Core vocabulary isn’t just a buzzword, it’s one of the most powerful tools we can use to help our students communicate, connect, and grow. But here’s the problem: too often, AAC and core boards end up sitting on a shelf instead of being embedded into daily routines.

In this episode, I’m breaking down exactly what core vocabulary is, why it matters, and how to naturally weave it into your everyday classroom routines, without needing an extra hour in your day or a degree in speech therapy. You’ll leave with practical strategies that actually work in real classrooms, with real students.

✨ What core vocabulary really is (and why it’s so powerful for communication)
✨ Why we often overthink AAC and how to simplify it
✨ How to start small with just 1–3 core words a week
✨ Practical ways to embed core vocabulary into crafts, snack time, transitions, and story time
✨ Why modeling matters more than student output (and how to do it without pressure)
✨ How to make core vocabulary visible, consistent, and fun across your classroom
✨ The importance of keeping core words accessible in multiple spaces, not hidden away

Explore the Core Vocabulary Activities Bundle, Adapted Books, and Matching Sets to help you model and embed core words with ease.

Come share your core vocab wins with me on Instagram @teachingautism - I love seeing the words you’re modeling each week!

👉 Tune in and discover how simple, meaningful, and powerful core vocabulary can be when it becomes part of your everyday classroom rhythm.

Ever been told your students are “just getting out of work” when they take a sensory break? Or that they “need to learn to sit still”? In today’s episode, I’m breaking down why sensory breaks aren’t luxuries or rewards, they’re essential regulation tools that help students access learning.

We’ll dig into what regulation really means, why breaks aren’t the same as time-outs, how the research backs this up, and practical ways you can weave regulation tools into your day, without needing a fancy sensory room.

By the end of this episode, you’ll walk away with the confidence to shut down those “spoiling them with breaks” comments and the strategies to set your students up for success.

✨ The true definition of regulation (and why it’s not automatic for many neurodivergent students)
✨ The critical difference between a sensory break and a time-out
✨ What the research actually says about sensory supports in the classroom
✨ Why breaks must be proactive, not just reactive
✨ How to respond when it seems like students are “avoiding work”
✨ Easy, low-prep ways to add sensory breaks to your classroom
✨ Fresh ideas for reframing “breaks” into regulation tools

Explore my visuals, schedules, and support tools for sensory regulation.

Tag me on Instagram @teachingautism to share your sensory spaces and break systems, I love seeing what you create!

👉 Tune in and let’s reframe sensory breaks for what they really are: bridges back to learning.

Hey friends! In this episode of Teaching Autism and Special Education, we’re diving into one of the most misunderstood (but hugely important) parts of student behavior: sensory processing.

From toe-walking to meltdowns to zoning out, so many behaviors in our classrooms are not “bad behavior.” They’re sensory systems saying, “I’m overwhelmed and I need support.”

Together, we’re unpacking:

What sensory processing actually is

The 8 sensory systems (yes, there are 8!)

What happens when those systems are out of sync

Easy, realistic ways to support sensory needs in your classroom

Why sensory differences are not about behavior, they’re about survival

The role of the lesser-known sensory systems (vestibular, proprioception, and interoception)

Common signs of over- and under-responsiveness across all systems

Why sensory input should be proactive, not just reactive

How to normalize and support sensory needs for every student

Visual (Sight) – Lights, movement, visual clutter

Auditory (Sound) – Background noise, voices, sudden sounds

Tactile (Touch) – Textures, clothing, materials

Olfactory (Smell) – Scents, perfumes, food smells

Gustatory (Taste) – Oral input, picky eating, chewing

Vestibular (Balance & Movement) – Motion, head position, spinning

Proprioception (Body Awareness) – Pressure, body position, movement

Interoception (Internal Signals) – Hunger, thirst, emotions, toilet needs

Tomchek & Dunn (2007): 95% of autistic students experience sensory processing differences

Schaaf et al. (2014): Understanding sensory patterns improves support, learning, and regulation

Observe and Track Patterns
 ➡️ Notice when students become dysregulated and what’s happening around them.

Stock Your Room with Tools
 ➡️ Fidgets, noise-canceling headphones, sensory bins, calm lighting, chewies, wiggle seats, let them choose what works.

Build Sensory Input Into the Day
 ➡️ Movement breaks, sensory stations, deep pressure, calm-down time—it’s not “extra,” it’s essential.

Talk About Sensory Needs Openly
 ➡️ Use visuals and stories to teach students how to understand and express their needs.

Include Sensory Supports in IEPs
 ➡️ These are not “rewards” or “nice-to-haves.” They’re vital learning supports. Put them in writing.

Was this episode a sensory “aha” moment for you?
Come say hi over on Instagram and tag me in your favorite takeaway.
Or explore my sensory visuals, blog posts and freebies.

Supporting sensory needs isn’t about “giving in.”
It’s about removing barriers to learning, regulation, and connection.
When we meet sensory needs, we don’t just see fewer meltdowns, we build more trust.

And that? That changes everything.

🎧 Hit play now and start seeing your students’ behaviors through a sensory lens.
And don’t forget to share this one with your SPED team, it’s a must-listen.

Hey lovely humans! Ever had one of those “I’ve tried everything and NOTHING is working” moments? Yeah… same. In this episode of Teaching Autism and Special Education, I’m breaking down what to do when you hit that wall.

Because behavior isn’t always straightforward. And when strategies flop, it’s not because you’re failing, it’s because this work is hard, layered, and human.

Today I’m giving you a step-by-step troubleshooting checklist I personally use when things go sideways. You’ll leave with fresh ideas, honest validation, and some much-needed calm.

Why your go-to strategies might suddenly stop working (and what to try next)

How to reassess behavior functions when things don’t add up

Why the environment might be making things harder than they need to be

How skill gaps show up as challenging behavior

The power of team consistency and regulation, for the student and you

When (and why) it’s okay to let a strategy go and try something else

You’re not failing. You’re troubleshooting.

Behavior is communication, and communication isn’t always clear.

The environment plays a massive role in behavior outcomes.

Lagging skills in communication, regulation, or executive function may be hiding under the behavior.

Consistency across adults is key, misalignment causes chaos.

Your regulation matters just as much as the student’s.

Letting go of a strategy that isn’t working is not giving up, it’s adapting.

Recheck the Function
 ➡️ Use ABC data to make sure you truly understand why the behavior is happening.

Look at the Environment
 ➡️ Assess lighting, noise, transitions, demands, and adult responses, tiny tweaks = big shifts.

Check for Skill Gaps
 ➡️ Is this actually a behavior problem… or a skill that’s missing?

Evaluate Consistency Across Adults
 ➡️ If the team isn’t on the same page, the student won’t know what to expect.

Regulation Check
 ➡️ Are they dysregulated? Are you? Start there, always.

Try Something New
 ➡️ If a strategy truly isn’t working, let it go. It’s feedback, not failure.

Feeling seen after this one?
Come say hi on Instagram, or grab some practical, neuro-affirming behavior tools and trainings.

If you’re in that “nothing’s working” season, please know:
You’re not alone. You’re not failing.
You are showing up, and that means everything.

Behavior change takes time, but safety and trust are being built every day you keep trying.
You’ve got this. And I’m cheering you on every step of the way.

🎧 Hit play now and let’s troubleshoot together, with compassion, curiosity, and zero shame.
And if this episode helped you, share it with a teammate or leave a quick review so more SPED educators can find it too.

Hey hey, welcome back to Teaching Autism and Special Education!
Today, we’re talking about one of the toughest (and most misunderstood) parts of our job, supporting students through aggression and meltdowns without resorting to punishment.

Because here’s the truth: Punishment doesn’t teach regulation.
It teaches fear. And our students deserve better than that.

In this episode, I’m breaking down:

The real difference between meltdowns and tantrums

Why traditional discipline often backfires in SPED settings

How to show up with compassion and safety, even when things get messy

This one’s for the educators in the thick of it, showing up with love even when it’s hard. 💛

The neurological truth about meltdowns and aggression

Why punitive responses can make behaviors worse

Practical, neuro-affirming strategies to use in the moment

How to co-regulate and connect, instead of isolate and shame

What to do after a meltdown to teach new skills (the right way)

Meltdowns ≠ tantrums: They’re a fight-or-flight response, not manipulation.

Aggression is communication: It doesn’t mean the child is “bad”, they’re overwhelmed.

Punishment teaches fear: Support builds trust.

Regulation starts with you: Your calm can anchor their storm.

Connection matters most: Even when behavior is intense, don’t withdraw your presence.

Stay Calm, Even When It’s Hard
 ➡️ Your nervous system becomes theirs, so breathe, soften, and anchor.

Remove the Audience, Not the Student
 ➡️ Create a safe space for regulation without adding shame.

Say Less, Show More
 ➡️ Skip the lecture. Use visuals, modeling, and low words.

Co-Regulate, Don’t Isolate
 ➡️ Sit with them, support them, and offer tools, not timeouts.

Teach Skills Later, Not in the Moment
 ➡️ When calm returns, that’s when the learning happens.

Yes, safety always comes first.
But safety doesn’t have to come at the expense of compassion.
You can hold boundaries and still lead with empathy.
Have a plan. Prep your team. Create safe spaces.
But remember, connection is the true prevention.

This episode hit home?
Share it with a fellow educator or tag me on Instagram @teachingautism, I love hearing how these tools support your students (and you).

Looking for calming visuals, regulation tools, or post-meltdown reflection sheets?
They’re waiting for you over at teachingautism.co.uk.
No fluff, just real tools that work.

You’re not a bad teacher because a student has big behaviors.
You’re a safe teacher because they’re having them with you.
This work is messy, and emotional, and exhausting, and still, you show up.
That is powerful. That is healing.
And that is making a difference every single day.

🎧 Hit play and let’s rewrite the script on behavior support, one connection at a time.
Subscribe, leave a review, or send this to the educator in your life who needs to hear: you’re not alone in this. 

Hey friends! Today we’re getting into the real stuff, behavior plans that actually work. Not just the ones that check a box or look good at a meeting, but plans that truly support our students (and us!) in the day-to-day chaos of special education life.

I’m sharing exactly how to build behavior plans that are neuro-affirming, doable, and focused on connection over compliance. If you've ever stared at a blank behavior form thinking, "How do I even start?" this episode is for you.

Why punishment-based plans fall flat, and what to do instead

How to identify the real reason behind behavior (spoiler: it’s not always what it looks like)

How to write clear, objective, trackable behavior goals

What supports to build in before behavior happens

Why teaching replacement skills is non-negotiable

How to keep things simple, consistent, and doable for your whole team

Behavior is communication, your plan needs to reflect that.

Focus on support, not suppression.

Defining behavior clearly makes tracking and consistency possible.

Proactive supports (visuals, breaks, sensory tools) matter more than reactions.

Replacement behaviors must be modeled, practiced, and reinforced like crazy.

Your regulation plays a key role in your student’s success.

Ditch the Punishment Mindset
 ➡️ Shift from "stop this behavior" to "support this student."

Find the Function (The WHY)
 ➡️ Escape? Attention? Access? Sensory? Get curious before reacting.

Define the Behavior Clearly
 ➡️ Say exactly what it looks like, not just "meltdowns" or "aggression."

Support Meaningful Progress
 ➡️ Set goals that are realistic and focused on growth, not perfection.

Build in Proactive Supports
 ➡️ Visual schedules, break cards, co-regulation, pre-warnings… all the good stuff!

Teach a Replacement Behavior
 ➡️ Give them a better, easier, more effective way to meet the same need.

Stay Consistent + Take Data
 ➡️ Keep it simple. Just be consistent enough to spot patterns.

Reviewing a behavior plan this week?
Tell me how it goes! I’d love to hear from you over on Instagram, or come grab some of my ready-to-use visuals and planning tools.

Behavior plans aren’t about controlling kids.
They’re about understanding them.
They’re how we say, “I see you. I hear you. I want to help.”

And when we build them with compassion, curiosity, and calm, we don’t just change behavior.
We build trust. Connection. Safety.

And honestly? That’s the magic.

🎧 Hit play and learn how to create behavior plans that are practical, neuro-affirming, and actually make a difference.
Don’t forget to subscribe, leave a review, or send this to a fellow SPED teacher who’s in the trenches with you.

Hey hey! In this episode of Teaching Autism and Special Education, we’re keeping it simple, practical, and real, because let’s face it, none of us have time for behavior plans that require six hours, three meetings, and a laminator.

I’m sharing 5 quick-win strategies you can literally start using tomorrow. No Velcro, no prep, no late-night crafting. Just real solutions that support connection, reduce chaos, and actually work, especially for our neurodivergent students.

If your class has felt like a bit of a circus lately (been there!), this episode is your new best friend.

Why front-loading can change everything for anxious or overwhelmed students

How to stop behaviors before they happen with one powerful sentence

Why giving choices helps reduce power struggles (and doesn’t mean giving in)

How to identify missing skills behind challenging behavior

Why your own regulation is your most powerful classroom tool

Front-load like a pro: Predictability reduces anxiety.

Pre-correct: Set expectations before behavior kicks off.

Offer choices: Small choices = big empowerment.

Teach the skill: Don’t assume they know, teach what’s missing.

Regulate yourself first: Your calm becomes their calm.

Front-Load Everything
 ➡️ Use visuals, clear language, and routines to prep students for what’s ahead.

Pre-Correct Before You Redirect
 ➡️ Set them up for success by stating expectations ahead of time.

Offer Controlled Choices
 ➡️ Give options that work for both of you and reduce pushback.

Teach the Missing Skill
 ➡️ Identify what’s behind the behavior and teach the alternative.

Regulate Yourself First
 ➡️ You’re the thermostat. Your calm is contagious.

Trying one of these strategies this week?
Tell me how it goes, DM me on Instagram @teachingautism or tag me in your stories. I love hearing how you’re supporting your students with heart and intention.

Check out my behavior supports, visuals, and trainings.
You’ll find everything from task boxes to full-on toolkits designed to make your job easier (and your classroom calmer).

You don’t need to fix everything all at once.
Just try one new strategy this week.
Celebrate the small wins, because in our world, they’re everything.
And if no one told you today… you’re doing an amazing job.

🎧 Hit play now and walk into tomorrow feeling more prepared, more confident, and more connected with your students.
Subscribe, leave a review, and share this episode with a teammate who could use a little behavior boost!

Hey friends! In today’s episode, we’re diving into something we all deal with in the classroom: challenging behavior. But here’s the thing, what we often call “acting out” is actually communication.

So instead of asking, “What’s wrong with them?” let’s start asking, “What are they trying to tell me?”

From sensory overload to task refusal, I’m breaking down the common messages behind student behavior, and giving you practical, neuro-affirming ways to support them with compassion (not consequences). 💛

Why behavior is always communication (yes, always)

5 common reasons students “act out” (and what they might be trying to say)

How to flip the script from judgment to curiosity

Simple strategies to support students through challenging moments

Why co-regulation matters more than consequences

All behavior has a purpose, even if it’s not the one we expect.

Dysregulation isn’t a choice. It's a nervous system calling for help.

“Attention-seeking” is actually connection-seeking, and that’s not a bad thing.

Behavior data like ABC charts are your roadmap to understanding, not just paperwork.

You can’t teach a dysregulated child. Regulate first, teach second.

✔️ Use visuals, core boards, or single-word communication
✔️ Reduce environmental and sensory triggers
✔️ Teach replacement behaviors step-by-step
✔️ Track patterns with ABC observations
✔️ Stay curious, not reactive

Did this episode give you an aha moment?
Come find me on Instagram @teachingautism and let me know what clicked for you—or send me a DM! I love hearing your thoughts. 💬

Looking for behavior supports, communication visuals, or ready-to-use resources?
Check out everything I’ve got waiting for you over on my blog.

Your students aren’t giving you a hard time.
They’re having a hard time.
When we shift from “fixing behavior” to understanding communication, we transform not just our classrooms, but our relationships with the kids who need us most.

🎧 Listen now and start decoding behavior in a whole new way!
Don’t forget to subscribe, leave a review, and share this episode with a fellow teacher who needs to hear it.

Hey friend! In this episode, I’m talking all about something that has completely transformed my classroom (and my sanity!) over the years - creating a calm and organized learning space.

If your classroom has ever felt like a whirlwind of noise, papers, and visual chaos — you’re not alone. I’ve been there. But over time, I’ve found that small, intentional changes can make a huge difference for both our students and us as teachers.

So today, I’m walking you through:

Why classroom environment matters so much (especially in SPED!)

How I structure my space to support regulation and focus

Tips for decluttering, lighting, routines, and setting up calming zones

Real examples from my own classroom and others

And how to get started without feeling like you have to do a total makeover

Let’s dive in!

🧠 Why Environment Matters
Our students are deeply impacted by their surroundings - from visual clutter to unpredictable noise. A calm, organized space helps:

Reduce sensory overwhelm

Support emotional regulation

Increase focus, communication, and engagement

Lower your stress too (because yes, you matter in this equation!)

🧹 Step 1: Declutter and Simplify

Keep what you actually use - donate the rest

Use clear bins and label everything

Limit visual distractions on walls - keep visuals purposeful
I’ve seen huge changes in classrooms just from removing a few extra posters or streamlining supply areas.

🧭 Step 2: Create Zones
Structure supports success! I share how to create:

A calm corner with soft lighting and sensory tools

A quiet work zone for independent tasks

A movement space to meet sensory regulation needs
And yes — I talk about my beloved “quiet work tent” and how much my students love it.

💡 Step 3: Use Lighting & Sound Intentionally
Lighting and sound affect classroom energy in big ways. Some simple strategies I use:

Use lamps or string lights instead of harsh overheads

Try background music, noise machines, or headphones

Post a visual noise-level chart for student reminders
You’ll hear how these changes helped students like Lily stay more engaged and regulated.

📆 Step 4: Build Predictable Routines
Structure brings safety. I share how to:

Use visual schedules to reduce anxiety

Create smoother transitions with timers, songs, and movement

Start the day calmly with predictable check-ins or greeting boards
These small shifts have made mornings smoother and built more connection in my classroom.

If you’re ready to calm the chaos, check out my Free Resource Library — it’s packed with over 200 free tools to help you simplify and organize your special ed classroom.

👉 Access the Free Resource Library

Creating a calm and organized classroom doesn’t have to happen all at once. Start small.
Maybe you declutter one shelf or set up a quiet space this week - and build from there.

Your space should work for you and your students - not overwhelm you.
Give yourself grace, experiment with what feels good, and know that it’s totally okay to evolve as your class changes.

I’d love to hear how you’re creating a calming space - tag me @teachingautism or send me a DM and let’s chat about your setup!

P.S. Don't forget to check out my Back to School Google Drive to help you get prepped for this new school year - and all the school years to come!

Thanks so much for hanging out with me today -
Until next time, stay calm, stay kind, and keep teaching. 💛
— Nikki

Hey friend! In this episode, I’m sharing one of my favorite classroom hacks that brings joy, engagement, and so much hidden learning into the day - board games! 🎲

If you’re thinking, “Wait, board games… in my special ed classroom?” - I get it! But trust me, these games can be a total game-changer (pun 100% intended).
In this episode, I walk you through how I use board games to build social skills, academic knowledge, language, regulation, and more - and how I adapt them for all learners in my classroom.

I’m also sharing budget-friendly ways to build your own classroom game stash without breaking the bank-— and some of my best repurposing hacks for when games come with missing pieces (because… yep, it happens!).

💛 Why Board Games Belong in Special Ed
Board games are so much more than just fun - they help build:

Social skills (turn-taking, sharing, teamwork)

Language development (vocabulary, directions, conversations)

Executive functioning (planning, focus, problem-solving)

Fine + gross motor skills (spinners, dice, movement)

Academic reinforcement (colors, numbers, literacy)

Emotional regulation (learning to win/lose gracefully)

Sensory engagement (textures, movement, visual supports)

I even share a story about how Chutes and Ladders helped one of my students learn turn-taking with patience and joy!

🔧 How I Adapt Board Games for All Learners
Board games don’t always come classroom-ready — so here are my favorite ways to tweak them:

Simplify the rules

Add visual supports and picture cues

Swap tiny pieces for larger, sensory-friendly ones

Use cooperative play instead of competition

Add AAC or sentence starters for communication

Shorten wait times and offer role choices

Modify boards or enlarge components

We even created a custom Guess Who? board with pictures of our classmates — it was a HUGE hit and helped with social language, peer recognition, and descriptive vocabulary.

💸 Where to Find Board Games on a Budget
You don’t need to spend a fortune to build a great classroom game stash:

Ask friends/family (a simple Facebook post can work wonders!)

Thrift stores, yard sales, Facebook Marketplace

Buy Nothing groups and library sales

Dollar stores + clearance aisles

Parent donations (even games with missing pieces have value!)

Apply for grants like DonorsChoose

I’ve repurposed Scrabble tiles for spelling, Monopoly money for money skills, and even Jenga blocks for fine motor fun — nothing goes to waste!

If turn-taking is a challenge in your classroom (been there!), grab my free visual turn-taking tool from the Free Resource Library!

It includes editable cards you can personalize with student or staff photos — so students know exactly whose turn it is, with a clear visual cue.

👉 Access the Free Resource Library - over 200 free special ed resources waiting for you!

Board games are such a powerful way to build learning and connection in the special ed classroom - and they don’t have to be overwhelming or expensive.

So here’s my challenge for you:
Pick one board game - new or old - and try it out with your students this week.
Start small, make it fun, and adapt as needed. You’ll be amazed at the engagement and progress that comes from something as simple as playing a game together.

Let me know what you’re playing in your classroom - tag me @teachingautism, send me a DM, or email me your favorite board game hacks!

P.S. Don't forget to head over and leave your Amazon wish list as a comment for us to help clear your list too!

Thanks for listening — and until next time, happy gaming! 🎉
— Nikki