Tag: Autism behavior management. Positive reinforcement. Token Economy. Special Education

Helping Students with Autism Thrive:

AutismadeLeave a comment

Positive Behavior in the Elementary Classroom

As an elementary teacher, you’re more than just an educator—you’re a guide, a mentor, and sometimes even a safe harbor for students navigating big emotions and complex social worlds. For students with autism spectrum disorder (ASD), the classroom can be both a place of opportunity and a source of sensory or social overwhelm.

The good news? With a few intentional strategies, you can make a huge difference. By fostering social growth and supporting positive behavior, you create an environment where students with autism feel seen, heard, and empowered.

1. Create Predictability with Visual Structure

Students with autism often feel most secure in environments that are structured and predictable. A consistent classroom routine reduces anxiety and helps them focus on learning.

Strategies You Can Use:

  • Daily visual schedules (use icons or pictures for younger students).
  • Timers for transitions between activities.
  • “First-Then” boards (e.g., “First finish math, then iPad time”) to help with task motivation.

💡 Tip: Post the schedule at eye level and refer to it throughout the day.

Daily visual schedule

first and then boards

2. Teach Social Skills Explicitly

Social cues, like knowing when to speak or how to join a game, don’t always come naturally. These skills need to be taught just like reading or math.

Strategies You Can Use:

  • Social stories tailored to your students’ needs (e.g., “How to ask for help”).
  • Role-playing during morning meetings or small groups.
  • Visual cue cards (e.g., “Stop,” “Wait,” “I need a break”).

💡 Use puppets, stories, or posters to model positive social behavior.

social stories

cue cards

posters

3. Reinforce the Behavior You Want to See

Students with autism may not always connect their behavior with social consequences. Positive reinforcement helps make that connection clear and motivating.

Strategies You Can Use:

  • Immediate praise (“I love how you used your words to ask for help!”).
  • Sticker charts or token boards with small rewards.
  • Class-wide systems that include visual reminders and cues.

💡 Focus on effort and progress—not perfection.

4. Create a Calm Corner or Regulation Zone

All students benefit from self-regulation tools, but for students with autism, a quiet, safe space is essential for managing sensory overload or emotional stress.

Strategies You Can Use:

  • Set up a “calm corner” with noise-reducing headphones, fidgets, books, or a weighted lap pad.
  • Practice calming strategies during calm moments (deep breathing, wall pushes, mindfulness).
  • Offer regular sensory breaks, especially after transitions or assemblies.

💡 Make the calm space part of the routine—not just a place for “bad days.”

5. Support Peer Connections with Guidance

Friendships are important, but forming them can be tough. You can nurture social opportunities with a bit of structure.

Strategies You Can Use:

  • Assign peer buddies for classroom activities.
  • Use circle time to practice turn-taking and sharing ideas.
  • Play cooperative games with clear rules and predictable outcomes.

💡 Pair students intentionally and coach them through interactions as needed.

6. Partner with Families and Support Staff

You don’t have to do it alone. Parents, special educators, and therapists are invaluable partners in supporting your students.

Strategies You Can Use:

  • Share positive moments from the week via email or a home-school notebook.
  • Ask parents what works at home—sometimes they have powerful insights!
  • Use a consistent language and strategy across home and school if possible.

💡 Team meetings and IEPs are more productive when built on shared goals and mutual respect.

Bonus: Tools You Can Use Right Away

Here are a few free or low-cost resources to get you started:

Supporting students with autism isn’t about doing more—it’s about doing things intentionally. With clear expectations, visual supports, and compassionate teaching, you’re creating a classroom where everyone has the tools to grow.

You might not see change overnight—but each connection, each kind word, and each opportunity to succeed adds up.

Autismade TPT Store

An Ultimate Classroom Management Plan

AutismadeLeave a comment

For Special Education Teachers

Classroom management in a special education setting isn’t just about keeping order—it’s about creating a space where every student feels safe, supported, and empowered to learn. Whether you’re a new teacher or just looking for a refresher, this ultimate classroom management plan will help you build a strong foundation for success.

1. Set Clear Expectations from Day One

Students thrive when they know what’s expected of them. Establish clear, simple rules and routines early on. Use visual aids, pictures, or even role-playing to reinforce rules. Keep the language consistent and positive—for example:

  • Use kind words
  • Raise your hand to speak
  • Keep hands and feet to yourself

Repetition and reinforcement are key.

Grab a FREE Version here

2. Build Strong Relationships

Connection comes before correction. Get to know your students—what they like, what triggers them, what helps them calm down. A strong teacher-student relationship is the cornerstone of good behavior. Take time to:

  • Greet students warmly each day
  • Show interest in their hobbies
  • Celebrate small wins

3. Structure the Environment for Success

A well-organized classroom can reduce distractions and promote independence. Try this:

  • Use labeled bins and clear visuals for materials
  • Create defined spaces (e.g., a calm-down corner, group work area)
  • Keep transitions smooth with visual schedules or timers

4. Be Proactive, Not Reactive

Anticipate challenges before they happen. For example:

  • Use sensory breaks for students who get overstimulated
  • Provide fidgets or alternative seating for students with focus issues
  • Modify tasks to meet individual needs

Being proactive also means recognizing and praising positive behaviors more often than correcting negative ones.

5. Use a Consistent Behavior Plan

Consistency is key. Choose a behavior management system that works for your group, such as:

  • Token economies (students earn points or stickers for positive behavior)
  • Color charts or behavior contracts
  • Positive reinforcement systems customized to the student (like earning extra iPad time)

Make sure to communicate the plan with paraprofessionals, parents, and anyone else working with your students.

6. Collaborate with Your Team

You’re not in this alone. Collaborate with:

  • Paraprofessionals
  • Therapists (OT, speech, etc.)
  • Parents and caregivers

Share strategies, stay consistent, and support one another.

7. Reflect and Adjust

No plan is perfect—and that’s okay. What works for one group might not work for the next. Reflect regularly:

  • What’s working well?
  • What needs tweaking?
  • How are the students responding?

Stay flexible and be willing to change what’s not working.

Final Thoughts

Effective classroom management in special education is all about structure, relationships, and consistency. When students feel safe and understood, real learning can happen. With a solid plan in place, you can build a classroom where every child has the opportunity to shine.

Resources For Special Education Teachers

Free Calm Down Poster

Free Social Skills Poster | Class rules | Classroom Behavior Management

Calm Down Tools & Token Reward Boards for Classroom Behavior Management

Calm Down Corner Tab book & Posters

Calm Down check in / Social-Emotional learning, Posters and coping tools

Social Emotional Posters for being friends, classroom expectations

Visual Behavior Support cards – Break, Help & Wait Strategies for Autism

A Bundle Social Skill Stories – Social-Emotional Learning

Classroom Support Cards

REASONS TO USE THE FIRST & THEN STRATEGY

AutismadeLeave a comment

The First-Then strategy is incredibly versatile. It can be adapted for a wide range of situations, from simple tasks (like “First, put on your shoes. Then, you can go outside”) to more complex, academic instructions.

It can be used across different environments (home, school, therapy settings), making it a universally applicable tool. Below I’ve listed more reasons to implement this strategy!

To Enhances Self-Regulation and Motivation:

Children better manage their behavior by knowing they must finish one activity (First) before starting another (Then). This builds intrinsic motivation and a sense of accomplishment.

To Facilitates Communication and Language Development:

The First-Then strategy supports communication skills. Using visuals or choice boards helps non-verbal children understand sequencing and choice-making, encouraging language use for communication.

To Reduces Anxiety and Overwhelm:

For many children with special needs, the world can be overwhelming. Not knowing what to expect next can lead to anxiety or avoidance. The First-Then strategy provides predictability, helping children to feel more in control and less anxious about transitions.

To Builds a Positive Reinforcement Cycle:

By using the First-Then strategy with rewards that are meaningful to the child, educators or caregivers can create a positive feedback loop. The child is more likely to follow instructions and engage in activities if they know there’s an enjoyable outcome after completing the task.

Positive reinforcement also helps build trust between the child and teacher or caregiver.

To Increases Independence:

As children become more familiar with the structure of the First-Then strategy, they may begin to independently initiate tasks. Over time, they learn that completing tasks leads to desired outcomes, which can encourage them to take ownership of their actions.

To Strengthens Social Skills:

In group settings, using First-Then can help children learn how to take turns, follow rules, and understand social expectations. For example, “First, you listen to the teacher. Then, you can play with your friends” helps kids practice social behaviors while learning the concept of waiting.

Visual Example:

First: Work on your math.

Then: You can play with your favorite toy.

This helps the child to know what is expected and what they will get in return after completing the task.

Find more TPT Resources linked below

Free Templates

Visual Behavior Support Folder – Token Rewards Tools, schedules, First & Then,

Visual Supports: Token Reward System/First & Then – Strategies for Special Ed

Classroom Behavior Management Strategies: First, Next and Then Tools

Token Reward folder: Visual support tools with “first & then” Behavior Strategy

First, Next and Then table Schedule Templates with Visual Supports

First Then boards and Help cards: Autism visual supports

Visual Supports:”First, next, then” with Token Rewards Systems

Exploring Calming Strategies

AutismadeLeave a comment

Tips for Setting up a Calm Down Corner

Creating a calm and supportive classroom environment is crucial for students with special needs, especially those with Autism. Sensory overload, anxiety and frustration can often trigger emotional reactions that make it more difficult for them to focus, learn and engage. This is where calming strategies are needed.

In this post we’ll explore easy to implement strategies that can help calm students and create a more tranquil classroom environment. These strategies can be used by Teachers, Teachers aides and parents to support children in Special Education and Autism Classrooms.

Setting Up a Calm-Down Area: The Basics

When setting up a calm-down area, start by choosing a space that’s away from busy areas and distractions. The space should be quiet, cozy, and inviting, a retreat where children can relax without added stress. Try to make it an inviting space that encourages students to want to spend time there when needed.

Key Elements to Include:

Here are some simple yet effective elements that can make the calm-down area more functional and calming:

  • Sensory Tools: Sensory experiences can help children self-soothe and calm their nervous systems. Include items like weighted blankets, soft toys, squishy stress balls, or fidget spinners. A tactile or auditory experience can often help children feel grounded.
  • Soft Lighting: Bright overhead lights can be harsh, so consider adding a small lamp with soft, warm light or even a string of fairy lights. This creates a peaceful atmosphere and reduces visual overstimulation.
  • Comfort Items: Cushions, pillows, or a soft rug can make the area feel cozy. Some children may find comfort in having a favorite object like a stuffed animal or a familiar blanket.
  • Visual Cues: Add calming visuals, posters, calming charts (e.g., breathing exercises or social stories), or a timer to help children track their time spent in the area. For some students, these cues help to create structure and ease transitions.

The calm-down area is most effective when it’s introduced as a tool for emotional regulation rather than a time-out or punishment zone. It’s essential that children understand that it’s a space to use when they feel overwhelmed or need a break, not when they’re being “bad.”

When introducing the space, explain its purpose to the students. You might say something like, “This area is for when you need a break to calm your body. You can come here when you’re feeling upset or need to reset.”

Consider using visual or verbal reminders throughout the day to reinforce its use, such as a “calm down” card that students can hold up when they need a break. Having a routine for when and how to use the area helps students understand it’s a proactive tool for self-care.

Remember, the calm-down area should be flexible and adapt to the needs of each student. As children grow and develop, their emotional needs may change, and it’s important to be open to modifying the space as necessary. Whether it’s adding new sensory tools or adjusting the space to make it more comfortable, keeping the area evolving can keep it an effective resource for emotional well-being.

Creating a calm-down area in your classroom or home can have a powerful impact on emotional regulation and overall well-being for children with special needs. By providing a dedicated, safe space for children to retreat when needed, you’re helping them develop the skills to manage their emotions and build resilience. With a little creativity, flexibility, and collaboration, you can create a space that supports both learning and emotional health.

Handy Calm Down Resources linked for you to check out:-

Free Calm Down Poster

Free Social Skills Poster | Class rules | Classroom Behavior Management

Calm Down Tools & Token Reward Boards for Classroom Behavior Management

Calm Down Corner Tab book & Posters

Calm Down check in / Social-Emotional learning, Posters and coping tools

Social Emotional Posters for being friends, classroom expectations

Visual Behavior Support cards – Break, Help & Wait Strategies for Autism

Tips on How to use Help card Visuals!

AutismadeLeave a comment

Struggling with Communication? Discover how help cards can help your students with their Emotional Intelligence!

For kids in special education, expressing their needs and seeking help can be a daunting task. However, there is a simple yet effective tool that can greatly improve their communication skills – visual cues. Lets explore the importance of effective communication for children with special needs and how the use of a visual aid, such as the help card, can greatly benefit them.

Discover how we can support and empower these children to express themselves and seek the help they need.

In this post, we will explore the importance of effective communication and how you can use visual aids, such as help cards, that can greatly benefit our kids in the classroom.

Using Help cards with symbols My 5 tips


1. Help your young learner to realise when they need to use the Help Card, usually before they get too frustrated or loose concentration. Set up a situation in which they will need help, show them the help card and place it where they can easily reach it.

2. Point to the help card and tell them, “This is your help card. You can use it if you need help.” When your student starts to show behaviors, You say “If you are getting upset, use your help card to tell me you need help.”

3. Immediately allow the student to take the help symbol and make up his sentence, or allow the student to use the help card and follow the visual instructions.” I found that self regulating visuals on the bottom of the card is a fantastic way of reminding your student what they need to do when they need help.

4. Requesting is an important part of teaching the student to trust and use the visual support, once they are consistently asking for help, or making up a sentence strip, you may begin to generalise situations, locations and with different staff, while practicing this critical skill.

5. The added visuals at the bottom of each card has been a big help with reminding students to what they can do and how to express it.

Resource links

I need Help- Visual strategies

Visual Support Cards

Visual keyring supports

Classroom support cards