One-on-one support is often seen as the most protective and supportive service we can offer students with extensive support needs. In my work, however, I have found that when support is provided without clear intention, it can sometimes limit the very independence we are trying to build. In this post, I share how I use schedule analysis and data to take a closer look at when one-on-one support is truly necessary, when it can be shared, and how we can intentionally plan for fa

Breaks are essential in schools, but how we define and use them matters more than we often realize. When breaks unintentionally remove expectations, they can reinforce escape-maintained behavior and undermine learning. This post explores why teaching a break must go beyond stepping away from work and instead focus on regulation, return, and resilience. A break is not about avoiding learning, it’s about pausing long enough to come back ready to engage. As educators, we are her

What happens when FBAs move from a one-person process to a shared team effort? This post explores the evolution from working in a vacuum to building collective understanding, ownership, and more inclusive environments for students. From Working in a Vacuum to Working as a Team: Rethinking the Functional Behavior Assessment Process When I first started as the first behavior specialist in my school district, there was no blueprint. There wasn’t much guidance, and there certainl