Beyond Platitudes: The Double-Edged Sword of Misapplied Ideals in Special Education

 

Well-meaning phrases like "behavior is communication," "trauma-informed teaching," or "connection before correction" become hollow mantras. The problem isn’t just that practice remains unchanged-sometimes, these concepts are applied so broadly and vaguely that they lose all meaning. Whether nothing changes in the classroom or these ideas are stretched to fit every situation without nuance, both extremes meet at the same point: ineffective, and sometimes even harmful, outcomes. The truth is, quality intervention and real understanding require balance-a dynamic, individualized approach oscillating within the balanced zone, avoiding extremes, far from the lax and  rigid or the reckless. Let's mean what we say, and do what we need in order to teach the skills that will lead to socially valid outcomes. 

The Extremes: Where Rigidity and Vagueness Collide 

On one end, unchanged practice means outdated methods persist, ignoring the evolving needs of students. On the other, overgeneralization turns powerful ideas into empty slogans, resulting in superficial gestures rather than meaningful change. Both approaches fail to deliver what students actually need: targeted, evidence-based interventions that respect individuality and foster real growth12.

Moving Beyond Platitudes: What We Actually See in Practice

Too often, we repeat mantras like “behavior is communication,” “trauma-informed teaching,” and “connection before correction” without reflecting on how they really show up in our day-to-day work. Here are some frequent realities-and what we need to do differently with a progressive ABA approach:

“Behavior is Communication”

• The Reality:
  While we claim to honor behavior as communication, we often respond by unintentionally reinforcing inappropriate behaviors. Sometimes this happens because our own expectations and instructions are unclear or delivered in a way that the individual can’t access. We may also fail to teach new, functional skills tailored to the true purpose of the behavior, focusing instead on stopping the unwanted action without asking what it’s telling us.

• What’s Needed:
  Instead of just reacting, we must clearly communicate expectations in ways the individual can understand, gather data on the function of the behavior, and systematically teach more effective communication or coping skills.

“Trauma-Informed Teaching”

• The Reality:
  Well-meaning attempts to be trauma-sensitive sometimes result in avoiding all correction, denial, or limit-setting, which frustrates staff and leaves individuals without essential guidance about rules and boundaries. Experiencing trauma doesn’t mean that expectations no longer apply; it means those expectations should be taught compassionately and flexibly.

• What’s Needed:
  Trauma-informed ABA means teaching rules and boundaries with empathy and individualization, not skipping them entirely. We must consider each person’s history and lookout for triggers, but also ensure that our interventions still teach that expectations are real and consistent-for everyone.

“Connection Before Correction”

• The Reality:
  Sometimes, the focus on rapport-building becomes an excuse for avoiding clear expectations or timely correction, which can inadvertently reinforce disruptive or unsafe behaviors. We may believe we must spend a long period “winning over” a person before we can teach, but rapport can-and should-be built right away through fairness, transparency, and achievable instructions. Rapport is not just “being nice”-it’s a relationship grounded in consistent, reasonable, and clear boundaries. And it can be lost in an instant if we aren’t thoughtful.

• What’s Needed:
  Rapport is ongoing; it’s built and rebuilt through every interaction. It’s not about a set time frame before you can set limits; it’s about how you set and teach those limits, ensuring expectations remain reasonable and communication stays respectful.

True progressive ABA means reflecting honestly on the gap between what we say, what we actually do, and what science-and compassion-tell us is effective. It’s about clear, caring boundaries, individualized support, and teaching that is both strategic and humane. Let’s stop settling for platitudes and start delivering practice that truly transforms lives.

The "Work Myself Out of a Job" Myth

Another common phrase, "I want to work myself out of a job"-is often used by staff to reassure families that their goal is to foster independence. But too often, this becomes just another platitude. If the interventions provided are ineffective or lack follow-through, true independence is never achieved, and the promise rings hollow. In reality, the goal should be to create genuine stability and independence for each student, not to make ourselves obsolete for its own sake-which by the way is rarely achieved. When we do our jobs well, we free up our expertise for the next client in need-ensuring that more children can access high-quality, individualized support1.

The Balanced Alternative

The antidote to both extremes is a balanced, progressive approach:

• Individualized assessment to identify specific needs and triggers
• Systematic teaching of coping and communication skills
• Consistent, data-driven adjustments to ensure strategies are effective
• Clinical and in-the-moment judgements instead of rigid protocols and arbitrary rules

This isn’t about abandoning ideals, but about operationalizing them-turning buzzwords into blueprints for real, measurable change. When we move beyond platitudes and commit to evidence-based, balanced intervention, we create classrooms where all students can truly thrive.

Phone: (949) 287-3683

Email: practicalsolutions.jw@gmail.com

Website: pracsol4u.com