Special Education in Five Minutes Mon, 29 Jun 2026 13:30:24 -0400 https://www.buzzsprout.com/2622829 en-us © 2026 Special Education in Five Minutes yes b58855af-24e5-58d8-8c03-d5a6ccdcc9bc David Poeschl episodic false If you are a parent, general educator, or special educator wanting to stay up to date with your knowledge of special education, this program will provide you with expert knowledge in concise (+/-) five minute episodes. 

 

David Poeschl is your host.  He is a retired school district special education director and Cal-State University lecturer.  He currently works as a no-fee advisor to parents of children with disabilities in Northern California.

 

The content of the podcasts comes from his extensive experience as an educator and the most asked questions parents bring to him in his practice.   


The purpose of the program is to share information about those questions and more so parents can be on equal footing with school staff they are working with.   In addition, many general education teachers need and want additonal ways of helping kids with disabilities, as well as ways to  improve their instructional practices.



]]> Buzzsprout (https://www.buzzsprout.com) David Poeschl https://storage.buzzsprout.com/9ev51bg1p6itdcy8morharf5g33j?.jpg Special Education in Five Minutes https://www.buzzsprout.com/2622829 Behavioral Skills Training (BST): Research Based Training for General Education Teachers and Classroom Assistants Behavioral Skills Training (BST): Research Based Training for General Education Teachers and Classroom Assistants A huge gap exists between a written Behavior Intervention Plan (BIP) and its actual implementation.

One of the primary reasons for this is the lack of training and support general education teachers and instructional assistants receive from the behaviorists that write the plans.

I consistently see IEPs with well written behavior plans that are never implemented due to a lack of support.  I also see IEPs with complex behavior plans that are very difficult to interpret, much less implement.

Significant progress has been made in education research on the topic.  This podcast summarizes one of those studies.

The researchers looked at a staff support framework called Behavioral skills training (or BST). 

BST uses a 4-part training and support regimen consisting of:

-       Written and/or verbal training

-       Modeling the skills to be taught

-       Rehearsing the skills

-       Consistent feedback to correct and further teach

Using this model allows not only the staff who are working with the child to be on the same behavioral page, it allows parents and others outside the school setting to monitor and evaluate progress.

Thanks to the Behaviorists Book Club for the article used in this podcast. Here is a link:

https://behavioristbookclub.com/learn/behavior-skills-training-to-teach-special-education-staff-behavior-intervention-t/

Parents’ guide to BST

https://abainschool.com/behavioral-skills-training/?srsltid=AfmBOoomrAIuGXwNo9xNHirlIaQQu7eoF3RTew20efwFKH-sBGx1v4AE

Summary

The host discusses an article on behavioral skills training (BST) for special education staff implementing behavior intervention plans (BIPs) in middle schools. The episode covers BST’s four components, the gap between BIP design and implementation fidelity, and practical implications for training, monitoring, and retraining. The podcast concludes by emphasizing BST as a framework for all participants in the BIP process.

Key takeaway

Overview of Behavioral Skills Training (BST)

BST consists of four components: instruction, modeling, rehearsal, and feedback, which are theoretically grounded in behavioral principles.

The host explains that instruction establishes a verbal rule, modeling provides observational learning, rehearsal develops fluency, and feedback reinforces correct performance while correcting errors.

Gap Between BIP Design and Implementation Fidelity

BIPs are often rendered ineffective because staff responsible for daily implementation cannot reliably execute the procedures.

The host notes that implementation fidelity is a weak area in special education practice, and poorly designed BIPs without competency‑based training produce outcomes far below controlled research.

Complexity of Middle School Settings

Middle schools create unique challenges—peer dynamics, academic demands, transitions, and co‑teaching arrangements—that are absent in structured therapy environments.

The host states that BIPs not designed with these variables in mind are unlikely to succeed.

Research Evidence: BST vs. Instruction‑Only Training

Studies consistently show that the full BST package is superior to verbal or written training alone, especially for skills requiring procedural precision.

The host highlights that skills described and observed but not practiced remain fragile.

Indirect Service Model and Training Transfer

BCBAs or behavior specialists train teachers and paraprofessionals, who then implement supports with students; the quality of initial training and ongoing fidelity monitoring determines transfer integrity.

The host explains that this indirect model requires training to reliably cascade from trainer to implementer to student outcome.

Practical Implications for BIP and Training Design

BIPs should be written with non‑specialist staff in mind, and training should include task analysis, realistic school scenarios, rehearsals in authentic conditions, and feedback sensitive to staff sensibilities.

The host adds that ongoing fidelity monitoring—through brief observations, self‑monitoring, and data review meetings—should be calibrated to implementation risk and drive retraining decisions when fidelity drops.

Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 


]]> A huge gap exists between a written Behavior Intervention Plan (BIP) and its actual implementation.

One of the primary reasons for this is the lack of training and support general education teachers and instructional assistants receive from the behaviorists that write the plans.

I consistently see IEPs with well written behavior plans that are never implemented due to a lack of support.  I also see IEPs with complex behavior plans that are very difficult to interpret, much less implement.

Significant progress has been made in education research on the topic.  This podcast summarizes one of those studies.

The researchers looked at a staff support framework called Behavioral skills training (or BST). 

BST uses a 4-part training and support regimen consisting of:

-       Written and/or verbal training

-       Modeling the skills to be taught

-       Rehearsing the skills

-       Consistent feedback to correct and further teach

Using this model allows not only the staff who are working with the child to be on the same behavioral page, it allows parents and others outside the school setting to monitor and evaluate progress.

Thanks to the Behaviorists Book Club for the article used in this podcast. Here is a link:

https://behavioristbookclub.com/learn/behavior-skills-training-to-teach-special-education-staff-behavior-intervention-t/

Parents’ guide to BST

https://abainschool.com/behavioral-skills-training/?srsltid=AfmBOoomrAIuGXwNo9xNHirlIaQQu7eoF3RTew20efwFKH-sBGx1v4AE

Summary

The host discusses an article on behavioral skills training (BST) for special education staff implementing behavior intervention plans (BIPs) in middle schools. The episode covers BST’s four components, the gap between BIP design and implementation fidelity, and practical implications for training, monitoring, and retraining. The podcast concludes by emphasizing BST as a framework for all participants in the BIP process.

Key takeaway

Overview of Behavioral Skills Training (BST)

BST consists of four components: instruction, modeling, rehearsal, and feedback, which are theoretically grounded in behavioral principles.

The host explains that instruction establishes a verbal rule, modeling provides observational learning, rehearsal develops fluency, and feedback reinforces correct performance while correcting errors.

Gap Between BIP Design and Implementation Fidelity

BIPs are often rendered ineffective because staff responsible for daily implementation cannot reliably execute the procedures.

The host notes that implementation fidelity is a weak area in special education practice, and poorly designed BIPs without competency‑based training produce outcomes far below controlled research.

Complexity of Middle School Settings

Middle schools create unique challenges—peer dynamics, academic demands, transitions, and co‑teaching arrangements—that are absent in structured therapy environments.

The host states that BIPs not designed with these variables in mind are unlikely to succeed.

Research Evidence: BST vs. Instruction‑Only Training

Studies consistently show that the full BST package is superior to verbal or written training alone, especially for skills requiring procedural precision.

The host highlights that skills described and observed but not practiced remain fragile.

Indirect Service Model and Training Transfer

BCBAs or behavior specialists train teachers and paraprofessionals, who then implement supports with students; the quality of initial training and ongoing fidelity monitoring determines transfer integrity.

The host explains that this indirect model requires training to reliably cascade from trainer to implementer to student outcome.

Practical Implications for BIP and Training Design

BIPs should be written with non‑specialist staff in mind, and training should include task analysis, realistic school scenarios, rehearsals in authentic conditions, and feedback sensitive to staff sensibilities.

The host adds that ongoing fidelity monitoring—through brief observations, self‑monitoring, and data review meetings—should be calibrated to implementation risk and drive retraining decisions when fidelity drops.

Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 


]]> Eric Matyas Buzzsprout-19419385 Mon, 29 Jun 2026 13:00:00 -0400 311 full false Good News for Struggling Readers: Technology Good News for Struggling Readers: Technology Technology has advanced enough to start making a dramatic difference in how struggling readers can keep up with grade level curriculum.

Reading pens, text readers, and other text-to-speech devices and apps are now sophisticated enough for almost all struggling readers to use.

By being able to read and understand grade level text, struggling readers can keep up with their typical peers in grade level curriculum and learn the same material.  

While reading remediation remains essential, technology can bridge the gap in learning while students are learning to become proficient readers.


Links to Resources:

British teacher talking about reading pens

https://www.youtube.com/watch?v=KYmAFyF2iRk

C-pen reader $300-$400

https://www.youtube.com/watch?v=kWUfkYzNZLo&list=PL9cNy51gRnvPiArblfD-pzZX_1bSaxrXH&index=2

OrCam Reader - +/- $2K

https://www.orcam.com/en-us/orcam-read?srsltid=AfmBOopb6u2orQsl-W9tbwaIr_VVs2jE3ZJebyt4yo5ZSAeU6E2s__6E

CAST - the primary organization that continues to develop UDL.  Founded by the creator of UDL, Dr. David Rose

https://www.cast.org/what-we-do/accessibility-inclusive-technology/ 

The link below to a Dear Colleague letter and accompanying materials from the U.S, Department of Education  on school district's obligation to provide assistive technology to students. https://sites.ed.gov/idea/idea-files/dcl-assistive-technology-jan-22-2024/ and https://va-leads-ecse.org/Resource/JWHaEa5BS75R8aD-DlrwUA/Resource-assistive-technology-devices-and-services-for-children-with-disabilities-under-the-idea-dear


Summary

The host discusses how technology—especially text-to-speech and reading pens—enables students with reading disabilities to access grade-level curriculum without fluent reading, while emphasizing the importance of comprehensive screening under IDEA. He covers the Matthew effect’s impact on early learners, the role of Universal Design for Learning, and the school district’s responsibility for funding and training, including how to request assistive technology assessments.

Key takeaway

Matthew Effect and Reading Comprehension

Students who fall behind early face a cumulative disadvantage (the “rich get richer, poor get poorer” pattern), often starting in kindergarten or first grade.

When a child struggles to decode, comprehension drops — similar to a non-doctor reading a medical journal, where pronunciation and meaning quickly become stumbling blocks.

Lack of background knowledge and vocabulary, such as understanding idioms for figurative language, further hinders access to grade-level content.

Universal Design for Learning (UDL)

UDL is a research-proven approach that proactively provides accommodations and uses technology to effectively include all students in general education settings.

A separate podcast on this series explains UDL in detail.

Text-to-Speech Devices and Apps

Text-to-speech tools (reading pens, apps on Microsoft/Apple platforms) allow students to participate meaningfully in daily classroom lessons.

Basic readers may be inadequate for first or second graders due to attention issues, training gaps, or device limitations.

Comprehensive Screening Under IDEA

IDEA requires a thorough screening to determine which type of reader is most suitable for each child — the classroom reader might suffice after proper staff training, or a more sophisticated device may be needed.

Screening helps identify whether the issue is device suitability or merely lack of training.

Specific Reading Pens and Practical Considerations

Two example reading pens are linked: a $300–$400 pen for young students learning to decode (requires school and home training, and two devices are often needed to avoid loss), and a $2,000 pen for high school, college, or work use.

Younger students are likely to lose a device, so providing one for school and one for home is recommended.

School District Responsibility and IEP Integration

The school district is responsible for paying for devices, apps, and training; the assistive technology becomes an IEP item and should include a related technology-use goal.

Parents can request a screening for assistive technology (AT) or augmentative and alternative communication (AAC) from their district or county assistive technology office.


Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 




]]> Technology has advanced enough to start making a dramatic difference in how struggling readers can keep up with grade level curriculum.

Reading pens, text readers, and other text-to-speech devices and apps are now sophisticated enough for almost all struggling readers to use.

By being able to read and understand grade level text, struggling readers can keep up with their typical peers in grade level curriculum and learn the same material.  

While reading remediation remains essential, technology can bridge the gap in learning while students are learning to become proficient readers.


Links to Resources:

British teacher talking about reading pens

https://www.youtube.com/watch?v=KYmAFyF2iRk

C-pen reader $300-$400

https://www.youtube.com/watch?v=kWUfkYzNZLo&list=PL9cNy51gRnvPiArblfD-pzZX_1bSaxrXH&index=2

OrCam Reader - +/- $2K

https://www.orcam.com/en-us/orcam-read?srsltid=AfmBOopb6u2orQsl-W9tbwaIr_VVs2jE3ZJebyt4yo5ZSAeU6E2s__6E

CAST - the primary organization that continues to develop UDL.  Founded by the creator of UDL, Dr. David Rose

https://www.cast.org/what-we-do/accessibility-inclusive-technology/ 

The link below to a Dear Colleague letter and accompanying materials from the U.S, Department of Education  on school district's obligation to provide assistive technology to students. https://sites.ed.gov/idea/idea-files/dcl-assistive-technology-jan-22-2024/ and https://va-leads-ecse.org/Resource/JWHaEa5BS75R8aD-DlrwUA/Resource-assistive-technology-devices-and-services-for-children-with-disabilities-under-the-idea-dear


Summary

The host discusses how technology—especially text-to-speech and reading pens—enables students with reading disabilities to access grade-level curriculum without fluent reading, while emphasizing the importance of comprehensive screening under IDEA. He covers the Matthew effect’s impact on early learners, the role of Universal Design for Learning, and the school district’s responsibility for funding and training, including how to request assistive technology assessments.

Key takeaway

Matthew Effect and Reading Comprehension

Students who fall behind early face a cumulative disadvantage (the “rich get richer, poor get poorer” pattern), often starting in kindergarten or first grade.

When a child struggles to decode, comprehension drops — similar to a non-doctor reading a medical journal, where pronunciation and meaning quickly become stumbling blocks.

Lack of background knowledge and vocabulary, such as understanding idioms for figurative language, further hinders access to grade-level content.

Universal Design for Learning (UDL)

UDL is a research-proven approach that proactively provides accommodations and uses technology to effectively include all students in general education settings.

A separate podcast on this series explains UDL in detail.

Text-to-Speech Devices and Apps

Text-to-speech tools (reading pens, apps on Microsoft/Apple platforms) allow students to participate meaningfully in daily classroom lessons.

Basic readers may be inadequate for first or second graders due to attention issues, training gaps, or device limitations.

Comprehensive Screening Under IDEA

IDEA requires a thorough screening to determine which type of reader is most suitable for each child — the classroom reader might suffice after proper staff training, or a more sophisticated device may be needed.

Screening helps identify whether the issue is device suitability or merely lack of training.

Specific Reading Pens and Practical Considerations

Two example reading pens are linked: a $300–$400 pen for young students learning to decode (requires school and home training, and two devices are often needed to avoid loss), and a $2,000 pen for high school, college, or work use.

Younger students are likely to lose a device, so providing one for school and one for home is recommended.

School District Responsibility and IEP Integration

The school district is responsible for paying for devices, apps, and training; the assistive technology becomes an IEP item and should include a related technology-use goal.

Parents can request a screening for assistive technology (AT) or augmentative and alternative communication (AAC) from their district or county assistive technology office.


Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 




]]> Eric Matyas Buzzsprout-19407580 Sat, 27 Jun 2026 07:00:00 -0400 306 full false Behavior Series #3: Reinforcement - the Heart of a Behavior Plan Behavior Series #3: Reinforcement - the Heart of a Behavior Plan In this episode we'll get into the most important part of a behavior plan, reinforcement.  Learn what it is and what it looks like.
 
Remember, the more you know about special education practice, particularly how Positive Behavior Support is supposed to work, the better off you will be at IEP meetings and in being a full member of the team.
 
Here are some links to more information on reinforcement and behavior interventions in general.   

An explanation why reinforcement in a behavior plan may not be working. 
 (https://theresponsivecounselor.com/2022/12/your-positive-behavior-reinforcement-intervention-will-probably-fail-if.html)

Sample of a reinforcement survey: https://www.lausd.org/cms/lib/CA01000043/Centricity/domain/361/positive%20behavior/tier%20ii/t2%20resources/Student%20Reinforcement%20Survey.pdf

Application to classrooms: https://linksaba.com/classroom-management-strategies-from-aba/


Summary

In this episode, the host explains the concept of reinforcement in behavior plans, emphasizing its proper implementation. He covers the ABCs of behavior (antecedent, behavior, consequence), distinguishes reinforcement from bribery, and describes various classroom applications. The episode also warns against using punishment or response cost in school settings.

Key takeaway

Definition of Reinforcement

Reinforcement is a consequence that immediately follows a behavior and increases the likelihood of that behavior occurring over time.

The host defines reinforcement within the behavior field, clarifying that it is not punishment but a positive consequence 

The ABCs of Behavior

The ABC model (antecedent, behavior, consequence) explains the cycle of behavior from trigger to response to outcome.

The antecedent is the trigger (e.g., loud noise, non‑preferred task, transition), followed by the behavior itself, then the consequence which is whatever happens after (e.g., taking a break, talking to an adult) 

Example: Planned Ignoring

Planned ignoring of calling‑out behavior illustrates how withholding reinforcement can be an effective consequence.

The example of John, a second grader who calls out instead of raising his hand, shows that if he calls out, the teacher may ignore him (planned ignoring), while raising his hand appropriately leads to praise or being called on 

Response Cost and Punishment in PBS

Response cost (taking away an earned reinforcer) should be used only in clinical settings, and punishment is not used in PBS because it fails to address the underlying need.

The host explains that punishment may temporarily suppress behavior, but the behavior will recur and become harder to change; PBS focuses on the legitimate purpose of behaviors 

Reinforcement vs. Bribery

Reinforcement is a planned response before a behavior escalates, while bribery is an unplanned attempt to roll back behavior after escalation.

Using the example of Simone who escalates when asked to do a non‑preferred task, reinforcement is applied while she is calm; bribery occurs after escalation and is usually unsuccessful 

Forms of Classroom Reinforcement

Effective reinforcement must be planned, consistent, varied, and tailored to the student’s specific need (e.g., attention, escape).

Reinforcement can take many forms: extra time with an adult for a student needing attention, or independent tasks and break times for a student needing escape; reinforcement surveys help identify what a child prefers 


Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 


]]> In this episode we'll get into the most important part of a behavior plan, reinforcement.  Learn what it is and what it looks like.
 
Remember, the more you know about special education practice, particularly how Positive Behavior Support is supposed to work, the better off you will be at IEP meetings and in being a full member of the team.
 
Here are some links to more information on reinforcement and behavior interventions in general.   

An explanation why reinforcement in a behavior plan may not be working. 
 (https://theresponsivecounselor.com/2022/12/your-positive-behavior-reinforcement-intervention-will-probably-fail-if.html)

Sample of a reinforcement survey: https://www.lausd.org/cms/lib/CA01000043/Centricity/domain/361/positive%20behavior/tier%20ii/t2%20resources/Student%20Reinforcement%20Survey.pdf

Application to classrooms: https://linksaba.com/classroom-management-strategies-from-aba/


Summary

In this episode, the host explains the concept of reinforcement in behavior plans, emphasizing its proper implementation. He covers the ABCs of behavior (antecedent, behavior, consequence), distinguishes reinforcement from bribery, and describes various classroom applications. The episode also warns against using punishment or response cost in school settings.

Key takeaway

Definition of Reinforcement

Reinforcement is a consequence that immediately follows a behavior and increases the likelihood of that behavior occurring over time.

The host defines reinforcement within the behavior field, clarifying that it is not punishment but a positive consequence 

The ABCs of Behavior

The ABC model (antecedent, behavior, consequence) explains the cycle of behavior from trigger to response to outcome.

The antecedent is the trigger (e.g., loud noise, non‑preferred task, transition), followed by the behavior itself, then the consequence which is whatever happens after (e.g., taking a break, talking to an adult) 

Example: Planned Ignoring

Planned ignoring of calling‑out behavior illustrates how withholding reinforcement can be an effective consequence.

The example of John, a second grader who calls out instead of raising his hand, shows that if he calls out, the teacher may ignore him (planned ignoring), while raising his hand appropriately leads to praise or being called on 

Response Cost and Punishment in PBS

Response cost (taking away an earned reinforcer) should be used only in clinical settings, and punishment is not used in PBS because it fails to address the underlying need.

The host explains that punishment may temporarily suppress behavior, but the behavior will recur and become harder to change; PBS focuses on the legitimate purpose of behaviors 

Reinforcement vs. Bribery

Reinforcement is a planned response before a behavior escalates, while bribery is an unplanned attempt to roll back behavior after escalation.

Using the example of Simone who escalates when asked to do a non‑preferred task, reinforcement is applied while she is calm; bribery occurs after escalation and is usually unsuccessful 

Forms of Classroom Reinforcement

Effective reinforcement must be planned, consistent, varied, and tailored to the student’s specific need (e.g., attention, escape).

Reinforcement can take many forms: extra time with an adult for a student needing attention, or independent tasks and break times for a student needing escape; reinforcement surveys help identify what a child prefers 


Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 


]]> Eric Matyas Buzzsprout-19402640 Thu, 25 Jun 2026 13:00:00 -0400 284 full false Special Interests: A Necessity for Many Neurodivergent Children and Adults (with a downside) Special Interests: A Necessity for Many Neurodivergent Children and Adults (with a downside) In this episode, both the vital nature, and significant dangers, of special interests are explored and put into context of how they are a non-negotiable for many neurodivergent children and adults.  

When does a needed and healthy interest become toxic and dangerous?  When does the need become an addiction?

What special interests are, why they are so important, what they look like in real life and ways to recognize unhealthy behavirors are all covered in our 5 minute format.


Summary

The podcast episode discusses the nature of special interests in autistic individuals, covering their characteristics, prevalence, and functions. It distinguishes special interests from hyperfixations, highlighting differences in duration, social engagement, and emotional impact. The host also shares a personal observation about autistic adults finding success in non-language based fields such as engineering and the arts.

Key takeaway

Overview of Special Interests in Autism

Special interests are intense, long-term passions common among autistic individuals, ranging from sensory activities to categorization hobbies.

Research from Autism Speaks found sensory-related interests make up nearly half of special interests, followed by characters from media, transportation, and the arts. Among high-functioning autistic individuals, these interests are more idiosyncratic, intense, and interfering compared to typical peers, with categorization hobbies such as Pokemon, transportation, animals, sports, gaming, machines, construction, math and science.

Functions and Benefits of Special Interests

Special interests help autistic individuals regulate anxiety, frame their understanding of the world, and form a vital part of their self-image.

The host explains that historically discouraged, special interests are now used to reinforce pro-social behaviors. Research identifies three driving characteristics: repetitive motor activities to regulate sensory input and anxiety, insistence on sameness to regulate uncertainty, and circumscribed interests. The interests relieve anxiety and help individuals understand their place in the world.

Distinction Between Special Interests and Hyperfixation

Special interests are persistent and often shared, while hyperfixations are temporary and solitary, leading to absorption that can disrupt daily life.

According to Simply Psychology, hyperfixation involves an all-consuming focus that causes loss of awareness of time, eating, sleep, and responsibilities. Special interests can last years or a lifetime, forming an evolving interest ecosystem; hyperfixations are transient, lasting weeks, and are a more solitary experience.

Personal Experience of Hyperfixation (Dr. Ann Neff)

Clinical psychologist Dr. Ann Neff describes hyperfixation as a compulsive, energy-draining state that feels like a "sticky flytrap" rather than a joyful laser focus.

Dr. Neff reflects on a recent interest that became hyperfixation – compulsive and exhausting, where she is mostly intaking and accumulating without metabolizing or creating, thereby zapping energy without generating meaning.

Success in Non-Language Fields

The host observes that many autistic adults he has worked with are highly successful in non-language based fields such as engineering, math, science, and the arts.

Based on his personal experience with many parents of autistic children who are themselves on the spectrum, their expertise primarily lies in non-language based activities, though he notes research is mixed on life success relative to field of interest.

  

Autism Speaks              https://www.autismspeaks.org/news/research-examines-autism-and-special-interests

Interests in high-functioning autism are more intense, interfering, and idiosyncratic, but not more circumscribed, than those in neurotypical development https://pmc.ncbi.nlm.nih.gov/articles/PMC4543385/

Restricted and repetitive behaviours and interests https://www.sciencedirect.com/science/article/pii/S1750946724001338

 Simply Psychology.       https://www.simplypsychology.org/autistic-special-interests-vs-adhd-hyperfixations.html

Special Interests Vs. Hyperfixated Interests,  Dr. Anna Neff https://neurodivergentinsights.com/hyperfixated-interests/?srsltid=AfmBOoo5rSP8BpyyQydlhzhZgmbNFLQy2TSKfkakEZtsvvWJEDnts16E

 Psychology Today.   https://www.psychologytoday.com/us/blog/in-it-together/202507/8-strategies-to-manage-hyperfixation


Thanks to Soundimage.org for the free access to the AI generated used in this podcast (https://soundimage.org/) 

]]> In this episode, both the vital nature, and significant dangers, of special interests are explored and put into context of how they are a non-negotiable for many neurodivergent children and adults.  

When does a needed and healthy interest become toxic and dangerous?  When does the need become an addiction?

What special interests are, why they are so important, what they look like in real life and ways to recognize unhealthy behavirors are all covered in our 5 minute format.


Summary

The podcast episode discusses the nature of special interests in autistic individuals, covering their characteristics, prevalence, and functions. It distinguishes special interests from hyperfixations, highlighting differences in duration, social engagement, and emotional impact. The host also shares a personal observation about autistic adults finding success in non-language based fields such as engineering and the arts.

Key takeaway

Overview of Special Interests in Autism

Special interests are intense, long-term passions common among autistic individuals, ranging from sensory activities to categorization hobbies.

Research from Autism Speaks found sensory-related interests make up nearly half of special interests, followed by characters from media, transportation, and the arts. Among high-functioning autistic individuals, these interests are more idiosyncratic, intense, and interfering compared to typical peers, with categorization hobbies such as Pokemon, transportation, animals, sports, gaming, machines, construction, math and science.

Functions and Benefits of Special Interests

Special interests help autistic individuals regulate anxiety, frame their understanding of the world, and form a vital part of their self-image.

The host explains that historically discouraged, special interests are now used to reinforce pro-social behaviors. Research identifies three driving characteristics: repetitive motor activities to regulate sensory input and anxiety, insistence on sameness to regulate uncertainty, and circumscribed interests. The interests relieve anxiety and help individuals understand their place in the world.

Distinction Between Special Interests and Hyperfixation

Special interests are persistent and often shared, while hyperfixations are temporary and solitary, leading to absorption that can disrupt daily life.

According to Simply Psychology, hyperfixation involves an all-consuming focus that causes loss of awareness of time, eating, sleep, and responsibilities. Special interests can last years or a lifetime, forming an evolving interest ecosystem; hyperfixations are transient, lasting weeks, and are a more solitary experience.

Personal Experience of Hyperfixation (Dr. Ann Neff)

Clinical psychologist Dr. Ann Neff describes hyperfixation as a compulsive, energy-draining state that feels like a "sticky flytrap" rather than a joyful laser focus.

Dr. Neff reflects on a recent interest that became hyperfixation – compulsive and exhausting, where she is mostly intaking and accumulating without metabolizing or creating, thereby zapping energy without generating meaning.

Success in Non-Language Fields

The host observes that many autistic adults he has worked with are highly successful in non-language based fields such as engineering, math, science, and the arts.

Based on his personal experience with many parents of autistic children who are themselves on the spectrum, their expertise primarily lies in non-language based activities, though he notes research is mixed on life success relative to field of interest.

  

Autism Speaks              https://www.autismspeaks.org/news/research-examines-autism-and-special-interests

Interests in high-functioning autism are more intense, interfering, and idiosyncratic, but not more circumscribed, than those in neurotypical development https://pmc.ncbi.nlm.nih.gov/articles/PMC4543385/

Restricted and repetitive behaviours and interests https://www.sciencedirect.com/science/article/pii/S1750946724001338

 Simply Psychology.       https://www.simplypsychology.org/autistic-special-interests-vs-adhd-hyperfixations.html

Special Interests Vs. Hyperfixated Interests,  Dr. Anna Neff https://neurodivergentinsights.com/hyperfixated-interests/?srsltid=AfmBOoo5rSP8BpyyQydlhzhZgmbNFLQy2TSKfkakEZtsvvWJEDnts16E

 Psychology Today.   https://www.psychologytoday.com/us/blog/in-it-together/202507/8-strategies-to-manage-hyperfixation


Thanks to Soundimage.org for the free access to the AI generated used in this podcast (https://soundimage.org/) 

]]> Eric Matyas Buzzsprout-19397218 Wed, 24 Jun 2026 14:00:00 -0400 316 full false The Tragedy of Exclusion - Students with Emotional Disabilities The Tragedy of Exclusion - Students with Emotional Disabilities In the past 50 years the numbers of students with emotional/behavioral disorders who are suspended. expelled and or placed in isolated classrooms or schools has not changed in any significant way.

Whlle Black boys are signifcantly more apt to be labeled ED, and be subjected to the most exclusionary practices, the problem goes beyond them to include all students identified as having an ED.

Students who are identified as having an Emotional Disability under special education law face the very real possibility of spending their entire school careers in a setting isolated from their typical peers.

The rates of inclusion for other disabilities have climbed significantly over the past 25 years, the ED rates haven't budged.

Can anything be done?


Summary

The host discusses the persistent issue of disproportionality in special education, where students with emotional disabilities—especially African American boys—are disproportionately placed in segregated settings or excluded through suspensions. The episode reviews research on the ineffectiveness of exclusionary discipline and explores inclusive solutions such as Universal Design for Learning and positive peer relationships.

Key takeaway

Disproportionality in Special Education Placements

The disproportionality problem, particularly for African American boys labeled with emotional disability, has not improved in fifty years.

The host describes a case where a school district tried to place a very young child in a non‑public school program, which prompted reflection on this issue. 

Harms of Exclusionary Discipline

Suspensions and expulsions are ineffective, increase dropout risk, lead to criminal justice involvement, and waste human potential.

The article excerpt states that disciplinary removals result in lost educational opportunities, increased dropout risk, criminal justice involvement, increased public expense, and lost economic self‑sufficiency. 

Segregation May Worsen Behavior

Placing students with emotional disabilities in segregated facilities can cause behavioral regression and modeling of new, more intensive issues from peers.

Research is cited suggesting that segregated placements lead behaviorally challenged students to regress and develop new behavioral issues learned from each other.

Impact on School‑Wide Achievement

Harsh discipline policies threaten the academic success of all students, even those never suspended.

The transcript notes a strong correlation between suspensions, negative school environmental conditions, and lower school‑wide achievement. 

Inclusive Solutions: UDL and Teacher Training

Universal Design for Learning provides class‑wide accommodations that reduce frustration and sensory overload, allowing students with emotional disabilities to learn using their strengths.

The host explains that UDL offers an instructional framework in general education classrooms that respects individual cognitive strengths and reduces barriers to literacy. 

Fostering Positive Peer Relationships

Successful inclusion depends on teacher attitude, systematic social‑skills instruction, and opportunities for positive peer interactions.

The article identifies facilitating positive relationships between students with and without emotional disabilities as a critical factor, contingent on teacher preparation and structured social skill development. 

Supreme Court on Exclusion

Total exclusion from education for more than a trivial period is a serious event in a child’s life.

the article quotes the United States Supreme Court’s observation on the gravity of lengthy exclusion. 


This is the article that was read from in the program:

https://socialchangenyu.com/review/we-cant-tolerate-that-behavior-in-this-school-the-consequences-of-excluding-children-with-behavioral-health-conditions-and-the-limits-of-the-law/

An NPR story about kids identified with ED:

https://www.npr.org/2026/04/26/g-s1-117447/school-disability-emotional-behavioral-disorder-special-education

Wrights Law's opinion:

https://www.wrightslaw.com/blog/the-negative-effects-of-separating-children-with-disabilities/

EdSource, a California perspective:

https://edsource.org/2022/stop-isolating-students-with-disabilities/667500

The National Council on Disabilities:

https://www.ncd.gov/assets/uploads/docs/ncd-segregation-swd-508.pdf


Thanks to Soundimage.org for the free access to the AI generated used in this podcast (https://soundimage.org/) 

]]> In the past 50 years the numbers of students with emotional/behavioral disorders who are suspended. expelled and or placed in isolated classrooms or schools has not changed in any significant way.

Whlle Black boys are signifcantly more apt to be labeled ED, and be subjected to the most exclusionary practices, the problem goes beyond them to include all students identified as having an ED.

Students who are identified as having an Emotional Disability under special education law face the very real possibility of spending their entire school careers in a setting isolated from their typical peers.

The rates of inclusion for other disabilities have climbed significantly over the past 25 years, the ED rates haven't budged.

Can anything be done?


Summary

The host discusses the persistent issue of disproportionality in special education, where students with emotional disabilities—especially African American boys—are disproportionately placed in segregated settings or excluded through suspensions. The episode reviews research on the ineffectiveness of exclusionary discipline and explores inclusive solutions such as Universal Design for Learning and positive peer relationships.

Key takeaway

Disproportionality in Special Education Placements

The disproportionality problem, particularly for African American boys labeled with emotional disability, has not improved in fifty years.

The host describes a case where a school district tried to place a very young child in a non‑public school program, which prompted reflection on this issue. 

Harms of Exclusionary Discipline

Suspensions and expulsions are ineffective, increase dropout risk, lead to criminal justice involvement, and waste human potential.

The article excerpt states that disciplinary removals result in lost educational opportunities, increased dropout risk, criminal justice involvement, increased public expense, and lost economic self‑sufficiency. 

Segregation May Worsen Behavior

Placing students with emotional disabilities in segregated facilities can cause behavioral regression and modeling of new, more intensive issues from peers.

Research is cited suggesting that segregated placements lead behaviorally challenged students to regress and develop new behavioral issues learned from each other.

Impact on School‑Wide Achievement

Harsh discipline policies threaten the academic success of all students, even those never suspended.

The transcript notes a strong correlation between suspensions, negative school environmental conditions, and lower school‑wide achievement. 

Inclusive Solutions: UDL and Teacher Training

Universal Design for Learning provides class‑wide accommodations that reduce frustration and sensory overload, allowing students with emotional disabilities to learn using their strengths.

The host explains that UDL offers an instructional framework in general education classrooms that respects individual cognitive strengths and reduces barriers to literacy. 

Fostering Positive Peer Relationships

Successful inclusion depends on teacher attitude, systematic social‑skills instruction, and opportunities for positive peer interactions.

The article identifies facilitating positive relationships between students with and without emotional disabilities as a critical factor, contingent on teacher preparation and structured social skill development. 

Supreme Court on Exclusion

Total exclusion from education for more than a trivial period is a serious event in a child’s life.

the article quotes the United States Supreme Court’s observation on the gravity of lengthy exclusion. 


This is the article that was read from in the program:

https://socialchangenyu.com/review/we-cant-tolerate-that-behavior-in-this-school-the-consequences-of-excluding-children-with-behavioral-health-conditions-and-the-limits-of-the-law/

An NPR story about kids identified with ED:

https://www.npr.org/2026/04/26/g-s1-117447/school-disability-emotional-behavioral-disorder-special-education

Wrights Law's opinion:

https://www.wrightslaw.com/blog/the-negative-effects-of-separating-children-with-disabilities/

EdSource, a California perspective:

https://edsource.org/2022/stop-isolating-students-with-disabilities/667500

The National Council on Disabilities:

https://www.ncd.gov/assets/uploads/docs/ncd-segregation-swd-508.pdf


Thanks to Soundimage.org for the free access to the AI generated used in this podcast (https://soundimage.org/) 

]]> Eric Matyas Buzzsprout-19391209 Tue, 23 Jun 2026 14:00:00 -0400 347 full false Behavior Series #2- the Importance of Recognizing Partial Success Behavior Series #2- the Importance of Recognizing Partial Success In the behavior field that consistis of Applied Behavior Analysis (ABA) and its offshoot, Positive Behavior Support (PBS) a critical ideas of all behaviors having a legitimate purpose, and that learning new behaviors consists of mastering a number of steps that make up the skill.

Recognizing partial success is an important part of recognizing and rewarding success in that part of the skill set being taught.

Summary

The episode introduces the concept of "approximating success" (successive approximation) in behavior intervention for students with emotional and behavioral issues. It explains how replacement behaviors are learned gradually through systematic reinforcement rather than punishment, using the example of a second-grader named John who calls out instead of raising his hand. The importance of reinforcing partially correct intermediate steps is emphasized as essential for internalizing new behaviors.

Key takeaway

Approximating Success through Reinforcement

Replacement behaviors are learned through successive approximation, not immediate perfection.

The process requires reinforcing intermediate steps—such as a child raising a hand while still calling out—because neurodivergent children often need gradual internalization, similar to building a model airplane step by step.

Punishment fails because it does not address the underlying need (like attention).

Punitive feedback still provides attention, which reinforces the problem behavior, whereas planned reinforcement interrupts the behavior with a positive consequence.

Systematic reinforcement shapes behavior over time by accentuating correct parts.

The reinforcer (a preferred activity or item) interrupts the problem behavior early, then gradually the child learns to think, decide, and raise a hand until the replacement behavior becomes automatic and habitual.

Here is a research article:

https://pmc.ncbi.nlm.nih.gov/articles/PMC10050503/

A scholarly article:

https://online.regiscollege.edu/blog/task-analysis

And a popular article:

https://behavioristbookclub.com/aba-research/topic/shaping/


Thanks to Soundimage.org for the free access to the AI generated used in this podcast (https://soundimage.org/) 




]]> In the behavior field that consistis of Applied Behavior Analysis (ABA) and its offshoot, Positive Behavior Support (PBS) a critical ideas of all behaviors having a legitimate purpose, and that learning new behaviors consists of mastering a number of steps that make up the skill.

Recognizing partial success is an important part of recognizing and rewarding success in that part of the skill set being taught.

Summary

The episode introduces the concept of "approximating success" (successive approximation) in behavior intervention for students with emotional and behavioral issues. It explains how replacement behaviors are learned gradually through systematic reinforcement rather than punishment, using the example of a second-grader named John who calls out instead of raising his hand. The importance of reinforcing partially correct intermediate steps is emphasized as essential for internalizing new behaviors.

Key takeaway

Approximating Success through Reinforcement

Replacement behaviors are learned through successive approximation, not immediate perfection.

The process requires reinforcing intermediate steps—such as a child raising a hand while still calling out—because neurodivergent children often need gradual internalization, similar to building a model airplane step by step.

Punishment fails because it does not address the underlying need (like attention).

Punitive feedback still provides attention, which reinforces the problem behavior, whereas planned reinforcement interrupts the behavior with a positive consequence.

Systematic reinforcement shapes behavior over time by accentuating correct parts.

The reinforcer (a preferred activity or item) interrupts the problem behavior early, then gradually the child learns to think, decide, and raise a hand until the replacement behavior becomes automatic and habitual.

Here is a research article:

https://pmc.ncbi.nlm.nih.gov/articles/PMC10050503/

A scholarly article:

https://online.regiscollege.edu/blog/task-analysis

And a popular article:

https://behavioristbookclub.com/aba-research/topic/shaping/


Thanks to Soundimage.org for the free access to the AI generated used in this podcast (https://soundimage.org/) 




]]> Eric Matyas Buzzsprout-19384010 Mon, 22 Jun 2026 10:00:00 -0400 243 full false The IEP Process: Accommodations - How They Work The IEP Process: Accommodations - How They Work In this episode, we’ll look at accommodations on an IEP.

There are many times a student with disabilities would have little chance of succeeding in a general education setting without effective accommodations.

Accommodations provide the scaffolding and safety net for students with disabilities to experience the benefits of an included education.

Here are links to information about accommodations for different types of neurodivergence.  Remember, many of the accommdation needs crossover disability categories.

Universal Design for Learning or UDL  (the leader in research and implementation of global classroom accommodations)

https://www.cast.org/what-we-do/universal-design-for-learning/

This is a parents guide to UDL

https://www.advocacyinstitute.org/resources/ParentUDLGuide.pdf

Autism accommodations

https://www.autismspeaks.org/blog/autism-101-educators-how-general-education-teachers-can-support-students-asd

ADHD accommodations

https://chadd.org/for-educators/classroom-accommodations/

Sensory processing accommodations

https://www.readingrockets.org/helping-all-readers/inclusive-classrooms/sensory-friendly-spaces

Summary

This episode defines accommodations in special education and explains their two main purposes: supporting a student while learning a skill, or providing lifelong support for skills a student may never master.  Host lists common examples, addresses misunderstandings about fairness in general education, and discusses a specific objection regarding formula lists in trigonometry. He concludes by recommending that selecting fewer, high-value accommodations improves teacher implementation and effectiveness.

Key takeaways

Definition and Purpose of Accommodations

Accommodations allow students to access the general education curriculum without fundamental changes, supporting either skill learning or lifelong needs.

Host explains that accommodations do not alter what is taught but how it is taught and assessed, and they serve either to help a student learn a skill or to provide support for a skill the student may never master, such as note taking.

Examples of Common Accommodations

Common accommodations include preferential seating, quiet test areas, extended response time, reminders, chunking, note-taking assistance, and frequent breaks.

 Host lists several examples and notes that accommodations can be as unique as the student's needs as long as they adhere to the standard of mastering the general education curriculum.

Misunderstandings About Fairness

Many general education teachers believe accommodations give an unfair advantage, but the skills accommodated are often ancillary to the tested subject matter.

Host argues that complaints about unfair advantage center on ancillary skills, such as writing a five-page paragraph, which are not central to understanding the Great Depression; displaying knowledge does not rely on a single modality.

Formula Lists as a Specific Challenge

Providing formula lists for memory-challenged students recognizes that understanding and applying formulas is the class's goal, not memorization.

Host addresses trigonometry teachers' objections, stating that students with short-term memory weaknesses (e.g., due to ADHD) know how to use formulas but need them provided, and the test still measures application of the correct formula.

Recommendation for Fewer Accommodations

Using fewer, high-value accommodations improves teacher implementation and effectiveness.

Host advises that teachers with many students struggle to remember numerous accommodations, so selecting a few effective ones ensures they are actually used and implemented effectively.


Thanks to Soundimage.org for the free access to the AI generated used in this podcast (https://soundimage.org/) 

 

 





]]> In this episode, we’ll look at accommodations on an IEP.

There are many times a student with disabilities would have little chance of succeeding in a general education setting without effective accommodations.

Accommodations provide the scaffolding and safety net for students with disabilities to experience the benefits of an included education.

Here are links to information about accommodations for different types of neurodivergence.  Remember, many of the accommdation needs crossover disability categories.

Universal Design for Learning or UDL  (the leader in research and implementation of global classroom accommodations)

https://www.cast.org/what-we-do/universal-design-for-learning/

This is a parents guide to UDL

https://www.advocacyinstitute.org/resources/ParentUDLGuide.pdf

Autism accommodations

https://www.autismspeaks.org/blog/autism-101-educators-how-general-education-teachers-can-support-students-asd

ADHD accommodations

https://chadd.org/for-educators/classroom-accommodations/

Sensory processing accommodations

https://www.readingrockets.org/helping-all-readers/inclusive-classrooms/sensory-friendly-spaces

Summary

This episode defines accommodations in special education and explains their two main purposes: supporting a student while learning a skill, or providing lifelong support for skills a student may never master.  Host lists common examples, addresses misunderstandings about fairness in general education, and discusses a specific objection regarding formula lists in trigonometry. He concludes by recommending that selecting fewer, high-value accommodations improves teacher implementation and effectiveness.

Key takeaways

Definition and Purpose of Accommodations

Accommodations allow students to access the general education curriculum without fundamental changes, supporting either skill learning or lifelong needs.

Host explains that accommodations do not alter what is taught but how it is taught and assessed, and they serve either to help a student learn a skill or to provide support for a skill the student may never master, such as note taking.

Examples of Common Accommodations

Common accommodations include preferential seating, quiet test areas, extended response time, reminders, chunking, note-taking assistance, and frequent breaks.

 Host lists several examples and notes that accommodations can be as unique as the student's needs as long as they adhere to the standard of mastering the general education curriculum.

Misunderstandings About Fairness

Many general education teachers believe accommodations give an unfair advantage, but the skills accommodated are often ancillary to the tested subject matter.

Host argues that complaints about unfair advantage center on ancillary skills, such as writing a five-page paragraph, which are not central to understanding the Great Depression; displaying knowledge does not rely on a single modality.

Formula Lists as a Specific Challenge

Providing formula lists for memory-challenged students recognizes that understanding and applying formulas is the class's goal, not memorization.

Host addresses trigonometry teachers' objections, stating that students with short-term memory weaknesses (e.g., due to ADHD) know how to use formulas but need them provided, and the test still measures application of the correct formula.

Recommendation for Fewer Accommodations

Using fewer, high-value accommodations improves teacher implementation and effectiveness.

Host advises that teachers with many students struggle to remember numerous accommodations, so selecting a few effective ones ensures they are actually used and implemented effectively.


Thanks to Soundimage.org for the free access to the AI generated used in this podcast (https://soundimage.org/) 

 

 





]]> Eric Matyas Buzzsprout-19372608 Fri, 19 Jun 2026 12:00:00 -0400 290 full false Successful Autistic College Students: What is the Secret? Successful Autistic College Students: What is the Secret? Many autistic people are twice exceptional learners (2eASD).  This means they have an area of unique talent or intellectual strength along with an identifiable disability.

The rates of high school failure are elevated for this population, but some are able to not only attend, but to succeed at highly competitive colleges and universities.  

What is the secret to their success?  It probably won't come as a surprise that a lot of it depends on nurturing the special interest or interests that a large majority of 2eASD individuals have.  

Supports that are provided when the concentration is on an interest area help both the student and the adults in their life to be working in a more positive environment where the student is intrinsically motivated.

This extends to non-preferred classes and activities as the student knows the less interesting academic areas are needed to help meet their goal, college success.

Here is a link to the article used for this episode:

https://pmc.ncbi.nlm.nih.gov/articles/PMC12189878/

And here is other information sources on the topic:

Strength Based Teaching

https://www.autismcrc.com.au/knowledge-centre/publications/we-think-differently-we-learn-differently-end-day-were-not-different

Can Autistic Students Thrive in Mainstream Classrooms?

https://linksaba.com/can-autistic-students-thrive-in-mainstream-classrooms/

It's Like You are in a Golden Cage

https://www.sciencedirect.com/science/article/abs/pii/S0891422222002499

Summary

This podcast episode presents findings from a research article on strength-based teaching and support strategies for twice-exceptional high school students with autism spectrum disorder (ASD). The host reads excerpts detailing the academic strategies, social and emotional challenges, and supportive factors that enable these students to succeed in competitive colleges.

Key takeaway

Research Focus and Methodology

A research team conducted several studies over the last five years to understand how some neurodiverse students achieve academic success in secondary school and competitive colleges, with particular emphasis on strength-based practices, enrichment, and pedagogy.

The host introduces the article "Research Based, Strength Based Teaching, and Support Strategies for Twice Exceptional High School Students with Autism Spectrum Disorder," which focuses on two 2E ASD (twice exceptional with autism spectrum disorder) students.

Academic Strategies for Success

Interest-based opportunities and participation in enrichment activities such as advanced/honors courses, camps, and extracurriculars were identified as key academic strategies contributing to success.

The host notes that the participants' academic strategies included interest-based opportunities and enrichment activities like advanced courses and extracurriculars.

Social and Emotional Challenges

Participants faced significant challenges with emotional regulation, sensory sensitivities, social struggles, lack of peer interactions, and difficulty with social skills like making jokes or participating in conversations.

The host reads that many participants had few friends in elementary/middle school, were uncomfortable in social situations, and sometimes were grouped with students with emotional/behavioral difficulties, leading to imitation of negative behaviors and lack of positive peer models without ASD.

Role of Parents, Teachers, and Peer Relationships

Parents and teachers helped participants gradually develop healthy social and emotional habits by providing safe spaces, discussing missed social cues, using role modeling, and encouraging participation in interest-aligned activities to reduce isolation.

The host explains that teachers and counselors worked to build peer relationships with shared interests, helped minimize feelings of isolation through honors classes, clubs, and sports, and that participants learned from both negative mistakes and positive experiences to manage social battery and avoid overwhelm.

Anxiety and Motivation Factors

A high prevalence of anxiety was found among participants, contributing to risks of dropping out of college or quitting activities, but many were motivated by a driving passion for learning and the independence college offers.

The host states that anxiety was a common challenge, yet half the participants were motivated by the independence, flexibility, and personal autonomy of college life, while still needing some family support.

Development of Emotional Safety and Autonomy

Most participants were able to develop an emotionally safe community in and out of the classroom, which was crucial for their social and academic development in both high school and college.

The host summarizes that participants learned when to recharge alone and when to pursue social interactions, avoiding autistic overwhelm, and ultimately built a supportive community.


Thanks to  Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

]]> Many autistic people are twice exceptional learners (2eASD).  This means they have an area of unique talent or intellectual strength along with an identifiable disability.

The rates of high school failure are elevated for this population, but some are able to not only attend, but to succeed at highly competitive colleges and universities.  

What is the secret to their success?  It probably won't come as a surprise that a lot of it depends on nurturing the special interest or interests that a large majority of 2eASD individuals have.  

Supports that are provided when the concentration is on an interest area help both the student and the adults in their life to be working in a more positive environment where the student is intrinsically motivated.

This extends to non-preferred classes and activities as the student knows the less interesting academic areas are needed to help meet their goal, college success.

Here is a link to the article used for this episode:

https://pmc.ncbi.nlm.nih.gov/articles/PMC12189878/

And here is other information sources on the topic:

Strength Based Teaching

https://www.autismcrc.com.au/knowledge-centre/publications/we-think-differently-we-learn-differently-end-day-were-not-different

Can Autistic Students Thrive in Mainstream Classrooms?

https://linksaba.com/can-autistic-students-thrive-in-mainstream-classrooms/

It's Like You are in a Golden Cage

https://www.sciencedirect.com/science/article/abs/pii/S0891422222002499

Summary

This podcast episode presents findings from a research article on strength-based teaching and support strategies for twice-exceptional high school students with autism spectrum disorder (ASD). The host reads excerpts detailing the academic strategies, social and emotional challenges, and supportive factors that enable these students to succeed in competitive colleges.

Key takeaway

Research Focus and Methodology

A research team conducted several studies over the last five years to understand how some neurodiverse students achieve academic success in secondary school and competitive colleges, with particular emphasis on strength-based practices, enrichment, and pedagogy.

The host introduces the article "Research Based, Strength Based Teaching, and Support Strategies for Twice Exceptional High School Students with Autism Spectrum Disorder," which focuses on two 2E ASD (twice exceptional with autism spectrum disorder) students.

Academic Strategies for Success

Interest-based opportunities and participation in enrichment activities such as advanced/honors courses, camps, and extracurriculars were identified as key academic strategies contributing to success.

The host notes that the participants' academic strategies included interest-based opportunities and enrichment activities like advanced courses and extracurriculars.

Social and Emotional Challenges

Participants faced significant challenges with emotional regulation, sensory sensitivities, social struggles, lack of peer interactions, and difficulty with social skills like making jokes or participating in conversations.

The host reads that many participants had few friends in elementary/middle school, were uncomfortable in social situations, and sometimes were grouped with students with emotional/behavioral difficulties, leading to imitation of negative behaviors and lack of positive peer models without ASD.

Role of Parents, Teachers, and Peer Relationships

Parents and teachers helped participants gradually develop healthy social and emotional habits by providing safe spaces, discussing missed social cues, using role modeling, and encouraging participation in interest-aligned activities to reduce isolation.

The host explains that teachers and counselors worked to build peer relationships with shared interests, helped minimize feelings of isolation through honors classes, clubs, and sports, and that participants learned from both negative mistakes and positive experiences to manage social battery and avoid overwhelm.

Anxiety and Motivation Factors

A high prevalence of anxiety was found among participants, contributing to risks of dropping out of college or quitting activities, but many were motivated by a driving passion for learning and the independence college offers.

The host states that anxiety was a common challenge, yet half the participants were motivated by the independence, flexibility, and personal autonomy of college life, while still needing some family support.

Development of Emotional Safety and Autonomy

Most participants were able to develop an emotionally safe community in and out of the classroom, which was crucial for their social and academic development in both high school and college.

The host summarizes that participants learned when to recharge alone and when to pursue social interactions, avoiding autistic overwhelm, and ultimately built a supportive community.


Thanks to  Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

]]> Eric Matyas Buzzsprout-19367587 Thu, 18 Jun 2026 13:00:00 -0400 334 full false The Gift of "Dyslexic Thinking" The Gift of "Dyslexic Thinking" A study conducted in Great Britain examined potential cognitive gifts of neurodivergent, or 2e people possess.  It found, in fact dyslexic thinkers are our future.  

In the context of the study, We are not talking about a reading disorder, but rather a way of interacting with the world.

Dictionary.com defines dyslexic thinking as, "“…an approach to problem-solving, assessing information and learning often used by people with dyslexia that involves pattern recognition, spatial reasoning, lateral thinking and interpersonal communications” 

Dyslexic thinkers  possess the innate ability to see the big picture, to have the big ideas that will become the most valuable commodity in our future. 

The idea of dyslexic thinking has become accepted by many industries and businesses as a strength and certainly not as a disabling condition.  LinkedIn has included the term as an option for people to mark as a strength.

Here is a link to a report on the study: https://www.madebydyslexia.org/MBD-Intelligence-5.0-Report.pdf

And here is information on strategies for 2e learners: https://files.eric.ed.gov/fulltext/EJ1185416.pdf


Summary

The episode redefines dyslexia as "dyslexic thinking," a cognitive profile with strengths like pattern recognition, spatial reasoning, and lateral thinking. A study by Made by Dyslexia, supported by Microsoft and LinkedIn, links these traits to skills demanded in the AI era. Advances in AI are reducing the impact of traditional weaknesses such as slow processing speed, making dyslexic strengths more valuable.

Key takeaway

Redefining Dyslexia as Dyslexic Thinking

Dyslexic thinking reframes dyslexia from a reading disorder to a cognitive profile with valuable strengths.

The concept is defined as an approach involving pattern recognition, spatial reasoning, lateral thinking, and interpersonal communication, first recognized by dictionary.com. 

The study "Dyslexic Thinking 5.0" by Made by Dyslexia, involving Microsoft, LinkedIn, and GCHQ, focuses on strengths associated with dyslexia rather than deficits. 

Cognitive Profile of Dyslexic Thinkers

Dyslexic thinkers often display a "spiky" IQ profile with high visual-spatial skills and lower processing speed or working memory.

Such individuals may struggle with fluent reading but excel at complex puzzles, Lego, or visual instructions. 

Lateral thinking, defined as indirect and creative problem-solving, is a key strength, synonymous with "thinking outside the box". (Host quoting Wikipedia)

Relevance of Dyslexic Thinking in the AI Era

AI technologies are reducing the need for traditional literacy and arithmetic skills, making dyslexic strengths more prominent.

Examples include advanced text readers and reading pens, as well as AI-generated meeting notes that organize information and action steps

The host notes that processing speed and working memory become less of a disability and more of a minor annoyance in an AI-assisted environment. 

 

Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

]]> A study conducted in Great Britain examined potential cognitive gifts of neurodivergent, or 2e people possess.  It found, in fact dyslexic thinkers are our future.  

In the context of the study, We are not talking about a reading disorder, but rather a way of interacting with the world.

Dictionary.com defines dyslexic thinking as, "“…an approach to problem-solving, assessing information and learning often used by people with dyslexia that involves pattern recognition, spatial reasoning, lateral thinking and interpersonal communications” 

Dyslexic thinkers  possess the innate ability to see the big picture, to have the big ideas that will become the most valuable commodity in our future. 

The idea of dyslexic thinking has become accepted by many industries and businesses as a strength and certainly not as a disabling condition.  LinkedIn has included the term as an option for people to mark as a strength.

Here is a link to a report on the study: https://www.madebydyslexia.org/MBD-Intelligence-5.0-Report.pdf

And here is information on strategies for 2e learners: https://files.eric.ed.gov/fulltext/EJ1185416.pdf


Summary

The episode redefines dyslexia as "dyslexic thinking," a cognitive profile with strengths like pattern recognition, spatial reasoning, and lateral thinking. A study by Made by Dyslexia, supported by Microsoft and LinkedIn, links these traits to skills demanded in the AI era. Advances in AI are reducing the impact of traditional weaknesses such as slow processing speed, making dyslexic strengths more valuable.

Key takeaway

Redefining Dyslexia as Dyslexic Thinking

Dyslexic thinking reframes dyslexia from a reading disorder to a cognitive profile with valuable strengths.

The concept is defined as an approach involving pattern recognition, spatial reasoning, lateral thinking, and interpersonal communication, first recognized by dictionary.com. 

The study "Dyslexic Thinking 5.0" by Made by Dyslexia, involving Microsoft, LinkedIn, and GCHQ, focuses on strengths associated with dyslexia rather than deficits. 

Cognitive Profile of Dyslexic Thinkers

Dyslexic thinkers often display a "spiky" IQ profile with high visual-spatial skills and lower processing speed or working memory.

Such individuals may struggle with fluent reading but excel at complex puzzles, Lego, or visual instructions. 

Lateral thinking, defined as indirect and creative problem-solving, is a key strength, synonymous with "thinking outside the box". (Host quoting Wikipedia)

Relevance of Dyslexic Thinking in the AI Era

AI technologies are reducing the need for traditional literacy and arithmetic skills, making dyslexic strengths more prominent.

Examples include advanced text readers and reading pens, as well as AI-generated meeting notes that organize information and action steps

The host notes that processing speed and working memory become less of a disability and more of a minor annoyance in an AI-assisted environment. 

 

Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

]]> Eric Matyas Buzzsprout-19350256 Tue, 16 Jun 2026 11:00:00 -0400 309 full false The Key to General Education Success: Universal Design for Learning (UDL) The Key to General Education Success: Universal Design for Learning (UDL) Universal Design for Learning (UDL) is a method of teaching that embeds accommodations for all students into general education settings.  Students who are visual, or auditory, or tactile/sensory learners are taught, and the student can show mastery, in the way that uses their strengths.  
 
 UDL has been successfully implemented in thousands of classrooms around the country and its efficacy has been proven in these real settings.  
 
 Learn how students with special needs, indeed all learners, can benefit from a UDL classroom.  

 Here are links to resources mentioned in the episode and related information:

Dyslexia.com: dyslexia.com - https://www.dyslexia.com/about-dyslexia/dyslexic-talents/the-visual-spatial-learner/

CAST: https://www.cast.org/impact/universal-design-for-learning-udl

Reading pen website: https://smarterlearningguide.com/reader-pens-for-dyslexia-are-they-right-for-your-child/

Speech to text website:   https://www.readingrockets.org/topics/assistive-technology/articles/dictation-speech-text-technology-what-it-and-how-it-works

Research on UDL effectiveness and application: https://pmc.ncbi.nlm.nih.gov/articles/PMC12749016/

https://iris.peabody.vanderbilt.edu/module/udl/

 

Summary

The speaker explains Universal Design for Learning (UDL) as a key framework for inclusive education that accommodates diverse learning modalities, especially visual-spatial learners. They describe UDL’s three components—engagement, presentation, and expression—and highlight technology tools like text readers, reading pens, and AI speech-to-text that provide curriculum access. The podcast ends with a note that it will be updated in early 2027.

Key takeaway

UDL as Key to Inclusive Education

The speaker defines UDL as an instructional framework that uses classroom accommodations and technology to level the educational playing field for all students.

Speaker: "Universal Design for Learning is one of the main keys to success in general education classrooms for students with and without disabilities."

Auditory-Sequential vs. Visual-Spatial Learners

Two primary learning modalities are described: auditory-sequential (linear, language-heavy) and visual-spatial (holistic, picture-based), with visual-spatial learners comprising about 30% of students.

Speaker: "Visual spatial skills are common with neurodivergent individuals. About thirty percent of all students are visual spatial learners."

Challenges for Visual-Spatial Learners

Visual-spatial learners face higher risks of reading difficulties like dyslexia due to the prevalence of language-based instruction, compounding challenges from other neurodivergent traits.

Speaker: "Visual spatial learners are at a much higher risk of reading problems such as dyslexia."

Three Components of UDL

UDL breaks learning into three parts: the "why" (engagement through choice and relevance), the "what" (presentation via visual input), and the "how" (expression through varied assessments like videos or models).

Speaker: "The learning process in UDL is broken down into three components. The why or engagement part has to do with optimizing choice and relevance."

Technology Tools for Reading

Text readers and reading pens help non-fluent readers access grade-level texts independently, reducing the difficulties of everyday reading for students with severe dyslexia.

Speaker: "Text readers and reading pens have become good enough for most students to be able to easily master."

Speech-to-Text AI Progress

AI-assisted speech-to-text programs are recommended for note-taking and summarization, as they have improved significantly despite remaining technical challenges.

Speaker: "I am definitely recommending an AI assisted speech to text program to be provided to students that need it."

Access to Technology and Future Update

The speaker emphasizes that technology is about access to the curriculum and common devices; a new podcast recording is planned for January 2027.

Speaker: "One thing to keep in mind about technology is that it's about access... I'll need to record a new one in January 2027."

 

Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

 

 

]]> Universal Design for Learning (UDL) is a method of teaching that embeds accommodations for all students into general education settings.  Students who are visual, or auditory, or tactile/sensory learners are taught, and the student can show mastery, in the way that uses their strengths.  
 
 UDL has been successfully implemented in thousands of classrooms around the country and its efficacy has been proven in these real settings.  
 
 Learn how students with special needs, indeed all learners, can benefit from a UDL classroom.  

 Here are links to resources mentioned in the episode and related information:

Dyslexia.com: dyslexia.com - https://www.dyslexia.com/about-dyslexia/dyslexic-talents/the-visual-spatial-learner/

CAST: https://www.cast.org/impact/universal-design-for-learning-udl

Reading pen website: https://smarterlearningguide.com/reader-pens-for-dyslexia-are-they-right-for-your-child/

Speech to text website:   https://www.readingrockets.org/topics/assistive-technology/articles/dictation-speech-text-technology-what-it-and-how-it-works

Research on UDL effectiveness and application: https://pmc.ncbi.nlm.nih.gov/articles/PMC12749016/

https://iris.peabody.vanderbilt.edu/module/udl/

 

Summary

The speaker explains Universal Design for Learning (UDL) as a key framework for inclusive education that accommodates diverse learning modalities, especially visual-spatial learners. They describe UDL’s three components—engagement, presentation, and expression—and highlight technology tools like text readers, reading pens, and AI speech-to-text that provide curriculum access. The podcast ends with a note that it will be updated in early 2027.

Key takeaway

UDL as Key to Inclusive Education

The speaker defines UDL as an instructional framework that uses classroom accommodations and technology to level the educational playing field for all students.

Speaker: "Universal Design for Learning is one of the main keys to success in general education classrooms for students with and without disabilities."

Auditory-Sequential vs. Visual-Spatial Learners

Two primary learning modalities are described: auditory-sequential (linear, language-heavy) and visual-spatial (holistic, picture-based), with visual-spatial learners comprising about 30% of students.

Speaker: "Visual spatial skills are common with neurodivergent individuals. About thirty percent of all students are visual spatial learners."

Challenges for Visual-Spatial Learners

Visual-spatial learners face higher risks of reading difficulties like dyslexia due to the prevalence of language-based instruction, compounding challenges from other neurodivergent traits.

Speaker: "Visual spatial learners are at a much higher risk of reading problems such as dyslexia."

Three Components of UDL

UDL breaks learning into three parts: the "why" (engagement through choice and relevance), the "what" (presentation via visual input), and the "how" (expression through varied assessments like videos or models).

Speaker: "The learning process in UDL is broken down into three components. The why or engagement part has to do with optimizing choice and relevance."

Technology Tools for Reading

Text readers and reading pens help non-fluent readers access grade-level texts independently, reducing the difficulties of everyday reading for students with severe dyslexia.

Speaker: "Text readers and reading pens have become good enough for most students to be able to easily master."

Speech-to-Text AI Progress

AI-assisted speech-to-text programs are recommended for note-taking and summarization, as they have improved significantly despite remaining technical challenges.

Speaker: "I am definitely recommending an AI assisted speech to text program to be provided to students that need it."

Access to Technology and Future Update

The speaker emphasizes that technology is about access to the curriculum and common devices; a new podcast recording is planned for January 2027.

Speaker: "One thing to keep in mind about technology is that it's about access... I'll need to record a new one in January 2027."

 

Thanks to soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

 

 

]]> Eric Matyas Buzzsprout-19349419 Mon, 15 Jun 2026 12:00:00 -0400 341 full false How Come They're Never Cold (or Hungry or...). Interoception is the Answer. How Come They're Never Cold (or Hungry or...). Interoception is the Answer. Interoception, the ability to recognize  bodily signals like heart rate, hunger, temperature..., is often a significant  source of  stress and anxiety in autistic youth.  

They may struggle to control the overload their body is experiencing by being unable to recognize the physical symptoms they are experiencing, leading to a potential crisis when the build up becomes too much.

Or, an autistic youth may go without eating or drinking anything for an entire school day.  A student may wear clothes that are inappropriate to the weather, seeming not to recognize heat and cold.  

Or, some may experience both depending on the situation and stimulus. 

The study that I used for this episode explores the issue and presents effective ways to lessen to impact of interoceptive weaknesses.

Here are links to resources used in the episode:

file:///Users/davidpoeschl/Desktop/ASD%20and%20anxiety/Autism%20and%20Anxiety%20-%20Autism%20Research%20Institute.html

https://www.google.com/search?q=Experiences+of+interoception+and+anxiety+in+autistic+adolescents+%E2%80%93+CRAE&oq=Experiences+of+interoception+and+anxiety+in+autistic+adolescents+%E2%80%93+CRAE&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRiPAjIHCAIQIRiPAtIBCDE0ODVqMGo3qAIAsAIA&sourceid=chrome&ie=UTF-8

Summary

David Poeschl discusses the link between interoception (awareness of internal bodily signals) and anxiety in autistic adolescents, summarizing a study on how hyperawareness, hypoawareness, and fluctuating perception contribute to emotional distress. He concludes by offering practical strategies to improve interoceptive awareness and reduce anxiety.

Key takeaway

Anxiety in autistic adolescents

Anxiety is nearly twice as common in autistic adolescents compared to their peers, and in Great Britain it is considered a hallmark of autism. (David Poeschl)

David Poeschl noted that social interactions and sensory overload are commonly discussed, but interoception is an overlooked factor.

Hyperawareness of bodily signals

A heightened awareness of internal sensations (e.g., heart rate, breathing) can become overwhelming and anxiety-inducing, creating a reinforcing loop that makes relief harder to find. (David Poeschl)

Participants reported bodily signals becoming an unavoidable focal point, intensifying distress rather than providing helpful feedback.

Hypoawareness and missed cues

Struggling to detect bodily signals until they become extreme leads to missed early signs of anxiety, making emotional regulation difficult and causing exhaustion from overlooked needs like hunger or thirst. (David Poeschl)

David Poeschl explained that some individuals might go an entire day without eating or drinking, unaware of their body's needs until discomfort sets in.

Fluctuating and misinterpreted awareness

Interoceptive ability can shift unpredictably depending on stress, environment, or sensory load, and signals are sometimes misinterpreted as a medical emergency, causing overwhelming fear. (David Poeschl)

A few participants described neutral or adaptive interpretations, suggesting that reframing bodily cues could help manage anxiety.

Strategies for teaching interoception

David Poeschl recommends self-awareness training to recognize bodily signals early, using smartwatches to track heart rate, teaching cognitive-behavioral reframing of cues, and reducing the cognitive load of masking to improve self-regulation. (David Poeschl)

He emphasized that reducing the need to mask is not just about comfort—it is about reclaiming bodily awareness and managing anxiety before it spirals.

 

Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

]]> Interoception, the ability to recognize  bodily signals like heart rate, hunger, temperature..., is often a significant  source of  stress and anxiety in autistic youth.  

They may struggle to control the overload their body is experiencing by being unable to recognize the physical symptoms they are experiencing, leading to a potential crisis when the build up becomes too much.

Or, an autistic youth may go without eating or drinking anything for an entire school day.  A student may wear clothes that are inappropriate to the weather, seeming not to recognize heat and cold.  

Or, some may experience both depending on the situation and stimulus. 

The study that I used for this episode explores the issue and presents effective ways to lessen to impact of interoceptive weaknesses.

Here are links to resources used in the episode:

file:///Users/davidpoeschl/Desktop/ASD%20and%20anxiety/Autism%20and%20Anxiety%20-%20Autism%20Research%20Institute.html

https://www.google.com/search?q=Experiences+of+interoception+and+anxiety+in+autistic+adolescents+%E2%80%93+CRAE&oq=Experiences+of+interoception+and+anxiety+in+autistic+adolescents+%E2%80%93+CRAE&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRiPAjIHCAIQIRiPAtIBCDE0ODVqMGo3qAIAsAIA&sourceid=chrome&ie=UTF-8

Summary

David Poeschl discusses the link between interoception (awareness of internal bodily signals) and anxiety in autistic adolescents, summarizing a study on how hyperawareness, hypoawareness, and fluctuating perception contribute to emotional distress. He concludes by offering practical strategies to improve interoceptive awareness and reduce anxiety.

Key takeaway

Anxiety in autistic adolescents

Anxiety is nearly twice as common in autistic adolescents compared to their peers, and in Great Britain it is considered a hallmark of autism. (David Poeschl)

David Poeschl noted that social interactions and sensory overload are commonly discussed, but interoception is an overlooked factor.

Hyperawareness of bodily signals

A heightened awareness of internal sensations (e.g., heart rate, breathing) can become overwhelming and anxiety-inducing, creating a reinforcing loop that makes relief harder to find. (David Poeschl)

Participants reported bodily signals becoming an unavoidable focal point, intensifying distress rather than providing helpful feedback.

Hypoawareness and missed cues

Struggling to detect bodily signals until they become extreme leads to missed early signs of anxiety, making emotional regulation difficult and causing exhaustion from overlooked needs like hunger or thirst. (David Poeschl)

David Poeschl explained that some individuals might go an entire day without eating or drinking, unaware of their body's needs until discomfort sets in.

Fluctuating and misinterpreted awareness

Interoceptive ability can shift unpredictably depending on stress, environment, or sensory load, and signals are sometimes misinterpreted as a medical emergency, causing overwhelming fear. (David Poeschl)

A few participants described neutral or adaptive interpretations, suggesting that reframing bodily cues could help manage anxiety.

Strategies for teaching interoception

David Poeschl recommends self-awareness training to recognize bodily signals early, using smartwatches to track heart rate, teaching cognitive-behavioral reframing of cues, and reducing the cognitive load of masking to improve self-regulation. (David Poeschl)

He emphasized that reducing the need to mask is not just about comfort—it is about reclaiming bodily awareness and managing anxiety before it spirals.

 

Thanks to  soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

]]> Eric Matyas Buzzsprout-19333018 Mon, 15 Jun 2026 08:00:00 -0400 315 full false The IEP Process: The Critical Importance Meeting Notes The IEP Process: The Critical Importance Meeting Notes IEP Meeting notes; a part of the IEP process that is often overlooked, or does not reflect what the IEP team agreed to.

IEP meeting notes allow parties not on the IEP team to understand and effectively implement the special program program.

In any dispute between parents and school districts,  the notes help mediators and others who are analyzing the IEP to, again, understand the itent of the IEP team.

With this episode, I am providing a link to a writing by a prominent California law firm that represents district in disputes with parents.  

Parents can use those recommendations as a guide to what should be in notes, and how they should be memorialized.

Here is a link the law firm's note recommendations:

Lozano Smith: essentials of note taking:

https://www.lozanosmith.com/docs/resources/IEP_Note_Taking.pdf

Summary

David Poeschl explains the critical role of accurate IEP notes in preventing confusion and conflict. He advises parents to audio record meetings, use transcripts to challenge inaccuracies, and understand their rights to add exceptions to the IEP. Key recommendations from a law firm that advises school districts are summarized, along with encouragement to hold districts accountable.

Key takeaway

Importance of Accurate IEP Notes

Ensure IEP notes clearly explain the team’s intent regarding goals and services to avoid creating confusion and conflict.

David states that IEP notes are one of the most overlooked parts of the IEP and that incomplete or inaccurate notes can create problems.

Recording Meetings and Using Transcripts

Always audio record IEP meetings and use transcription to highlight inaccuracies or omissions in the official notes.

David recommends recording without exception and using an AI or non‑AI transcription app to produce a word‑for‑word transcript, enabling parents to point out errors. He notes that districts are usually reluctant to change notes, but parents can add a clarifying document to the IEP file.

Parent Rights to Add Exceptions

Parents can insist that their exceptions to an IEP be added with page numbers, making them an integral part of the legal document, though not all districts willingly comply.

David mentions that in California parents have the right to have exceptions added with page numbers, but in his Northern California area districts are not always willing to do so. Without page numbers, added documents are not considered a legal part of the IEP.

Law Firm Recommendations for IEP Notes

Follow law firm guidance that IEP notes should document parent participation, summarize the FAPE offer, and avoid boilerplate language, terms of art, inconsistencies, and accusatory language.

David summarizes recommendations from a prominent California firm that advises districts: document parents’ questions, concerns, agreements, disagreements, and requests; clearly summarize the offer of FAPE, especially when multiple meetings occur; and avoid boilerplate language, inconsistent content, and accusatory language. He provides a link to the full document.

Accountability and Reforming Practices

Hold your school district accountable by using these steps to contribute to bettering IEP practices and reforming special education.

David concludes that taking the steps described is an effective way to hold the district accountable and improve special education practices.


Thanks to  Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

]]> IEP Meeting notes; a part of the IEP process that is often overlooked, or does not reflect what the IEP team agreed to.

IEP meeting notes allow parties not on the IEP team to understand and effectively implement the special program program.

In any dispute between parents and school districts,  the notes help mediators and others who are analyzing the IEP to, again, understand the itent of the IEP team.

With this episode, I am providing a link to a writing by a prominent California law firm that represents district in disputes with parents.  

Parents can use those recommendations as a guide to what should be in notes, and how they should be memorialized.

Here is a link the law firm's note recommendations:

Lozano Smith: essentials of note taking:

https://www.lozanosmith.com/docs/resources/IEP_Note_Taking.pdf

Summary

David Poeschl explains the critical role of accurate IEP notes in preventing confusion and conflict. He advises parents to audio record meetings, use transcripts to challenge inaccuracies, and understand their rights to add exceptions to the IEP. Key recommendations from a law firm that advises school districts are summarized, along with encouragement to hold districts accountable.

Key takeaway

Importance of Accurate IEP Notes

Ensure IEP notes clearly explain the team’s intent regarding goals and services to avoid creating confusion and conflict.

David states that IEP notes are one of the most overlooked parts of the IEP and that incomplete or inaccurate notes can create problems.

Recording Meetings and Using Transcripts

Always audio record IEP meetings and use transcription to highlight inaccuracies or omissions in the official notes.

David recommends recording without exception and using an AI or non‑AI transcription app to produce a word‑for‑word transcript, enabling parents to point out errors. He notes that districts are usually reluctant to change notes, but parents can add a clarifying document to the IEP file.

Parent Rights to Add Exceptions

Parents can insist that their exceptions to an IEP be added with page numbers, making them an integral part of the legal document, though not all districts willingly comply.

David mentions that in California parents have the right to have exceptions added with page numbers, but in his Northern California area districts are not always willing to do so. Without page numbers, added documents are not considered a legal part of the IEP.

Law Firm Recommendations for IEP Notes

Follow law firm guidance that IEP notes should document parent participation, summarize the FAPE offer, and avoid boilerplate language, terms of art, inconsistencies, and accusatory language.

David summarizes recommendations from a prominent California firm that advises districts: document parents’ questions, concerns, agreements, disagreements, and requests; clearly summarize the offer of FAPE, especially when multiple meetings occur; and avoid boilerplate language, inconsistent content, and accusatory language. He provides a link to the full document.

Accountability and Reforming Practices

Hold your school district accountable by using these steps to contribute to bettering IEP practices and reforming special education.

David concludes that taking the steps described is an effective way to hold the district accountable and improve special education practices.


Thanks to  Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/) 

]]> Eric Matyas Buzzsprout-19331407 Thu, 11 Jun 2026 12:00:00 -0400 241 full false Homework - Elementary: No More 2 Hour Nights! Homework - Elementary: No More 2 Hour Nights! A commom complaint from parents of neurodivergent children is that homework is a nightmare.  The stress and anxiety it creates for everyone in the family is often far more emotionally costly than any benfit that comes from practicing academic skills.

There is a better way that can include work from school, but in a way that will reduce stress, reduce anxiety, and hopefully help you get rid of that feeling of dread when homework time approaches.

Summary

The podcast episode discusses the unique challenges neurodivergent (ND) elementary students face with homework due to the psychological burden of masking, anxiety, and exhaustion from school. The host recommends making homework completion optional for younger grades, using a structured nightly routine with a reinforcer system, and modifying assignments through shortening, chunking, and assistive technology. The importance of adapting expectations to individual needs, rather than treating all students equally, is emphasized.

Key takeaway

Homework Stress for ND Students

Neurodivergent children expend significant energy masking during the school day, leading to exhaustion and anxiety by the time they get home, leaving little bandwidth for homework and therapies.

Host notes that research shows ND kids need a psychological boundary between school and home, and that the stress of modified homework on these households is largely unnecessary.

Recommended Homework Accommodation for Elementary

For grades 1–3 (and possibly 4–5 for students with an IEP or 504 plan), the host suggests an accommodation that makes homework completion optional while still encouraging a consistent nightly study time.

Host recommends basing nightly homework time on the national PTA guideline of ten minutes per grade level (e.g., 10 minutes for first grade, 20 for second).

Reinforcer System for Homework

Parents should set up a system where the child can earn a highly desirable reinforcer (e.g., Legos) for completing homework or a significant portion, and if unable or unwilling, they engage in a mildly reinforcing quiet activity (e.g., reading a favorite book) without any consequence.

Host explains that the absence of the high-value reward is the only difference, building a habit of quiet learning time rather than punishing non-completion.

Modified Homework Strategies

Homework can be adapted by reducing the number of problems while covering the same concepts, breaking assignments into smaller chunks, and allowing the use of speech-to-text and text-to-text technologies.

Host provides examples: reducing math problems, chunking each section as a separate assignment, and using assistive tech to keep up with grade-level content despite reading/writing challenges.

Teacher Disagreement and Adaptation Rationale

While many elementary general education teachers insist on full homework completion, the host argues that adapting homework is reasonable because children with disabilities carry a heavier emotional weight.

Host notes that he has seen teachers disagree, but states that for a child with a disability it is fair to adapt homework to their needs.

Universal Design for Learning (UDL)

The host references UDL as an instructional framework that emphasizes using each student's areas of strength in teaching and demonstrations of mastery.

Host mentions including a link to information about UDL.

Fairness vs. Equal Treatment

Treating all students the same does not constitute fair treatment because school itself is a huge stressor for ND kids, and their individual needs must be recognized.

Host concludes that treating everyone the same does not mean each child is being treated fairly.

 References:

a study about the value of homework for all students:

https://georgetownpsychology.com/2025/12/studies-show-theres-minimal-academic-benefits-of-homework-in-elementary-school/

An article by CHADD (well respected ADHD advocacy organization:

https://chadd.org/adhd-weekly/is-homework-really-necessary/

Another ADHD article about homework:

https://www.additudemag.com/homework-help-study-plan-adhd-brain/?srsltid=AfmBOoo7LYDD_05FsxpX5StapvrwxLJABHTYD4SLykIb8qW8VGdDHLlH

And here are two links to information on Universal Design for Learning (UDL):

The CAST founder, Dr. David Rose, developed the conceptual model for UDL in the 1990's. This site is primarily for educators:

https://udlguidelines.cast.org/

Here is a UDL link for parents:

https://www.advocacyinstitute.org/resources/ParentUDLGuide.pdf


Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/)  

 

]]> A commom complaint from parents of neurodivergent children is that homework is a nightmare.  The stress and anxiety it creates for everyone in the family is often far more emotionally costly than any benfit that comes from practicing academic skills.

There is a better way that can include work from school, but in a way that will reduce stress, reduce anxiety, and hopefully help you get rid of that feeling of dread when homework time approaches.

Summary

The podcast episode discusses the unique challenges neurodivergent (ND) elementary students face with homework due to the psychological burden of masking, anxiety, and exhaustion from school. The host recommends making homework completion optional for younger grades, using a structured nightly routine with a reinforcer system, and modifying assignments through shortening, chunking, and assistive technology. The importance of adapting expectations to individual needs, rather than treating all students equally, is emphasized.

Key takeaway

Homework Stress for ND Students

Neurodivergent children expend significant energy masking during the school day, leading to exhaustion and anxiety by the time they get home, leaving little bandwidth for homework and therapies.

Host notes that research shows ND kids need a psychological boundary between school and home, and that the stress of modified homework on these households is largely unnecessary.

Recommended Homework Accommodation for Elementary

For grades 1–3 (and possibly 4–5 for students with an IEP or 504 plan), the host suggests an accommodation that makes homework completion optional while still encouraging a consistent nightly study time.

Host recommends basing nightly homework time on the national PTA guideline of ten minutes per grade level (e.g., 10 minutes for first grade, 20 for second).

Reinforcer System for Homework

Parents should set up a system where the child can earn a highly desirable reinforcer (e.g., Legos) for completing homework or a significant portion, and if unable or unwilling, they engage in a mildly reinforcing quiet activity (e.g., reading a favorite book) without any consequence.

Host explains that the absence of the high-value reward is the only difference, building a habit of quiet learning time rather than punishing non-completion.

Modified Homework Strategies

Homework can be adapted by reducing the number of problems while covering the same concepts, breaking assignments into smaller chunks, and allowing the use of speech-to-text and text-to-text technologies.

Host provides examples: reducing math problems, chunking each section as a separate assignment, and using assistive tech to keep up with grade-level content despite reading/writing challenges.

Teacher Disagreement and Adaptation Rationale

While many elementary general education teachers insist on full homework completion, the host argues that adapting homework is reasonable because children with disabilities carry a heavier emotional weight.

Host notes that he has seen teachers disagree, but states that for a child with a disability it is fair to adapt homework to their needs.

Universal Design for Learning (UDL)

The host references UDL as an instructional framework that emphasizes using each student's areas of strength in teaching and demonstrations of mastery.

Host mentions including a link to information about UDL.

Fairness vs. Equal Treatment

Treating all students the same does not constitute fair treatment because school itself is a huge stressor for ND kids, and their individual needs must be recognized.

Host concludes that treating everyone the same does not mean each child is being treated fairly.

 References:

a study about the value of homework for all students:

https://georgetownpsychology.com/2025/12/studies-show-theres-minimal-academic-benefits-of-homework-in-elementary-school/

An article by CHADD (well respected ADHD advocacy organization:

https://chadd.org/adhd-weekly/is-homework-really-necessary/

Another ADHD article about homework:

https://www.additudemag.com/homework-help-study-plan-adhd-brain/?srsltid=AfmBOoo7LYDD_05FsxpX5StapvrwxLJABHTYD4SLykIb8qW8VGdDHLlH

And here are two links to information on Universal Design for Learning (UDL):

The CAST founder, Dr. David Rose, developed the conceptual model for UDL in the 1990's. This site is primarily for educators:

https://udlguidelines.cast.org/

Here is a UDL link for parents:

https://www.advocacyinstitute.org/resources/ParentUDLGuide.pdf


Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/)  

 

]]> Eric Matyas Buzzsprout-19330859 Thu, 11 Jun 2026 10:00:00 -0400 276 full false Are Public Schools Toxic for Neurodivergent Students? Are Public Schools Toxic for Neurodivergent Students? It has been clear for years that the school system in the United States is not welcoming to neurodivergent (ND) students. School is an intensely intimidating and frightening place for many ND kids.

 As the percentage of identified ND students grows (the percentage of the total student population in California is currently around 20%) the number of children damaged by the school system grows as well.

Research is clear as to both the inappropriate structure of schools, and the long-term emotional damage it does to these students.

 In this episode, I summarize a research article that condemns the current school structure as we know it.

 As the researcher/author writes, “Mainstream schools…are not currently safe spaces for ND children. Whether it is possible, with significant policy change, political will, and considerable investment, to transform mainstream schools into smaller, sensory-sensitive, nurturing, flexible, and truly inclusive places for ND children to be, is an open question.” 

Many thanks to the researcher/author of the study, Dr. Sinead Mullally (sinead.mullally@ncl.ac.uk

www.ncl.ac.uk/psychology/people/profile/sineadmullally.html)

Research article that underpins the “popular” articlehttps://pubmed.ncbi.nlm.nih.gov/37810599/

 “Popular” article related to above (and used for the podcast script)

https://researchfeatures.com/wp-content/uploads/2024/07/Sinead-Mullally.pdf

Universal Design for Learning official website:

https://udlguidelines.cast.org/

and a parents' guide to UDL:

https://www.advocacyinstitute.org/resources/ParentUDLGuide.pdf

Summary

This podcast episode presents research findings on the severe distress experienced by neurodivergent (ND) students in mainstream schools. The host summarizes a British study showing that over 92% of children with school attendance problems are neurodivergent, and describes the emotional and physical harm caused by unaccommodating school environments. The episode concludes with recommendations for systemic reform and mentions Universal Design for Learning (UDL) as a potential framework.

Key takeaway

School Distress and Its Impact

School distress is defined as extreme emotional turmoil—including anxiety, depression, and sensory overload—triggered by a typical school environment, manifesting as avoidance, crying, or physical illness.

The host explains that researchers coined the term "school distress" to capture the struggle children face in attending school, with symptoms including profound anxiety, depression, and sensory overload.

Prevalence of Neurodivergence in Attendance Problems

A large-scale British study found that 92.1% of children with school attendance problems were neurodivergent, with 83.4% being autistic, and common co-occurring conditions including ADHD, sensory processing difficulties, and anxiety.

The host reports that these conditions created complex profiles that amplified school distress.

Harmful Effects on Children and Families

Parents reported chronic physical displays of intense anxiety in their children, including vomiting, bed-wetting, and attempts at self-harm at the prospect of going to school, along with evidence of pathological demand avoidance.

The host cites parents' accounts as "harrowing" and notes that the survey showed clear evidence of pathological demand avoidance as extreme resistance to everyday demands.

Teacher Misinterpretation and Punitive Responses

Teachers often mistook neurodivergent children's distress behaviors as defiance rather than cries for help, and punitive measures deepened the harm.

The host states that punitive measures only deepened the wounds, based on the research findings.

Need for Systemic Reform

The host argues that the current education system is not fit for neurodivergent children and is causing significant and enduring harm, requiring acceptance of this failure, ending punitive attendance policies (with California's 2026 ban as example), and challenging the legal presumption that school is the best place for all children.

The host notes that California banned all punitive measures for truancy starting January 2026, and that there is little scientific evidence to support the assumption that school is best for every child.

Universal Design for Learning as a Framework

Universal Design for Learning (UDL) is presented as an existing educational framework that allows all students to learn and demonstrate understanding in their strongest modality, already used in thousands of schools but needing faithful implementation.

The host mentions that UDL has been developed over the last thirty years and addresses equitable educational opportunities, and that a future podcast episode will go into detail.


Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/) 

Ask, search, or make anything...

]]> It has been clear for years that the school system in the United States is not welcoming to neurodivergent (ND) students. School is an intensely intimidating and frightening place for many ND kids.

 As the percentage of identified ND students grows (the percentage of the total student population in California is currently around 20%) the number of children damaged by the school system grows as well.

Research is clear as to both the inappropriate structure of schools, and the long-term emotional damage it does to these students.

 In this episode, I summarize a research article that condemns the current school structure as we know it.

 As the researcher/author writes, “Mainstream schools…are not currently safe spaces for ND children. Whether it is possible, with significant policy change, political will, and considerable investment, to transform mainstream schools into smaller, sensory-sensitive, nurturing, flexible, and truly inclusive places for ND children to be, is an open question.” 

Many thanks to the researcher/author of the study, Dr. Sinead Mullally (sinead.mullally@ncl.ac.uk

www.ncl.ac.uk/psychology/people/profile/sineadmullally.html)

Research article that underpins the “popular” articlehttps://pubmed.ncbi.nlm.nih.gov/37810599/

 “Popular” article related to above (and used for the podcast script)

https://researchfeatures.com/wp-content/uploads/2024/07/Sinead-Mullally.pdf

Universal Design for Learning official website:

https://udlguidelines.cast.org/

and a parents' guide to UDL:

https://www.advocacyinstitute.org/resources/ParentUDLGuide.pdf

Summary

This podcast episode presents research findings on the severe distress experienced by neurodivergent (ND) students in mainstream schools. The host summarizes a British study showing that over 92% of children with school attendance problems are neurodivergent, and describes the emotional and physical harm caused by unaccommodating school environments. The episode concludes with recommendations for systemic reform and mentions Universal Design for Learning (UDL) as a potential framework.

Key takeaway

School Distress and Its Impact

School distress is defined as extreme emotional turmoil—including anxiety, depression, and sensory overload—triggered by a typical school environment, manifesting as avoidance, crying, or physical illness.

The host explains that researchers coined the term "school distress" to capture the struggle children face in attending school, with symptoms including profound anxiety, depression, and sensory overload.

Prevalence of Neurodivergence in Attendance Problems

A large-scale British study found that 92.1% of children with school attendance problems were neurodivergent, with 83.4% being autistic, and common co-occurring conditions including ADHD, sensory processing difficulties, and anxiety.

The host reports that these conditions created complex profiles that amplified school distress.

Harmful Effects on Children and Families

Parents reported chronic physical displays of intense anxiety in their children, including vomiting, bed-wetting, and attempts at self-harm at the prospect of going to school, along with evidence of pathological demand avoidance.

The host cites parents' accounts as "harrowing" and notes that the survey showed clear evidence of pathological demand avoidance as extreme resistance to everyday demands.

Teacher Misinterpretation and Punitive Responses

Teachers often mistook neurodivergent children's distress behaviors as defiance rather than cries for help, and punitive measures deepened the harm.

The host states that punitive measures only deepened the wounds, based on the research findings.

Need for Systemic Reform

The host argues that the current education system is not fit for neurodivergent children and is causing significant and enduring harm, requiring acceptance of this failure, ending punitive attendance policies (with California's 2026 ban as example), and challenging the legal presumption that school is the best place for all children.

The host notes that California banned all punitive measures for truancy starting January 2026, and that there is little scientific evidence to support the assumption that school is best for every child.

Universal Design for Learning as a Framework

Universal Design for Learning (UDL) is presented as an existing educational framework that allows all students to learn and demonstrate understanding in their strongest modality, already used in thousands of schools but needing faithful implementation.

The host mentions that UDL has been developed over the last thirty years and addresses equitable educational opportunities, and that a future podcast episode will go into detail.


Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/) 

Ask, search, or make anything...

]]> Buzzsprout-19321084 Wed, 10 Jun 2026 11:00:00 -0400 342 full false Behavior Series #1: Positive Behavior Support Basics in Schools Behavior Series #1: Positive Behavior Support Basics in Schools This episode will provide you with information on the major components of Positive Behavior Support (PBS) that is required by federal law to be used in all public schools with all students.

For students with disabilities there are extra layers of PBS that are required, including Positive Behavior Support plans (BIP) which are explained in this episode.

Five minutes will give you a basic understanding, but as PBS is a complex process there is obviously a lot more to know.

Here are links to other information about PBS:

Wrightslaw is a respected site for accurate special education and 504 information:

https://www.wrightslaw.com/info/discipl.index.htm

A podcast by the host of this program that expands on the details of PBS (17 mins):

https://podcasts.apple.com/us/podcast/special-education-parents-library-of-useful-information/id1833954970?i=1000722944039

 A YouTube video by the host of this program that expands on the details of PBS (48 minutes)

https://www.youtube.com/watch?v=1WBTCmuTWD4&t=12s

A link to an organization that promotes “Positive Behavior Interventions and Supports”, an offshoot of PBS that applies to all students, typical and with disabilities:

https://www.pbis.org

Summary of the podcast audio

This episode explains Positive Behavior Support (PBS), the gold standard for behavioral interventions in schools, and details the eight-step process that leads to a Behavior Intervention Plan (BIP). The host emphasizes that challenging behaviors are a form of communication reflecting a legitimate need, and outlines strategies for teaching replacement behaviors, reinforcement, and data collection.

Key takeaway

PBS Philosophy – Behavior as Communication

PBS is the US Department of Education’s gold standard for behavior intervention and prevention, in use since the early 1980s.

Challenging behaviors do not occur in a vacuum and reflect a deep‐seated legitimate need; a basic premise is that behaviors are communication 

The Eight Steps of PBS Leading to a BIP

Step 1 – Describe the behavior specifically so it is observable (e.g., “what does it look like when I walk into the classroom?”).

It is not enough to give a label; the behavior must be concretely described. 

Step 2 – Identify the reason for the behavior; PBS recognizes four or five functions: attention, escape, sensory needs, tangible needs, and sometimes power/control.

Accurate identification of the function is critical.   

Step 3 – Decide on a socially acceptable replacement behavior that meets the same need as the challenging behavior.

The replacement behavior must serve the identical function. 

Step 4 – Explicitly teach the student how and when to use the new behavior so they feel it at a deep psychological and physical level.

Not all teaching is the same; explicit, embodied teaching is critical. 

Step 5 – Use positive reinforcement to increase the chance of the child using the new behavior; reinforcers work best when they occur naturally and are used strictly positively.

Reinforcement is possibly the most important step; methods of reinforcement are limitless. 

Step 6 – Plan to ignore or minimize the old problem behavior while providing positive attention when the student exhibits the desired behavior or approximations (approximating success).

Attention to the old behavior can unintentionally reinforce it; focus on positive attention for new or close behaviors.  

Step 7 – Prepare for a major escalation (extinction burst) after a honeymoon period; following the behavior plan is critical during this time.

The extinction burst is a positive sign that the theorized reason for the behavior is correct. 

Step 8 – Take data systematically to analyze how the plan is working and make timely adjustments.

The BIP is based on initial data collection, and ongoing data is needed for systematic changes .er:

Staff Mindset and Commitment

School staff must commit to depersonalizing behaviors by recognizing them as communication; the biggest implementation obstacle is staff unwillingness to adopt this mindset.

Neurodivergent children respond to genuine and caring adults; ignorance and unwillingness in the child’s school environment often interfere with BIP implementation. 

 

Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/) 

]]> This episode will provide you with information on the major components of Positive Behavior Support (PBS) that is required by federal law to be used in all public schools with all students.

For students with disabilities there are extra layers of PBS that are required, including Positive Behavior Support plans (BIP) which are explained in this episode.

Five minutes will give you a basic understanding, but as PBS is a complex process there is obviously a lot more to know.

Here are links to other information about PBS:

Wrightslaw is a respected site for accurate special education and 504 information:

https://www.wrightslaw.com/info/discipl.index.htm

A podcast by the host of this program that expands on the details of PBS (17 mins):

https://podcasts.apple.com/us/podcast/special-education-parents-library-of-useful-information/id1833954970?i=1000722944039

 A YouTube video by the host of this program that expands on the details of PBS (48 minutes)

https://www.youtube.com/watch?v=1WBTCmuTWD4&t=12s

A link to an organization that promotes “Positive Behavior Interventions and Supports”, an offshoot of PBS that applies to all students, typical and with disabilities:

https://www.pbis.org

Summary of the podcast audio

This episode explains Positive Behavior Support (PBS), the gold standard for behavioral interventions in schools, and details the eight-step process that leads to a Behavior Intervention Plan (BIP). The host emphasizes that challenging behaviors are a form of communication reflecting a legitimate need, and outlines strategies for teaching replacement behaviors, reinforcement, and data collection.

Key takeaway

PBS Philosophy – Behavior as Communication

PBS is the US Department of Education’s gold standard for behavior intervention and prevention, in use since the early 1980s.

Challenging behaviors do not occur in a vacuum and reflect a deep‐seated legitimate need; a basic premise is that behaviors are communication 

The Eight Steps of PBS Leading to a BIP

Step 1 – Describe the behavior specifically so it is observable (e.g., “what does it look like when I walk into the classroom?”).

It is not enough to give a label; the behavior must be concretely described. 

Step 2 – Identify the reason for the behavior; PBS recognizes four or five functions: attention, escape, sensory needs, tangible needs, and sometimes power/control.

Accurate identification of the function is critical.   

Step 3 – Decide on a socially acceptable replacement behavior that meets the same need as the challenging behavior.

The replacement behavior must serve the identical function. 

Step 4 – Explicitly teach the student how and when to use the new behavior so they feel it at a deep psychological and physical level.

Not all teaching is the same; explicit, embodied teaching is critical. 

Step 5 – Use positive reinforcement to increase the chance of the child using the new behavior; reinforcers work best when they occur naturally and are used strictly positively.

Reinforcement is possibly the most important step; methods of reinforcement are limitless. 

Step 6 – Plan to ignore or minimize the old problem behavior while providing positive attention when the student exhibits the desired behavior or approximations (approximating success).

Attention to the old behavior can unintentionally reinforce it; focus on positive attention for new or close behaviors.  

Step 7 – Prepare for a major escalation (extinction burst) after a honeymoon period; following the behavior plan is critical during this time.

The extinction burst is a positive sign that the theorized reason for the behavior is correct. 

Step 8 – Take data systematically to analyze how the plan is working and make timely adjustments.

The BIP is based on initial data collection, and ongoing data is needed for systematic changes .er:

Staff Mindset and Commitment

School staff must commit to depersonalizing behaviors by recognizing them as communication; the biggest implementation obstacle is staff unwillingness to adopt this mindset.

Neurodivergent children respond to genuine and caring adults; ignorance and unwillingness in the child’s school environment often interfere with BIP implementation. 

 

Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/) 

]]> Eric Matyas Buzzsprout-19319970 Wed, 10 Jun 2026 11:00:00 -0400 303 full false