Progressive ABA: Practical instruction @ home & school

  Let’s be honest: the list of accommodations we’re asked to provide for students with disabilities can sometimes border on the absurd. Recently, I came across professional recommendations for a single student that included:  Allowing headphones or earplugs whenever the child has difficulty paying attention Playing soft music (60 bpm) for “calming and focus” Seating the child away from windows, doors, air conditioners, pencil sharpeners, and anywhere else there might be a sound or movement Eliminating possible auditory and visual distractions-including the sight and sound of classmates moving around or shuffling through bags Providing “heavy work” activities throughout the day: erasing the board, wiping tables, chair push-ups, rearranging desks, stomping in place, carrying books, heavy lap pads, wall push-ups etc. Trying flexible seating options: wobble cushions, chair bands, dynamic chairs, and more On paper, these suggestions may sound supportive. In reality, they can be not...

The Rise and Limitations of the  TEACCH®  Model When I began my career in 2006, the TEACCH (Treatment and Education of Autistic and Communication-Handicapped Children) model dominated autism classrooms. At the time, it was hailed as groundbreaking- structured, visually organized approach that promised predictability in a world often overwhelming for autistic learners. The typical TEACCH Classroom: Hyper-Structured Environments:  Cubicles, dimmed lights, and bare walls minimized distractions. Strict Stations:  Independent work, sensory breaks, and small-group instruction were siloed into physical zones. Visual Schedules:  Every transition hinged on checking a wall-mounted schedule     TEACCH as a Whole:  For years, this was considered the gold standard. Students  seemed  to thrive, and parents and administrators praised the orderliness. TEACCH felt like a safe, nurturing space compared to earlier institutional models. The program was...