The Misfit Behaviorists - Practical Strategies for Special Education and ABA Professionals

Get the Month 3 Para Training Workbook: https://abainschool.com/month3

Reinforcement is more than stickers, tokens, or prizes. The real question is: Did the behavior become more likely to happen again?

In Week 9 of Para Training in a Pinch, we’re breaking down how reinforcement works, how it differs from bribery, and how to use it in a way that actually helps students learn.

We’ll cover how to:
✔️ Tell the difference between a reward and a reinforcer
✔️ Plan reinforcement instead of reacting in the moment
✔️ Identify what a student may actually want to work for
✔️ Use simple preference assessments
✔️ Set up token systems that are clear and achievable
✔️ Troubleshoot when reinforcement is not working

You’ll also hear why the student—not the adult—gets to decide what is reinforcing. A sticker, iPad, drawing break, or chance to sharpen pencils only counts as reinforcement if it helps increase the behavior you are teaching.

This week’s challenge: Be a reinforcer detective. Watch what students choose, ask questions, and pay attention to what happens after you provide reinforcement.

If a token board is not working, do not blame the student. Check the play: Is the reward valuable right now? Is it delivered quickly? Is the expectation clear? Is the work worth the payoff? Did we follow through?

Reinforcement is not about handing out prizes all day. It is about intentionally helping students experience positive outcomes for the skills we want them to use more often.

📚 Want the activities that go with Weeks 9–12?
The Month 3 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings.

Get the Month 3 Para Training Workbook: https://abainschool.com/month3

• Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83
• Sticky Note Praise: https://abainschool.com/mm11
• Reinforcement vs Bribery: https://abainschool.com/mm10
• Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits
• ABA in School Resources: https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Week 10: Prompting & Prompt Hierarchies

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

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• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Get the Month 2 Para Training Workbook: https://abainschool.com/month2

Good data starts with one deceptively simple question: Does everyone know exactly what counts?

In Week 8 of Para Training in a Pinch, we’re building on the data basics from last week and focusing on how to make data more accurate, objective, and useful for the whole team.

We’ll cover how to:
✔️ Write and use clear operational definitions
✔️ Describe behavior objectively
✔️ Separate observations from opinions
✔️ Improve consistency across staff
✔️ Understand interobserver agreement

You’ll also hear why vague labels like “noncompliant,” “rude,” or “aggressive” can create confusion. Instead, we want descriptions that tell us exactly what happened so another person could picture the same event and collect the same data.

A helpful question to ask yourself is: If another person saw this, would they record the same thing I did?

This week’s challenge: Slow down and practice recording exactly what you see and hear. If you’re unsure what counts, ask before collecting the data.

Accurate data doesn’t tell the story of what we think happened. It tells the story of what actually happened.

📚 Want the activities that go with Weeks 5–8?
The Month 2 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings.

Get the Month 2 Para Training Workbook: https://abainschool.com/month2

• Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83
• Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits
• ABA in School Resources: https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Week 8: Collecting High-Quality Data.

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

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Get the Month 2 Para Training Workbook: https://abainschool.com/month2

Data collection can sound intimidating, but most of the time we’re really trying to answer one simple question: What happened?

In Week 7 of Para Training in a Pinch, we’re breaking down the basics of special education data collection and the common ways paraprofessionals may be asked to measure student skills and behavior.

We don’t collect data just to fill out paperwork. We collect it because students deserve decisions based on evidence instead of guesses.

We’ll cover how to:
✔️ Collect objective, accurate data
✔️ Measure frequency, rate, and percentage
✔️ Use interval recording
✔️ Measure duration and latency
✔️ Understand ABC data and permanent products

You’ll also learn why different behaviors require different types of measurement. Frequency tells us how many, duration tells us how long, latency tells us how long until, and ABC data helps us look for patterns surrounding behavior.

And one of the biggest rules of good data collection? Record it as close to the moment as possible. Missing data is better than filling in something later based on what you think you remember.

This week’s takeaway: Record what you see, not what you remember. The goal isn’t perfect data. It’s honest, useful data that helps students succeed.

📚 Want the activities that go with Weeks 5–8?
The Month 2 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings.

Get the Month 2 Para Training Workbook: https://abainschool.com/month2

• Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83
• Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits
• ABA in School Resources: https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Week 8: Collecting High-Quality Data.

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Get the Month 2 Para Training Workbook: https://abainschool.com/month2

IEPs can be 40, 50, even 60 pages long. The good news? As a paraprofessional, you don’t need to memorize the whole thing.

In Week 6 of Para Training in a Pinch, we’re breaking down the IEP and focusing on the information paras actually need to support students successfully throughout the school day. Think of the IEP as the team’s playbook. You don’t need every play. You need to know the ones for your position.

We’ll cover how to:
✔️ Find the IEP information you need
✔️ Understand student goals and accommodations
✔️ Use an IEP At-a-Glance or Snapshot
✔️ Keep important supports easily accessible
✔️ Connect IEP goals to daily data collection

We’ll also talk about creating a para clipboard or “sideline playbook” with the information you need throughout the day, such as schedules, student snapshots, data sheets, visuals, reinforcement information, and other supports.

And remember, your data isn’t “just numbers.” The information you collect helps the team determine whether supports are working, whether students are becoming more independent, and what should happen next.

This week’s challenge: Take five minutes to review the plan for one student you support. Ask yourself: What goal are we working on? What supports does this student need? What should I be watching for?

Know the plan. Play the plan.

📚 Want the activities that go with Weeks 5–8?
The Month 2 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings.

Get the Month 2 Para Training Workbook: https://abainschool.com/month2

• Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83
• Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits
• ABA in School Resources: https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Week 7: Data Collection Basics.

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Get the Month 2 Para Training Workbook: https://abainschool.com/month2

Special education can be incredibly rewarding, but some days can also drain your battery before lunch. 🔋

In Week 5 of Para Training in a Pinch, we’re focusing on the adults in the classroom. Because when you’re overwhelmed, frustrated, or running on empty, it becomes much harder to be the calm and supportive person your students need.

We’ll cover how to:
✔️ Recognize your own stress early
✔️ Use quick reset strategies in the moment
✔️ Ask for help before reaching your limit
✔️ Create a team plan for swapping support
✔️ Recover after difficult moments

Self-care doesn’t always mean taking a 15-minute break. Sometimes you can’t leave. A reset might be ten seconds to breathe, relax your shoulders, ground yourself physically, or simply recognize, “I’m getting overwhelmed.”

We’ll also talk about creating a discreet code word or phrase your team can use when someone needs backup or a chance to swap out.

Great classrooms don’t require superheroes. They need teammates who know when to support each other.

This week’s challenge: Identify your own early signs of stress and choose one quick reset strategy you can use when you can’t immediately step away.

Taking care of yourself isn’t something you do instead of taking care of your students. It’s one of the ways you take care of them.

📚 Want the activities that go with Weeks 5–8?
The Month 2 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings.

Get the Month 2 Para Training Workbook: https://abainschool.com/month2

• Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83
• Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits
• ABA in School Resources: https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Week 6: Reading the IEP.

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

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Get the Month 1 Para Training Workbook: https://abainschool.com/month1

Before prompting, data collection, or behavior plans, there’s something even more foundational: the relationship you build with your students.

In Week 4 of Para Training in a Pinch, we’re talking about connection, pairing, reinforcement, and how strong relationships can make learning more effective. We’ll also look at how a little flexibility can help prevent unnecessary power struggles.

We’ll cover how to:
✔️ Build rapport through pairing
✔️ Find what actually reinforces each student
✔️ Use behavior-specific praise
✔️ Balance expectations with flexibility
✔️ Avoid unnecessary power struggles

You’ll also learn about “the frame”: decide what the real expectation is, then allow flexibility with the things inside that frame. Does the student really need that pencil, that chair, or that exact way of completing the task? Sometimes adults accidentally turn the picture into the frame.

This week’s challenge: Try two things. First, replace a generic “Good job!” with specific feedback such as, “I noticed how you kept trying.” Second, before correcting a student, ask yourself: Is this the frame or just the picture?

Students don’t have to earn a relationship from us. Relationships are how we earn the opportunity to teach them.

📚 Want the activities that go with Weeks 1–4?
The Month 1 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings.

Get the Month 1 Para Training Workbook: https://abainschool.com/month1

• Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83
• Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits
• ABA in School Resources: https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Week 5: Preventing Burnout.

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

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Get the Month 1 Para Training Workbook: https://abainschool.com/month1

Strong classroom routines aren’t about making everything rigid and predictable forever. They’re about creating enough structure and consistency that students feel secure, know what’s coming next, and can become more independent.

In Week 3 of Para Training in a Pinch, we’re talking about classroom systems, routines, and visual supports, plus the important role paraprofessionals play in keeping those systems consistent.

We’ll cover how to:
✔️ Follow classroom routines consistently
✔️ Balance predictability with flexibility
✔️ Use visual supports effectively
✔️ Individualize visuals for different learners
✔️ Fade supports to build independence

We’ll also talk about why visuals aren’t just for students with autism. We all use calendars, GPS, lists, reminders, and other visual supports to navigate our own lives. The question isn’t whether we can give students more supports. It’s which supports help this student do more independently?

This week’s challenge: Find one situation where a visual could replace some of your words. Try a visual schedule, first-then board, checklist, picture directions, transition card, or choice board. Use it consistently for a few days and watch what happens.

Did the student become more independent? Need fewer verbal reminders? Experience less confusion? Sometimes a little visual support lets us do a lot less talking. 🙃

📚 Want the activities that go with Weeks 1–4?
The Month 1 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings.

Get the Month 1 Para Training Workbook: https://abainschool.com/month1

• Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83
• Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits
• ABA in School Resources: https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Week 4: Positive Classroom Interactions.

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

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Get the Month 1 Para Training Workbook: https://abainschool.com/month1

A disability label can give us useful information, but it doesn’t tell us who a student is.

In Week 2 of Para Training in a Pinch, we’re talking about understanding the individual students behind the labels. Every learner brings different strengths, interests, communication styles, experiences, and support needs to the classroom.

We’ll cover how to:
✔️ Presume competence
✔️ Look beyond disability labels
✔️ Recognize individual strengths and learning styles
✔️ Use respectful, student-centered language
✔️ Build trust and positive relationships

You’ll also hear a personal example of how an unexpected strength can become a powerful teaching tool, and why sometimes supporting a student means thinking outside the box instead of following the “typical” path.

This week’s challenge: Choose one student you support and learn something new about them that has nothing to do with their disability. What do they enjoy? What makes them smile? What are they really good at?

Great educators don’t just know students’ needs. They get to know the students.

📚 Want the activities that go with Weeks 1–4?
The Month 1 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings.

Get the Month 1 Para Training Workbook: https://abainschool.com/month1

• Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83
• Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits
• ABA in School Resources: https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Week 3: Classroom Systems & Routines.

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Get the Month 1 Para Training Workbook: https://abainschool.com/month1

Welcome to Para Training in a Pinch, a quick weekly training series for special education paraprofessionals!

In Week 1, we’re starting with the foundation: professionalism and understanding your role as a para.

Being a great paraprofessional isn’t about knowing everything on day one. It’s about being someone your students and team can count on. We’re talking about knowing your role, communicating with your team, being open to feedback, protecting student confidentiality, using technology appropriately, and asking questions when you’re unsure.

In this episode:
✔️ Know your role on the classroom team
✔️ Build professional habits
✔️ Communicate and accept feedback
✔️ Protect student privacy and confidentiality
✔️ Be curious, ask questions, and keep learning

And remember: you are never “just a para.” Well-trained, dependable paraprofessionals make a tremendous difference for students, teachers, and the entire classroom.

This week’s challenge: Remember your why. What brought you to this work, and what kind of teammate do you want to be?

📚 Want the activities that go with Weeks 1–4?
The Month 1 Para Training Academy workbook includes weekly activities, scenarios, reflection, and practical application to go along with the trainings.

Get the Month 1 Para Training Workbook: https://abainschool.com/month1

• Para Training in a Pinch podcast series: Start here! https://abainschool.com/ep83
• Join The Misfit Behaviorists Facebook Group: https://abainschool.com/misfits
• ABA in School Resources: https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Week 2: Understanding Our Students.

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

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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Have you ever heard someone say, "They never do that for me!" or "She behaves completely differently in my class."?

In this episode, Caitlin breaks down one of the most important (and misunderstood) concepts in Applied Behavior Analysis: stimulus control. Learn why students often behave differently with different teachers, classrooms, and situations, and why those differences are a clue to understanding behavior, not a competition between educators.

Whether you're a special education teacher, BCBA, paraprofessional, or general education teacher, this episode will help you look beyond the behavior and start asking better questions.

🎙️ Key Takeaways
✔️ What stimulus control means in everyday classroom language
✔️ Why students naturally behave differently with different people and settings
✔️ How teachers, routines, and classroom expectations become cues for behavior
✔️ What a discriminative stimulus (SD) is and how it influences behavior
✔️ Why substitute teachers often see different behaviors than classroom staff
✔️ Why behavior differences don't mean one teacher is "better" than another
✔️ Better questions to ask instead of, "Why don't they do that for me?"

📚 Resources
• ABA Without the Jargon podcast series: Start here! https://abainschool.com/ep77
• Also check out the FBA mini-series: Start here! https://abainschool.com/ep31buzz
• Get the FREE visuals for this episode: https://abainschool.com/g3qk
• Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• Find Caitlin here! → https://beltransbehaviorbasics.com/
• ABA in School Resources → https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Caitlin will go over Preference Assessments.

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

What exactly is the difference between an FBA (Functional Behavior Assessment) and a BIP (Behavior Intervention Plan)?

These two terms are often used together, but they serve very different purposes. In this episode of ABA Without the Jargon, we explain how an FBA helps identify why a behavior is happening and how a BIP outlines what to do about it.

Using a simple car repair analogy and real classroom examples, you'll learn why understanding the function of behavior is the key to creating effective behavior support.

🎯 Key Takeaways
✔️ An FBA (Functional Behavior Assessment) helps identify why a behavior is occurring.
✔️ A BIP (Behavior Intervention Plan) outlines how the team will respond and support behavior change.
✔️ Jumping to interventions before understanding the function of behavior often leads to ineffective plans.
✔️ Looking for patterns in antecedents, consequences, and the environment helps identify the function of behavior.
✔️ Effective behavior plans are based on data, not guesswork.
✔️ Matching interventions to the function of behavior increases the likelihood of long-term success.

📚 Resources Mentioned
• ABA Without the Jargon podcast series: Start here! https://abainschool.com/ep77
• Also check out the FBA mini-series: Start here! https://abainschool.com/ep31buzz
• Get the FREE visuals for this episode: https://abainschool.com/9214
• Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• ABA in School Resources → https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Caitlin will go over the difference between an FBA and a BIP.

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Have you ever had a student suddenly stop working for a favorite reward? Or wondered why a reinforcer works one day but not the next?

The answer may not be the reinforcer at all. It could be a motivating operation (MO).

In this episode of ABA Without the Jargon, we explain motivating operations using everyday examples like cookies after Thanksgiving dinner, Skittles at your desk, and why water tastes so much better after a hot day outside.

By the end of the episode, you'll understand why motivation changes, how it affects behavior, and an easy trick to remember the difference between establishing operations (EOs) and abolishing operations (AOs).

🎯 Key Takeaways
✔️ A motivating operation (MO) changes how valuable a reinforcer is at that moment.
✔️ An establishing operation (EO) makes a reinforcer more valuable.
✔️ An abolishing operation (AO) makes a reinforcer less valuable.
✔️ Reinforcers don't always stop working. Sometimes motivation changes instead.
✔️ Hunger, thirst, fatigue, attention, and other everyday experiences all influence motivation.
✔️ Looking at the student's current needs can help explain why behavior changes from day to day.
✔️ A simple "Empty vs. Overflowing" memory trick can help you remember EO vs. AO.

📚 Resources Mentioned
• ABA Without the Jargon podcast series: Start here! https://abainschool.com/ep77
• Get the FREE visuals for this episode: https://abainschool.com/v8og
• Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• ABA in School Resources → https://abainschool.com/tptstore
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, Caitlin will go over the difference between an FBA and a BIP.

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Positive reinforcement. Negative reinforcement. Positive punishment. Negative punishment.

These four ABA terms are some of the most misunderstood concepts in behavior analysis, but they're much simpler than they sound.

In this episode of ABA Without the Jargon, we're breaking down each term using everyday language, real classroom examples, and a few personal stories (including Skittles, chickens, and Bruno the dog 🐶).

By the end of the episode, you'll have an easy way to remember the differences and confidently explain them to someone else.

🎯 Key Takeaways
✔️ Positive means something is added, not "good."
✔️ Negative means something is removed, not "bad."
✔️ Reinforcement means a behavior increases over time.
✔️ Punishment means a behavior decreases over time.
✔️ Whether something is reinforcement or punishment depends on what happens to the behavior over time, not whether something feels rewarding or unpleasant.
✔️ The same consequence can work differently for different people, so effective reinforcement is always individualized.
✔️ A simple four-step strategy can help you identify whether you're looking at positive reinforcement, negative reinforcement, positive punishment, or negative punishment.

📚 Resources Mentioned
• ABA Without the Jargon podcast series: Start here! https://abainschool.com/ep77
• Get the FREE visuals for this episode: https://abainschool.com/2mj1
• Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• ABA in School Resources → https://abainschool.com/tptstore
• ABA in School TPT Store: https://abainschool.com/tpt
• Browse all podcast episodes: https://abainschool.com/podcast

💬 Join Us Next Time
Next episode, we're tackling another commonly misunderstood ABA concept: Motivating Operations

We'll explore why your favorite reinforcer sometimes works like magic... and other times seems completely worthless. Understanding motivating operations can make reinforcement far more effective and help explain why behavior changes from one situation to the next.

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Welcome back to ABA Without the Jargon, the mini-series where we take common ABA and special education terms and translate them into everyday language.

In this episode, we're breaking down one of the most important concepts in behavior analysis: the ABCs of Behavior.

We'll explain:
✔️ What an antecedent really is
✔️ What counts as behavior (and what doesn't)
✔️ Why consequences are more than punishments
✔️ How the ABCs help us understand patterns in behavior
✔️ Why understanding behavior leads to better support

Whether you're a teacher, paraeducator, RBT, BCBA, parent, or caregiver, this episode will help you make sense of behavior without the jargon.

🔑 Key Takeaways
• Antecedents are what happen before a behavior and often signal patterns
• Behavior includes anything a person does, not just challenging behaviors
• Consequences are what happen after a behavior and influence future behavior
• The ABCs help explain why behaviors continue over time
• Prevention strategies often focus on changing antecedents
• Behavior serves a purpose and communicates information
• Looking for patterns is more helpful than looking for blame
• Understanding behavior helps us teach skills instead of simply reacting

📌 Resources Mentioned
• Free Visuals & Resources → https://abainschool.com/4xy3
• Previous episodes:
Antecedent (Episode 51 Antecedent Strategies --> https://abainschool.com/ep51)
Behavior (Episode 35 Collecting ABC data --> https://abainschool.com/ep35)
Consequence (Episode 55 Teaching Replacement Behaviors
and Episode 29 Functions of Behaviors --> https://abainschool.com/ep55 and https://abainschool.com/ep29)
• Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• ABA in School Resources → https://abainschool.com/tptstore
• Blog: What Is ABA in Simple Terms → https://abainschool.com/intro-to-aba

🎙️ Coming Next
Reinforcement: What goes up, must come.... not, it doesn't have to come down!

⭐ Join Us
• Subscribe for practical ABA and special education strategies without the jargon
• Share this episode with a teacher, parent, or colleague
• Join The Misfit Behaviorists community for resources, discussions, and support

#misfitbehaviorists #ABA #BehaviorAnalysis #ABCsOfBehavior #SpecialEducation #AutismSupport #BCBA #RBT #Teachers #BehaviorSupport

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

Welcome to the first episode of ABA Without the Jargon, a new mini-series from The Misfit Behaviorists where we take common ABA and special education terms and translate them into everyday language.

In this episode, we're tackling the biggest term of all: ABA (Applied Behavior Analysis).

We'll break down:
✔️ What "Applied" really means
✔️ What counts as behavior
✔️ Why analysis is simply figuring out what's working and why
✔️ Common misconceptions about ABA
✔️ How teachers, therapists, and parents already use ABA strategies every day

Whether you're a special education teacher, paraeducator, RBT, BCBA, parent, or just curious about behavior support, this episode provides a practical, no-jargon explanation of what good ABA should look like in today's classrooms and homes.

🎁 Free Visuals & Resources
Download the companion visuals discussed in this episode → https://abainschool.com/3928
Blog post "What is ABA in Simple Terms" → https://abainschool.com/intro-to-aba

📌 Resources Mentioned
• Join The Misfit Behaviorists Facebook Group → https://abainschool.com/misfits
• ABA in School Resources: → https://abainschool.com/tptstore

🎙️ Coming Next
ABCs of Behavior: Antecedent, Behavior, and Consequence Explained in Plain English

#misfitbehaviorists #ABA #AppliedBehaviorAnalysis #Autism #SpecialEducation #BehaviorAnalysis #BCBA #RBT #Teachers #AutismSupport #BehaviorSupport #ABAWithoutTheJargon

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

A quick story from an ABA clinic about a student checking the floor to see if the “down” internet had literally fallen down. This Misfit Minute is a reminder that language is not always interpreted the way we expect, especially for students who process communication very literally.

Key Takeaways
• Literal language can create confusion—Common phrases may not mean what we think they mean to every learner
• Everyday expressions are learned skills—Sarcasm, metaphors, and slang often need direct teaching
• Clarity matters—Sometimes clearer language reduces frustration and misunderstandings
• “Extra support” may just be clearer communication—Simple wording can make a huge difference
• Think about your audience—Different learners process language differently
• Everyday moments create teaching opportunities—Small interactions can build long-term communication understanding
• Communication goes both ways—Sometimes we need to adjust our language, not just expectations

Resources
• Another fun story here about sensory overload → https://abainschool.com/mm27
• And a cute story about how a puppy taught us a lesson → https://abainschool.com/mm26

Join Us
• Join the Misfit Behaviorists Facebook group → https://abainschool.com/misfits
• Subscribe for more real-life ABA and special education stories
• Share your own “that time I learned…” moments with us

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

A quick reminder that behavior problems are not always “won’t do” problems. Sometimes they’re “can’t do yet” problems. In this Misfit Minute, Caitlin breaks down why consequences alone don’t teach skills like waiting, emotional regulation, frustration tolerance, or communication, and why practicing coping skills during calm moments matters so much.

Key Takeaways
• You can’t punish a skill deficit away—Consequences alone don’t teach missing skills
• Behavior often communicates missing abilities—Difficulty waiting, coping, or communicating may be skill deficits
• Replacement behaviors must be taught—Students need to learn what to do instead
• Practice during calm moments matters most—Skills are harder to learn when already escalated
• Reinforce progress, not perfection—Growth happens through repetition and support
• Shift from “defiance” to information—Repeated behavior may signal a need for more teaching and practice
• Long-term behavior change requires instruction—Not just reacting after the behavior happens

Resources
• Need support teaching replacement behaviors and coping skills? Check out these behavior support visuals: https://abainschool.com/k858
• “Can’t Do vs Won’t Do” visual → https://abainschool.com/mm15
• DTT vs NET teaching → https://abainschool.com/ep5
• Check out the FBA mini-series! Start here → https://abainschool.com/ep31

Join Us
• Join the Misfit Behaviorists Facebook group → https://abainschool.com/misfits
• Subscribe for more ABA and special education quick tips
• Share an example of a skill you realized needed teaching instead of consequences

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

A quick story from early in my autism journey that completely shifted how I understand sensory overload. One small moment in a speech therapy room turned into a lifelong reminder: we may be in the same space, but experiencing it in very different ways.

Key Takeaways
• Sensory overload isn’t always visible—A child may be overwhelmed even when the environment feels “normal” to us
• Not all brains filter the same way—Some learners hear, see, and feel everything at once
• Small details can be big triggers—Sounds you don’t notice (like a ticking clock) can be intense and constant
• Same room, different experience—Two people can share a space but have completely different sensory input
• Perspective matters—Understanding sensory differences helps build empathy and better support
• Don’t assume ease = universal—What feels simple to you may be overwhelming for someone else

Resources
• Check out this social story about communicating about sensory needs I Need Something: https://abainschool.com/p8t6

Join Us
• Join the Misfit Behaviorists Facebook group
• Subscribe for more real-life ABA and special education insights
• Share your own “that time I learned…” moments—we’d love to hear them

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

What happens when your well-planned behavior strategy falls apart in real life?
This quick episode uses a runaway puppy story to break down what to do in the moment—especially when safety, attention-seeking behavior, and real-world variables take over.

Key Takeaways
• Safety comes first
• Behavior plans aren’t one-size-fits-all
• Change the environment before blaming the learner
• Stay neutral, not emotional
• Calm, predictable responses matter
• Reflect after, not during

Resources
• See these Functions of Behavior social stories for some ideas! https://abainschool.com/fxbxstories
• If you need all the dox you need to create a great FBA, check these out: https://abainschool.com/4zdz

🤝 Join Us
💬 Join the conversation in the Misfit Behaviorists Facebook Group
🎧 Follow the podcast for more quick, practical strategies
⭐ Leave a review if this episode helped you—it helps other educators find us!
• Share your own “real-life behavior” moments—we’ve all been there

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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

What do you do when a paraprofessional just can’t keep up with the pace, data, or demands of your classroom?

Before jumping to frustration, this Misfit Minute walks you through a practical, compassionate approach to coaching staff, improving systems, and making data-based decisions that keep your students first.

🔑 Key Takeaways
• Check the system, not just the person
• Define what “keeping up” actually means
• Simplify and prioritize tasks
• Model + narrate your thinking
• Practice together + give immediate feedback
• Reinforce effort and growth
• Reflect on fit using data, not emotion
• Document support and communication

🤝 Join Us
💬 Join the conversation in the Misfit Behaviorists Facebook Group
🎧 Follow the podcast for more quick, practical strategies
⭐ Leave a review if this episode helped you—it helps other educators find us!

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

😍 More, you say? We’re here for you!

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

👋 Find us!

• Audra | ABA in School
• Caitlin | Beltran’s Behavior Basics

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