In this episode, Audra and Caitlin tackle one of the hardest parts of working in special education and behavior support: talking with families when things are not improving yet. When behaviors are escalating or strategies aren’t working, those meetings can feel tense for everyone in the room. The conversation explores how educators and BCBAs can stay transparent, rely on objective data, and keep relationships strong with families even when the news is difficult. Instead of panic, blame, or sugarcoating, the focus is on collaboration, trust, and problem-solving together.

🔑 Key Takeaways
• Tip 1: Start with transparency — Families usually know when things aren’t going well. Honest communication builds trust.
• Tip 2: Lead with data, not emotion — Share observable patterns (frequency, timing, context) instead of subjective language.
• Tip 3: Share what’s been tried — Explain strategies already attempted, what’s happening now, and the next steps.
• Tip 4: Stay calm when emotions rise — Pause, slow the conversation, and return to shared goals for the student.
• Affirm the child first — Let families know you genuinely value their child before discussing challenges.
• Follow up in writing — Send a short recap so families can process and avoid misunderstandings.

📦 Resources Mentioned
• Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• Share strategies for navigating difficult parent conversations
• Ask questions or suggest topics for future episodes

🙌 Join Us & Share
• How do you handle tough conversations with families when behavior plans aren’t working?
• What strategies help keep meetings collaborative instead of confrontational?
• Have you found ways to share difficult data without escalating stress for families?
• Join the discussion in the Misfit Behaviorists Facebook Group
• Know a teacher or BCBA who dreads parent meetings? Send them this episode 🎧

Join the Facebook group for collaboration and freebies: The Misfit Behaviorists

😍 More, you say? We’re here for you!

• Apple podcast | The Misfit Behaviorists
• Instagram | @‌themisfitbehaviorists
• YouTube | @‌themisfitbehaviorists

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics
• Sami | B.A.S.S.

🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Running small groups in an ABA classroom can feel like juggling flaming data sheets. Two learners. Two programs. Two sets of behaviors. In this Misfit Minute, Caitlin shares four practical tips for running dyads and small group instruction without sacrificing instructional quality.

🔑 Key Takeaways
• Prep for success — have materials, reinforcers, pencils, and data sheets ready before you start. Less scrambling, more teaching.
• Plan the rotation — decide who gets your attention first and what the other learner will do while waiting. Keep them engaged.
• Position strategically — sit between students when possible so you can monitor engagement, behavior, and prompting easily.
• Quality over quantity — five strong, meaningful trials beat fifteen rushed ones every time.
• Expect it to feel clunky at first — rhythm builds with practice for both you and your learners.

📦 Resources to check out
• Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• IEP Goal Bank & Assessment System → https://abainschool.com/iepgoals
• Episode #62 Running Social Skills Groups → https://abainschool.com/ep62

🙌 Join Us & Share
• Do you prefer dyads or 1:1 instruction?
• What helps you keep the “waiting” student engaged?
• Drop your favorite small group tip in the Facebook group 💬
• Know a teacher overwhelmed by small groups? Send them this Misfit Minute 💙

Join the Facebook group for collaboration and freebies: The Misfit Behaviorists

😍 More, you say? We’re here for you!

• Apple podcast | The Misfit Behaviorists
• Instagram | @‌themisfitbehaviorists
• YouTube | @‌themisfitbehaviorists

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics
• Sami | B.A.S.S.

🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

The past few years have reshaped classrooms in ways many educators are still trying to make sense of. In this episode, Audra and Caitlin react to real conversations from teachers and parents about burnout, behavior changes, staffing shortages, placement decisions, and the growing gap between expectations and reality in special education. They share honest reflections, practical perspective, and reassurance for educators wondering if it’s just them… or if things really have changed.

🔑 Key Takeaways
• Post-COVID behavior shifts are still impacting classrooms — many educators report lasting changes in student readiness and regulation.
• Burnout often comes from systems, not students — paperwork, staffing shortages, and unrealistic expectations wear people down.
• No two schools are the same — a difficult placement doesn’t mean the entire field is broken.
• It’s okay to leave a setting that isn’t sustainable — protecting your mental health helps students too.
• Placement decisions must be individualized — least restrictive environment looks different for every student.
• Social media advice has limits — meaningful strategies require knowing the actual child.
• Independence skills matter more than academics at school entry — self-care and routines set the foundation for learning.
• If you’re still in this field, your commitment matters — staying doesn’t mean it’s easy; it means it’s meaningful.

📦 Resources Mentioned
• Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• Share your experiences with post-COVID classroom changes
• Submit future episode topics in the group

🙌 Join Us & Share
• Are you seeing lasting behavior or readiness changes in students?
• What’s been the biggest contributor to burnout in your role?
• What has helped you stay in the field — or decide to leave?
• Share your perspective in the Misfit Behaviorists Facebook Group
• Know an educator who feels exhausted or discouraged? Send them this episode

Join the Facebook group for collaboration and freebies: The Misfit Behaviorists

😍 More, you say? We’re here for you!

• Apple podcast | The Misfit Behaviorists
• Instagram | @‌themisfitbehaviorists
• YouTube | @‌themisfitbehaviorists

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics
• Sami | B.A.S.S.

🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Noncompliance isn’t always loud. Sometimes it’s quiet, avoidant, and easy to miss until it grows into something bigger. In this Misfit Minute, we break down the difference between passive vs active noncompliance and why recognizing the difference early helps you respond calmly, support regulation, and prevent escalation into unsafe behaviors.

🔑 Key Takeaways
• Not all noncompliance looks the same 👀 — passive noncompliance is quiet avoidance, while active noncompliance is disruptive and visible.
• Catch it early ⛰️ — it’s much easier to support students during passive noncompliance than after behaviors escalate.
• Think “can’t vs won’t” 🧠 — skill deficits need support and modification; motivation issues need reinforcement and engagement strategies.
• Passive noncompliance calls for gentle support 🤍 — quick prompts, choices, first/then, and small motivation boosts can help students get started.
• Active noncompliance needs regulation first 🔄 — short directives, movement breaks, coping strategies, and validation help reset before returning to work.
• Pushing demands during escalation rarely works 🚫 — address regulation and underlying needs before expecting task completion.
• Neutral, supportive tone prevents power struggles 🎯 — focus on helping students be successful, not “winning” the moment.

📦 Resources to check out
• Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• “Can’t Do vs Won’t Do” visual → https://abainschool.com/mm2w
• Related episode: 5 Preschool Behavior Strategies → https://abainschool.com/ep66 • Crisis Cycle Creation → https://abainschool.com/ep57 • FBA process starts here! → https://abainschool.com/ep31
• ABA in School blog → https://abainschool.com
• Free token boards → https://abainschool.com/ymnr

🙌 Join Us & Share
• Do you see more passive or active noncompliance in your classroom?
• What strategies help you catch behaviors before they escalate?
• Share your experiences in the Misfit Behaviorists Facebook Group 💬
• Know a teacher or BCBA who could use this distinction? Send them this Misfit Minute 💙

Join the Facebook group for collaboration and freebies: The Misfit Behaviorists

😍 More, you say? We’re here for you!

• Apple podcast | The Misfit Behaviorists
• Instagram | @‌themisfitbehaviorists
• YouTube | @‌themisfitbehaviorists

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics
• Sami | B.A.S.S.

🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

When another professional walks into your classroom, things can get complicated fast. In this episode, Audra and Caitlin answer a listener question about what to do when support staff, behavior consultants, or other specialists aren’t showing up in the way you expected. They share practical, professional ways to navigate power dynamics, clarify roles, and protect your classroom while keeping relationships intact.

🔑 Key Takeaways
• Document objectively and consistently 📋 — focus on facts, patterns, and student impact, not emotions.
• Start with direct communication 🤝 — go to the source before escalating to admin or supervisors.
• Frame concerns around student safety and learning 🧠 — this keeps conversations professional and grounded.
• Ask clarifying questions instead of making accusations ❓ — misunderstandings about roles happen more than you think.
• Protect your classroom systems 🏫 — keep running behavior plans, data collection, and instruction regardless of who enters the room.
• Give clear, specific tasks when possible 🧩 — structure can help overwhelmed or unclear support staff succeed.
• Sometimes you can only control your response 🔄 — do your best, stay professional, and focus on student outcomes.

📦 Resources Mentioned
• Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• Submit future episode topics in the group 💬

🙌 Join Us & Share
• Have you ever had to navigate tricky staff dynamics in your classroom?
• What strategies helped you keep things professional and student-focused?
• Share your experiences in the Misfit Behaviorists Facebook Group 📸
• Know a teacher or BCBA who needs this conversation? Send them this episode 💙

Join the Facebook group for collaboration and freebies: The Misfit Behaviorists

😍 More, you say? We’re here for you!

• Apple podcast | The Misfit Behaviorists
• Instagram | @‌themisfitbehaviorists
• YouTube | @‌themisfitbehaviorists

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics
• Sami | B.A.S.S.

🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Staff pushback happens. Eye rolls, sighs, and the dreaded “we already tried that” can make even the calmest team lead feel defensive. In this Misfit Minute, Caitlin talks about shifting from control to curiosity when staff resist new strategies and how asking the right questions builds trust, buy-in, and stronger teams.

🔑 Key Takeaways
• Staff pushback often comes from burnout or feeling unheard 😮‍💨—not resistance for the sake of resistance.
• Curiosity beats control 🔍—asking “What didn’t work last time?” opens the door to real insight.
• You don’t lose authority by asking questions 💬—you gain collaboration.
• Empathy creates buy-in 🤍—acknowledging that new strategies feel hard reduces defensiveness.
• Modeling flexibility invites flexibility 🔄—your tone sets the tone.
• “We’re in this together” builds teams that grow with you, not against you 🤝

📦 Resources to check out
• Join the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits

🙌 Join Us & Share
• How do you respond when staff push back?
• What questions have helped you build buy-in?
• Share your experiences in the Misfit Behaviorists Facebook Group 💬
• Know a BCBA or teacher navigating staff resistance? Send them this Misfit Minute 💙

Join the Facebook group for collaboration and freebies: The Misfit Behaviorists

😍 More, you say? We’re here for you!

• Apple podcast | The Misfit Behaviorists
• Instagram | @‌themisfitbehaviorists
• YouTube | @‌themisfitbehaviorists

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics
• Sami | B.A.S.S.

🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Sometimes you just need five minutes, not a full lesson plan. In this episode, Audra and Caitlin share five simple social games you can pull out during transitions, brain breaks, or those in-between moments when it’s not time for intensive instruction but kids still need structure. These low-prep “pocket-size” games are designed for preschool, kindergarten, and special education classrooms and can be easily adapted for small groups or social skills instruction.

🔑 Key Takeaways
• Not every moment needs intensive teaching ⏱️—quick social games can reconnect and regulate learners.
• Keep games flexible 🧩—adjust group size, prompts, and structure based on your students.
• Emotions games build more than feelings vocabulary 😊—they support imitation, perspective-taking, and joint attention.
• Partner games encourage natural peer interaction 🤝—without over-prompting or pressure.
• Structured silliness matters 🎲—play with clear expectations supports engagement and cooperation.
• Filler time doesn’t have to feel chaotic 🔄—having go-to games reduces stress for students and staff.

📦 Resources Mentioned
• Simple Social Games ideas FREEBIE → https://abainschool.com/urve
• Related Episodes: How to Run Social Groups → https://abainschool.com/ep62
• Misfit Behaviorists Facebook Group → https://abainschool.com/misfits

🙌 Join Us & Share
• What are your go-to quick social games or brain breaks?
• Which of these would your students love most?
• Share your ideas or photos in the Misfit Behaviorists Facebook Group 📸
• Know a teacher or BCBA who needs easy social games? Send them this episode 💙

Join the Facebook group for collaboration and freebies: The Misfit Behaviorists

😍 More, you say? We’re here for you!

• Apple podcast | The Misfit Behaviorists
• Instagram | @‌themisfitbehaviorists
• YouTube | @‌themisfitbehaviorists

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics
• Sami | B.A.S.S.

🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!

Small changes can make a big difference. In this Misfit Minute, we’re talking about one simple, actionable challenge you can try this week: update just one classroom visual. Whether it’s a schedule, emotion card, or token board, visuals only work when they’re relevant, motivating, and actually being used. This episode breaks down why visuals stop working over time and how a quick refresh can improve engagement and behavior.

🔑 Key Takeaways
• Visuals only work if they’re relevant and used 👀—what worked in September may not work now.
• Start small 🧩—update just one visual for one student.
• Schedules may need a refresh 📅—try real photos, add an “all done” or “surprise” spot, or simplify.
• Emotion cards should grow with learners 😊—mix in real faces, emojis, adults, kids, and newer emotions like bored or embarrassed.
• Token boards can lose their power 🎯—change the theme, increase motivation, or fade and thin reinforcement.
• Sometimes removing a visual is progress ✂️—if it’s no longer needed, it’s okay to let it go.

📦 Resources to check out
• FREE token boards → https://abainschool.com/2s6q
• Digital token board (LOVE using this!) → https://abainschool.com/ncbl
• Visual task analyses for Life Skills classrooms → https://abainschool.com/jmvt
• Emotion identification visuals for social-emotional learning → https://abainschool.com/93a6
• School-Based BCBA & Teacher Resources → https://abainschool.com or https://beltransbehaviorbasics.com/

🙌 Join Us & Share
• Which visual are you updating this week?
• Did you swap it, refresh it, or remove it altogether?
• Share a photo or tell us what changed in the Misfit Behaviorists Facebook Group 📸
• Small tweaks count—and we’d love to see what worked for your students 💙
• Drop your strategies in the Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• Share this episode with a teammate navigating a tough family conversation this week

Join the Facebook group for collaboration and freebies: The Misfit Behaviorists

😍 More, you say? We’re here for you!

• Apple podcast | The Misfit Behaviorists
• Instagram | @‌themisfitbehaviorists
• YouTube | @‌themisfitbehaviorists

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics
• Sami | B.A.S.S.

🖱️ Rate, Review, Like & Subscribe so you don’t miss an episode! Showing this love helps us get out to more educators out there!