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!
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