit Behaviorists - Practical Strategies for Special Education and ABA Professionals

Get the Month 1 Para Training Workbook: https://abainschool.com/month1 A disability label can give us useful information, but it doesn’t tell us who a student is. In Week 2 of Para Training in a Pinch , we’re talking about understanding the individual students behind the labels . Every learner brings different strengths, interests, communication styles, experiences, and support needs to the classroom. We’ll cover how to : ✔️ Presume competence ✔️ Look beyond disability labels ✔️ Recognize individual strengths and learning styles ✔️ Use respectful, student-centered language ✔️ Build trust and positive relationships You’ll also hear a personal example of how an unexpected strength can become a powerful teaching tool, and why sometimes supporting a student means thinking outside the box instead of following the “typical” path. This week’s challenge: Choose one student you support and learn something new about them that has nothing to do with their disability . What do they enjoy? What makes them smile? What are they really good at? Great educators don’t just know students’ needs. They get to know the students. 📚 Want the activities that go with Weeks 1–4? The Month 1 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings. Get the Month 1 Para Training Workbook: https://abainschool.com/month1 • Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83 • Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits • ABA in School Resources: https://abainschool.com/tptstore • Browse all podcast episodes: https://abainschool.com/podcast 💬 Join Us Next Time Next episode, Week 3: Classroom Systems & Routines. Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Get the Month 1 Para Training Workbook: https://abainschool.com/month1 Welcome to Para Training in a Pinch , a quick weekly training series for special education paraprofessionals! In Week 1 , we’re starting with the foundation: professionalism and understanding your role as a para . Being a great paraprofessional isn’t about knowing everything on day one. It’s about being someone your students and team can count on. We’re talking about knowing your role, communicating with your team, being open to feedback, protecting student confidentiality, using technology appropriately, and asking questions when you’re unsure. In this episode : ✔️ Know your role on the classroom team ✔️ Build professional habits ✔️ Communicate and accept feedback ✔️ Protect student privacy and confidentiality ✔️ Be curious , ask questions, and keep learning And remember: you are never “just a para.” Well-trained, dependable paraprofessionals make a tremendous difference for students, teachers, and the entire classroom. This week’s challenge: Remember your why. What brought you to this work, and what kind of teammate do you want to be? 📚 Want the activities that go with Weeks 1–4? The Month 1 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings. Get the Month 1 Para Training Workbook: https://abainschool.com/month1 • Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83 • Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits • ABA in School Resources: https://abainschool.com/tptstore • Browse all podcast episodes: https://abainschool.com/podcast 💬 Join Us Next Time Next episode, Week 2: Understanding Our Students. Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Have you ever heard someone say, "They never do that for me!" or "She behaves completely differently in my class."? In this episode, Caitlin breaks down one of the most important (and misunderstood) concepts in Applied Behavior Analysis: stimulus control. Learn why students often behave differently with different teachers, classrooms, and situations, and why those differences are a clue to understanding behavior, not a competition between educators. Whether you're a special education teacher, BCBA, paraprofessional, or general education teacher, this episode will help you look beyond the behavior and start asking better questions. 🎙️ Key Takeaways ✔️ What stimulus control means in everyday classroom language ✔️ Why students naturally behave differently with different people and settings ✔️ How teachers, routines, and classroom expectations become cues for behavior ✔️ What a discriminative stimulus (SD) is and how it influences behavior ✔️ Why substitute teachers often see different behaviors than classroom staff ✔️ Why behavior differences don't mean one teacher is "better" than another ✔️ Better questions to ask instead of, "Why don't they do that for me?" 📚 Resources • ABA Without the Jargon podcast series: Start here! https://abainschool.com/ep77 • Also check out the FBA mini-series: Start here! https://abainschool.com/ep31buzz • Get the FREE visuals for this episode: https://abainschool.com/g3qk • Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • Find Caitlin here! → https://beltransbehaviorbasics.com/ • ABA in School Resources → https://abainschool.com/tptstore • Browse all podcast episodes: https://abainschool.com/podcast 💬 Join Us Next Time Next episode, Caitlin will go over Preference Assessments. Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

What exactly is the difference between an FBA (Functional Behavior Assessment) and a BIP (Behavior Intervention Plan)? These two terms are often used together, but they serve very different purposes. In this episode of ABA Without the Jargon, we explain how an FBA helps identify why a behavior is happening and how a BIP outlines what to do about it. Using a simple car repair analogy and real classroom examples, you'll learn why understanding the function of behavior is the key to creating effective behavior support. 🎯 Key Takeaways ✔️ An FBA (Functional Behavior Assessment) helps identify why a behavior is occurring. ✔️ A BIP (Behavior Intervention Plan) outlines how the team will respond and support behavior change. ✔️ Jumping to interventions before understanding the function of behavior often leads to ineffective plans. ✔️ Looking for patterns in antecedents, consequences, and the environment helps identify the function of behavior. ✔️ Effective behavior plans are based on data, not guesswork. ✔️ Matching interventions to the function of behavior increases the likelihood of long-term success. 📚 Resources Mentioned • ABA Without the Jargon podcast series: Start here! https://abainschool.com/ep77 • Also check out the FBA mini-series: Start here! https://abainschool.com/ep31buzz • Get the FREE visuals for this episode: https://abainschool.com/9214 • Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • ABA in School Resources → https://abainschool.com/tptstore • Browse all podcast episodes: https://abainschool.com/podcast 💬 Join Us Next Time Next episode, Caitlin will go over the difference between an FBA and a BIP. Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Have you ever had a student suddenly stop working for a favorite reward? Or wondered why a reinforcer works one day but not the next? The answer may not be the reinforcer at all. It could be a motivating operation (MO). In this episode of ABA Without the Jargon, we explain motivating operations using everyday examples like cookies after Thanksgiving dinner, Skittles at your desk, and why water tastes so much better after a hot day outside. By the end of the episode, you'll understand why motivation changes, how it affects behavior, and an easy trick to remember the difference between establishing operations (EOs) and abolishing operations (AOs). 🎯 Key Takeaways ✔️ A motivating operation (MO) changes how valuable a reinforcer is at that moment. ✔️ An establishing operation (EO) makes a reinforcer more valuable. ✔️ An abolishing operation (AO) makes a reinforcer less valuable. ✔️ Reinforcers don't always stop working. Sometimes motivation changes instead. ✔️ Hunger, thirst, fatigue, attention, and other everyday experiences all influence motivation. ✔️ Looking at the student's current needs can help explain why behavior changes from day to day. ✔️ A simple "Empty vs. Overflowing" memory trick can help you remember EO vs. AO. 📚 Resources Mentioned • ABA Without the Jargon podcast series: Start here! https://abainschool.com/ep77 • Get the FREE visuals for this episode: https://abainschool.com/v8og • Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • ABA in School Resources → https://abainschool.com/tptstore • Browse all podcast episodes: https://abainschool.com/podcast 💬 Join Us Next Time Next episode, Caitlin will go over the difference between an FBA and a BIP. Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Positive reinforcement. Negative reinforcement. Positive punishment. Negative punishment. These four ABA terms are some of the most misunderstood concepts in behavior analysis, but they're much simpler than they sound. In this episode of ABA Without the Jargon, we're breaking down each term using everyday language, real classroom examples, and a few personal stories (including Skittles, chickens, and Bruno the dog 🐶). By the end of the episode, you'll have an easy way to remember the differences and confidently explain them to someone else. 🎯 Key Takeaways ✔️ Positive means something is added, not "good." ✔️ Negative means something is removed, not "bad." ✔️ Reinforcement means a behavior increases over time. ✔️ Punishment means a behavior decreases over time. ✔️ Whether something is reinforcement or punishment depends on what happens to the behavior over time, not whether something feels rewarding or unpleasant. ✔️ The same consequence can work differently for different people, so effective reinforcement is always individualized. ✔️ A simple four-step strategy can help you identify whether you're looking at positive reinforcement, negative reinforcement, positive punishment, or negative punishment. 📚 Resources Mentioned • ABA Without the Jargon podcast series: Start here! https://abainschool.com/ep77 • Get the FREE visuals for this episode: https://abainschool.com/2mj1 • Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • ABA in School Resources → https://abainschool.com/tptstore • ABA in School TPT Store: https://abainschool.com/tpt • Browse all podcast episodes: https://abainschool.com/podcast 💬 Join Us Next Time Next episode, we're tackling another commonly misunderstood ABA concept: Motivating Operations We'll explore why your favorite reinforcer sometimes works like magic... and other times seems completely worthless. Understanding motivating operations can make reinforcement far more effective and help explain why behavior changes from one situation to the next. Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Welcome back to ABA Without the Jargon, the mini-series where we take common ABA and special education terms and translate them into everyday language. In this episode, we're breaking down one of the most important concepts in behavior analysis: the ABCs of Behavior. We'll explain: ✔️ What an antecedent really is ✔️ What counts as behavior (and what doesn't) ✔️ Why consequences are more than punishments ✔️ How the ABCs help us understand patterns in behavior ✔️ Why understanding behavior leads to better support Whether you're a teacher, paraeducator, RBT, BCBA, parent, or caregiver, this episode will help you make sense of behavior without the jargon. 🔑 Key Takeaways • Antecedents are what happen before a behavior and often signal patterns • Behavior includes anything a person does, not just challenging behaviors • Consequences are what happen after a behavior and influence future behavior • The ABCs help explain why behaviors continue over time • Prevention strategies often focus on changing antecedents • Behavior serves a purpose and communicates information • Looking for patterns is more helpful than looking for blame • Understanding behavior helps us teach skills instead of simply reacting 📌 Resources Mentioned • Free Visuals & Resources → https://abainschool.com/4xy3 • Previous episodes: Antecedent (Episode 51 Antecedent Strategies --> https://abainschool.com/ep51 ) Behavior (Episode 35 Collecting ABC data --> https://abainschool.com/ep35 ) Consequence (Episode 55 Teaching Replacement Behaviors and Episode 29 Functions of Behaviors --> https://abainschool.com/ep55 and https://abainschool.com/ep29 ) • Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • ABA in School Resources → https://abainschool.com/tptstore • Blog: What Is ABA in Simple Terms → https://abainschool.com/intro-to-aba 🎙️ Coming Next Reinforcement: What goes up, must come.... not, it doesn't have to come down! ⭐ Join Us • Subscribe for practical ABA and special education strategies without the jargon • Share this episode with a teacher, parent, or colleague • Join The Misfit Behaviorists community for resources, discussions, and support #misfitbehaviorists #ABA #BehaviorAnalysis #ABCsOfBehavior #SpecialEducation #AutismSupport #BCBA #RBT #Teachers #BehaviorSupport Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Welcome to the first episode of ABA Without the Jargon, a new mini-series from The Misfit Behaviorists where we take common ABA and special education terms and translate them into everyday language. In this episode, we're tackling the biggest term of all: ABA (Applied Behavior Analysis). We'll break down: ✔️ What "Applied" really means ✔️ What counts as behavior ✔️ Why analysis is simply figuring out what's working and why ✔️ Common misconceptions about ABA ✔️ How teachers, therapists, and parents already use ABA strategies every day Whether you're a special education teacher, paraeducator, RBT, BCBA, parent, or just curious about behavior support, this episode provides a practical, no-jargon explanation of what good ABA should look like in today's classrooms and homes. 🎁 Free Visuals & Resources Download the companion visuals discussed in this episode → https://abainschool.com/3928 Blog post "What is ABA in Simple Terms" → https://abainschool.com/intro-to-aba 📌 Resources Mentioned • Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • ABA in School Resources: → https://abainschool.com/tptstore 🎙️ Coming Next ABCs of Behavior: Antecedent, Behavior, and Consequence Explained in Plain English #misfitbehaviorists #ABA #AppliedBehaviorAnalysis #Autism #SpecialEducation #BehaviorAnalysis #BCBA #RBT #Teachers #AutismSupport #BehaviorSupport #ABAWithoutTheJargon Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

A quick story from an ABA clinic about a student checking the floor to see if the “down” internet had literally fallen down. This Misfit Minute is a reminder that language is not always interpreted the way we expect, especially for students who process communication very literally. Key Takeaways • Literal language can create confusion—Common phrases may not mean what we think they mean to every learner • Everyday expressions are learned skills—Sarcasm, metaphors, and slang often need direct teaching • Clarity matters—Sometimes clearer language reduces frustration and misunderstandings • “Extra support” may just be clearer communication—Simple wording can make a huge difference • Think about your audience—Different learners process language differently • Everyday moments create teaching opportunities—Small interactions can build long-term communication understanding • Communication goes both ways—Sometimes we need to adjust our language, not just expectations Resources • Another fun story here about sensory overload → https://abainschool.com/mm27 • And a cute story about how a puppy taught us a lesson → https://abainschool.com/mm26 Join Us • Join the Misfit Behaviorists Facebook group → https://abainschool.com/misfits • Subscribe for more real-life ABA and special education stories • Share your own “that time I learned…” moments with us Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

A quick reminder that behavior problems are not always “won’t do” problems. Sometimes they’re “can’t do yet” problems. In this Misfit Minute, Caitlin breaks down why consequences alone don’t teach skills like waiting, emotional regulation, frustration tolerance, or communication, and why practicing coping skills during calm moments matters so much. Key Takeaways • You can’t punish a skill deficit away—Consequences alone don’t teach missing skills • Behavior often communicates missing abilities—Difficulty waiting, coping, or communicating may be skill deficits • Replacement behaviors must be taught—Students need to learn what to do instead • Practice during calm moments matters most—Skills are harder to learn when already escalated • Reinforce progress, not perfection—Growth happens through repetition and support • Shift from “defiance” to information—Repeated behavior may signal a need for more teaching and practice • Long-term behavior change requires instruction—Not just reacting after the behavior happens Resources • Need support teaching replacement behaviors and coping skills? Check out these behavior support visuals: https://abainschool.com/k858 • “Can’t Do vs Won’t Do” visual → https://abainschool.com/mm15 • DTT vs NET teaching → https://abainschool.com/ep5 • Check out the FBA mini-series! Start here → https://abainschool.com/ep31 Join Us • Join the Misfit Behaviorists Facebook group → https://abainschool.com/misfits • Subscribe for more ABA and special education quick tips • Share an example of a skill you realized needed teaching instead of consequences Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

A quick story from early in my autism journey that completely shifted how I understand sensory overload. One small moment in a speech therapy room turned into a lifelong reminder: we may be in the same space, but experiencing it in very different ways. Key Takeaways • Sensory overload isn’t always visible—A child may be overwhelmed even when the environment feels “normal” to us • Not all brains filter the same way—Some learners hear, see, and feel everything at once • Small details can be big triggers—Sounds you don’t notice (like a ticking clock) can be intense and constant • Same room, different experience—Two people can share a space but have completely different sensory input • Perspective matters—Understanding sensory differences helps build empathy and better support • Don’t assume ease = universal—What feels simple to you may be overwhelming for someone else Resources • Check out this social story about communicating about sensory needs I Need Something: https://abainschool.com/p8t6 Join Us • Join the Misfit Behaviorists Facebook group • Subscribe for more real-life ABA and special education insights • Share your own “that time I learned…” moments—we’d love to hear them Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

What happens when your well-planned behavior strategy falls apart in real life? This quick episode uses a runaway puppy story to break down what to do in the moment—especially when safety, attention-seeking behavior, and real-world variables take over. Key Takeaways • Safety comes first • Behavior plans aren’t one-size-fits-all • Change the environment before blaming the learner • Stay neutral, not emotional • Calm, predictable responses matter • Reflect after, not during Resources • See these Functions of Behavior social stories for some ideas! https://abainschool.com/fxbxstories • If you need all the dox you need to create a great FBA, check these out: https://abainschool.com/4zdz 🤝 Join Us 💬 Join the conversation in the Misfit Behaviorists Facebook Group 🎧 Follow the podcast for more quick, practical strategies ⭐ Leave a review if this episode helped you—it helps other educators find us! • Share your own “real-life behavior” moments—we’ve all been there Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

What do you do when a paraprofessional just can’t keep up with the pace, data, or demands of your classroom? Before jumping to frustration, this Misfit Minute walks you through a practical, compassionate approach to coaching staff, improving systems, and making data-based decisions that keep your students first. 🔑 Key Takeaways • Check the system, not just the person • Define what “keeping up” actually means • Simplify and prioritize tasks • Model + narrate your thinking • Practice together + give immediate feedback • Reinforce effort and growth • Reflect on fit using data, not emotion • Document support and communication 🤝 Join Us 💬 Join the conversation in the Misfit Behaviorists Facebook Group 🎧 Follow the podcast for more quick, practical strategies ⭐ Leave a review if this episode helped you—it helps other educators find us! Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

In this Misfit Minute, Audra shares five career lessons she wishes she’d learned earlier as an educator: don’t overplan—use one strong activity with built-in extensions instead of many activities that won’t work; don’t skip data collection because “I’ll remember later” leads to missing or skewed data—quick tallies beat perfect data never recorded; don’t try to do everything alone—treat paras, therapists, and gen ed teachers as true collaborators; protect breaks and boundaries early to prevent burnout by leaning on staff and requesting admin support when needed; and prioritize connection over compliance, since connection creates longer-lasting engagement and makes behavior strategies more effective. She encourages newer professionals to give themselves grace, set parameters, and develop step by step to stay in the field long-term. 00:00 Welcome and Setup 00:19 Tip 1 Stop Overplanning 00:55 Tip 2 Track Data Now 01:14 Tip 3 Collaborate More 01:37 Tip 4 Protect Boundaries 02:23 Tip 5 Connection Over Compliance 03:18 Closing Encouragement 🙌 Join Us & Share • Join us on FB for freebies, sharing, and more! → https://abainschool.com/misfits • Subscribe for weekly behavior insights + full-length episodes • Send this episode to a teammate who needs a little "pump" this week! Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

In this episode, Audra and Caitlin tackle one of the hardest parts of working in special education and behavior support: talking with families when things are not improving yet. When behaviors are escalating or strategies aren’t working, those meetings can feel tense for everyone in the room. The conversation explores how educators and BCBAs can stay transparent, rely on objective data, and keep relationships strong with families even when the news is difficult. Instead of panic, blame, or sugarcoating, the focus is on collaboration, trust, and problem-solving together. 🔑 Key Takeaways • Tip 1: Start with transparency — Families usually know when things aren’t going well. Honest communication builds trust. • Tip 2: Lead with data, not emotion — Share observable patterns (frequency, timing, context) instead of subjective language. • Tip 3: Share what’s been tried — Explain strategies already attempted, what’s happening now, and the next steps. • Tip 4: Stay calm when emotions rise — Pause, slow the conversation, and return to shared goals for the student. • Affirm the child first — Let families know you genuinely value their child before discussing challenges. • Follow up in writing — Send a short recap so families can process and avoid misunderstandings. 📦 Resources Mentioned • Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • Share strategies for navigating difficult parent conversations • Ask questions or suggest topics for future episodes 🙌 Join Us & Share • How do you handle tough conversations with families when behavior plans aren’t working? • What strategies help keep meetings collaborative instead of confrontational? • Have you found ways to share difficult data without escalating stress for families? • Join the discussion in the Misfit Behaviorists Facebook Group • Know a teacher or BCBA who dreads parent meetings? Send them this episode 🎧 Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Running small groups in an ABA classroom can feel like juggling flaming data sheets. Two learners. Two programs. Two sets of behaviors. In this Misfit Minute, Caitlin shares four practical tips for running dyads and small group instruction without sacrificing instructional quality. 🔑 Key Takeaways • Prep for success — have materials, reinforcers, pencils, and data sheets ready before you start. Less scrambling, more teaching. • Plan the rotation — decide who gets your attention first and what the other learner will do while waiting. Keep them engaged. • Position strategically — sit between students when possible so you can monitor engagement, behavior, and prompting easily. • Quality over quantity — five strong, meaningful trials beat fifteen rushed ones every time. • Expect it to feel clunky at first — rhythm builds with practice for both you and your learners. 📦 Resources to check out • Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • IEP Goal Bank & Assessment System → https://abainschool.com/iepgoals • Episode #62 Running Social Skills Groups → https://abainschool.com/ep62 🙌 Join Us & Share • Do you prefer dyads or 1:1 instruction? • What helps you keep the “waiting” student engaged? • Drop your favorite small group tip in the Facebook group 💬 • Know a teacher overwhelmed by small groups? Send them this Misfit Minute 💙 Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

The past few years have reshaped classrooms in ways many educators are still trying to make sense of. In this episode, Audra and Caitlin react to real conversations from teachers and parents about burnout, behavior changes, staffing shortages, placement decisions, and the growing gap between expectations and reality in special education. They share honest reflections, practical perspective, and reassurance for educators wondering if it’s just them… or if things really have changed. 🔑 Key Takeaways • Post-COVID behavior shifts are still impacting classrooms — many educators report lasting changes in student readiness and regulation. • Burnout often comes from systems, not students — paperwork, staffing shortages, and unrealistic expectations wear people down. • No two schools are the same — a difficult placement doesn’t mean the entire field is broken. • It’s okay to leave a setting that isn’t sustainable — protecting your mental health helps students too. • Placement decisions must be individualized — least restrictive environment looks different for every student. • Social media advice has limits — meaningful strategies require knowing the actual child. • Independence skills matter more than academics at school entry — self-care and routines set the foundation for learning. • If you’re still in this field, your commitment matters — staying doesn’t mean it’s easy; it means it’s meaningful. 📦 Resources Mentioned • Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • Share your experiences with post-COVID classroom changes • Submit future episode topics in the group 🙌 Join Us & Share • Are you seeing lasting behavior or readiness changes in students? • What’s been the biggest contributor to burnout in your role? • What has helped you stay in the field — or decide to leave? • Share your perspective in the Misfit Behaviorists Facebook Group • Know an educator who feels exhausted or discouraged? Send them this episode Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Noncompliance isn’t always loud. Sometimes it’s quiet, avoidant, and easy to miss until it grows into something bigger. In this Misfit Minute, we break down the difference between passive vs active noncompliance and why recognizing the difference early helps you respond calmly, support regulation, and prevent escalation into unsafe behaviors. 🔑 Key Takeaways • Not all noncompliance looks the same 👀 — passive noncompliance is quiet avoidance, while active noncompliance is disruptive and visible. • Catch it early ⛰️ — it’s much easier to support students during passive noncompliance than after behaviors escalate. • Think “can’t vs won’t” 🧠 — skill deficits need support and modification; motivation issues need reinforcement and engagement strategies. • Passive noncompliance calls for gentle support 🤍 — quick prompts, choices, first/then, and small motivation boosts can help students get started. • Active noncompliance needs regulation first 🔄 — short directives, movement breaks, coping strategies, and validation help reset before returning to work. • Pushing demands during escalation rarely works 🚫 — address regulation and underlying needs before expecting task completion. • Neutral, supportive tone prevents power struggles 🎯 — focus on helping students be successful, not “winning” the moment. 📦 Resources to check out • Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • “Can’t Do vs Won’t Do” visual → https://abainschool.com/mm2w • Related episode: 5 Preschool Behavior Strategies → https://abainschool.com/ep66 • Crisis Cycle Creation → https://abainschool.com/ep57 • FBA process starts here! → https://abainschool.com/ep31 • ABA in School blog → https://abainschool.com • Free token boards → https://abainschool.com/ymnr 🙌 Join Us & Share • Do you see more passive or active noncompliance in your classroom? • What strategies help you catch behaviors before they escalate? • Share your experiences in the Misfit Behaviorists Facebook Group 💬 • Know a teacher or BCBA who could use this distinction? Send them this Misfit Minute 💙 Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

When another professional walks into your classroom, things can get complicated fast. In this episode, Audra and Caitlin answer a listener question about what to do when support staff, behavior consultants, or other specialists aren’t showing up in the way you expected. They share practical, professional ways to navigate power dynamics, clarify roles, and protect your classroom while keeping relationships intact. 🔑 Key Takeaways • Document objectively and consistently 📋 — focus on facts, patterns, and student impact, not emotions. • Start with direct communication 🤝 — go to the source before escalating to admin or supervisors. • Frame concerns around student safety and learning 🧠 — this keeps conversations professional and grounded. • Ask clarifying questions instead of making accusations ❓ — misunderstandings about roles happen more than you think. • Protect your classroom systems 🏫 — keep running behavior plans, data collection, and instruction regardless of who enters the room. • Give clear, specific tasks when possible 🧩 — structure can help overwhelmed or unclear support staff succeed. • Sometimes you can only control your response 🔄 — do your best, stay professional, and focus on student outcomes. 📦 Resources Mentioned • Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits • Submit future episode topics in the group 💬 🙌 Join Us & Share • Have you ever had to navigate tricky staff dynamics in your classroom? • What strategies helped you keep things professional and student-focused? • Share your experiences in the Misfit Behaviorists Facebook Group 📸 • Know a teacher or BCBA who needs this conversation? Send them this episode 💙 Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Staff pushback happens. Eye rolls, sighs, and the dreaded “we already tried that” can make even the calmest team lead feel defensive. In this Misfit Minute, Caitlin talks about shifting from control to curiosity when staff resist new strategies and how asking the right questions builds trust, buy-in, and stronger teams. 🔑 Key Takeaways • Staff pushback often comes from burnout or feeling unheard 😮‍💨—not resistance for the sake of resistance. • Curiosity beats control 🔍—asking “What didn’t work last time?” opens the door to real insight. • You don’t lose authority by asking questions 💬—you gain collaboration. • Empathy creates buy-in 🤍—acknowledging that new strategies feel hard reduces defensiveness. • Modeling flexibility invites flexibility 🔄—your tone sets the tone. • “We’re in this together” builds teams that grow with you, not against you 🤝 📦 Resources to check out • Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits 🙌 Join Us & Share • How do you respond when staff push back? • What questions have helped you build buy-in? • Share your experiences in the Misfit Behaviorists Facebook Group 💬 • Know a BCBA or teacher navigating staff resistance? Send them this Misfit Minute 💙 Join the Facebook group for collaboration and freebies: The Misfit Behaviorists 😍 More, you say? We’re here for you! Apple podcast | The Misfit Behaviorists YouTube | @‌themisfitbehaviorists 👋 Find us! Audra | ABA in School Caitlin | Beltran’s Behavior Basics 🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!