Learn Share Repeat

Earlier this week, I attended two trainings offered through the Partnership for Effective Programs for Students with Autism (PEPSA). Over the years, I have attended hundreds of presentations with high hopes of leaving with new knowledge. Presenters, Scott Bellini, Ph.D., HSPP, and Jessica Minahan, M. Ed BCBA left me with a reframed mindset, and ready to return to the classroom to practice new strategies. Bellini spoke about "Building Social Relationships Through Evidence Based Social Skills Programming for Youth with ASD", and Minahan spoke about "Reducing Anxiety-Related or Oppositional Behavior in the Classroom". Chasing Behaviors vs. Identifying the Underlying Issues I learned that I am "chasing behaviors", when I need to be addressing the underlying issues. Let me illustrate what I mean by "chasing behaviors". As I walk through the Kindergarten hall, little Rocky comes running out of a classroom, kicking, yelling, and ripping posters off t...

Some students do not recognize when they are filled with negative self-talk. For example, when learning a  new math skill, they become instantly frustrated if they don't fully understand the concept right away. And they say,  "I'll never figure this out", or "This is too hard." If I am working one-on-one with the student, I can ask strategic questions that will guide him through the skill, helping him to process the information, connect to background knowledge, and understand the new concept being introduced. This student needs to learn to change his self talk from, "I'll never figure this out" to "What do I understand about this math problem? Let me read the problem again. What information is provided?", etc. He needs to ask himself questions in order  to independently   process the information, connect to background knowledge, and acquire the new skill without the assistance of the teacher. Essentially, the student need...