http://vcuautismcenter.org/rabtan

Regional Autism and Behavior Technical Assistance Network, 1314 West Main Street Box 842011, Richmond, VA (2026)

03/11/2026

The "Preference Detective" Approach 🔍

We know that engagement is the engine that drives learning. But sometimes, a student’s preferences aren't obvious, or they shift faster than we can keep up with.

This week’s strategy is about moving beyond a simple "likes" list and using Formal & Informal Preference Assessments as a collaborative tool.

The Strategy: Three Levels of Discovery
💬Indirect Assessment: Interviewing stakeholders (using that script we talked about Monday!) to see what works at home or in past classrooms.
💬Direct Observation: Free operant observation—simply watching what a student gravitates toward when they have total choice.
💬Trial-Based (Paired Choice): Systematically presenting items to identify a clear hierarchy of reinforcers.

🌟The Coaching Twist: As a coach, don't just hand the teacher a data sheet. Co-observe. Sit side-by-side with the teacher for 10 minutes. Both of you jot down what you see. Afterward, compare notes and analyze data.

Did you both notice the student reached for the tactile toy first? * Did they sustain attention longer with music or silence?

By doing this together, you aren't "evaluating" the teacher’s ability to run an assessment; you are partnering to solve the puzzle of student engagement.

Checklist for your next session:
[ ] Select 5–7 potential reinforcers.
[ ] Use a simple "First/Then" visual to test the strength of the preference.
[ ] Document the results

03/09/2026

"When coaches and teachers interact equally as partners, good things happen."
— Jim Knight - What Good Coaches Do

Coaching isn't a hierarchy; it's a partnership.

In Special Education, the stakes are high and the workload is heavy. When a coach enters a classroom as a "boss" or an "evaluator," defenses go up. But when we enter as partners, we create a safe space for the real work to happen.

Tips for creating a safe space for the real work to happen:
✅Shared Responsibility: We aren't just giving advice; we are getting into the trenches—modeling a de-escalation strategy or helping organize a data binder.

✅Mutual Respect: Acknowledging that the teacher is the expert on their students' unique needs.

✅Joint Goal-Setting: We don't hand move-in ready goals to teachers. We build them together based on what they see in their students every day.

👉When we stop "fixing" and start "partnering," we see more sustainable growth and, most importantly, better outcomes for our students.

03/04/2026

The "Expert" Interview: Starting with the Who, Not Just the Why 🗣️✨

When we address interfering behavior in the classroom, our first move shouldn't be grabbing a stopwatch or a tally sheet. Our first step? Listening. As Jim Knight teaches us in the , we must interact as equals. That means acknowledging that the people who spend the most time with the student—parents, paras, and previous teachers—are the true experts on that child's story.

Why start with an interview?
It’s not just about the FBA or the IEP. It’s about building rapport and trust. When we ask for their perspective, we communicate that their experience is "important and meaningful."

Pro-Tips for Your Next Stakeholder Interview:
📍 Stay Focused: Keep the purpose of the interview front and center to stay on task.
👥 Gather the Village: Interview people together when possible to gain consensus.
📖 Get the Story: Ask them to recount two serious behavior episodes in detail. The "story" often holds the key to the function.
❤️ Find the Joy: Always ask what they love most about the student and what the student loves to do. (Our Preference Assessments start here!)
📝 Be Prepared: Review your questions beforehand and don’t be afraid to ask clarifying questions until the picture is clear.

Interviews don't just guide our interventions—they build the relationships that make those interventions successful. 🤝

03/02/2026

"Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them." — Timothy Gallwey

Teachers are often balancing 10 things at once-- if not more. As coaches, our job isn't just to "hand over a manual"—it’s to build the capacity of the educator standing in front of us.

When we move from teaching a teacher to coaching them, we empower them to find sustainable solutions that work for their unique classroom dynamic.

Tips for Unlocking Potential:

✨Prioritize the "Why" over the "How": Instead of just showing a teacher how to fill out a progress report, ask questions that help them see how that data drives better student outcomes.

✨Focus on Self-Reflection: Use video coaching or peer observations to let teachers see their own brilliance (and their own gaps). Reflection is where the real "unlocking" happens.

✨Co-Construct Goals: In alignment with Jim Knight’s Partnership Principles, ensure the teacher has a voice in their professional growth. When they choose the goal, they own the performance.

✨Celebrate the "Micro-Wins": teaching is a marathon. Highlighting a teacher's small success in a behavioral intervention or a differentiated lesson builds the confidence needed to tackle bigger challenges (think shaping and behavior momentum😉).

🎯The goal isn't a perfect classroom today; it's a more confident, capable teacher tomorrow.

03/02/2026

The Most Powerful Tool in Your Coaching Kit: A Sincere Compliment 💬✨

Happy World Compliment Day! In the world of Special Education, we spend our lives reinforcing student behavior, but today, let’s turn that focus toward the incredible educators in the trenches.

As John Wooden said, a great coach can change a life—and often, they do it by noticing the greatness in others that they might not see in themselves.

Why Compliments Matter in a Coaching Partnership:

👍It Builds Safety: When we "catch a teacher being good," we lower the stakes for future Impact Cycle conversations.

👍It Models Reinforcement: When we give specific, descriptive praise to a teacher, we model exactly how they can reinforce their students’ progress in work systems.

👍It Fuels Resilience: A well-timed compliment can be the fuel a teacher needs to get through a tough IEP week.

🎯The Coach’s Challenge for March: Don't just say "Good job." Find one specific thing a teacher did today—how they used a visual support, how they handled a transition, or how they listened with empathy—and tell them why it mattered. (Remember, behavior-specific praise works just as well for adults as it does students.)

02/27/2026

Paired Choice Preference Assessment — step by step! ✨

If we want reinforcement to actually work, we have to know what our students truly find motivating. A paired choice preference assessment helps us do exactly that — systematically and student-centered.

Here’s how to conduct one:
1️⃣ Select 6 high-interest items
2️⃣ Prepare your data sheet in advance
3️⃣ Arrange items according to your sheet
4️⃣ Present items in pairs based on your data sheet
5️⃣ Record the student’s choice each time
6️⃣ Tally how many times each item was selected
7️⃣ Analyze the results and create a preference hierarchy
8️⃣ Use those results to build a meaningful reinforcement system

When we take the time to understand preferences, we increase engagement, reduce problem behavior, and make learning more joyful and effective. Motivation matters — and data helps us get it right. 💛

02/26/2026

🎉Strategy Short of the Month🎉

Strategy Shorts-- bite-sized videos designed to bring fresh, creative practices straight to your classroom. Simple ideas. Big impact.

Ready to try something new?

Check out Harmony in Nelson County with her individualized visual schedules.

How could you use this strategy with your students?

02/25/2026

Conducting a Preference Assessment ✨

Before we teach, we listen. Before we reinforce, we understand what truly motivates our students. A thoughtful preference assessment helps us build learning around their interests — which increases engagement, cooperation, and joy.

Here’s how to do it:
1️⃣ Observe your student — watch what they naturally gravitate toward
2️⃣ Ask parents, teachers, and the student — gather multiple perspectives
3️⃣ Set up your preference assessment — make it simple and inviting
4️⃣ Offer 2 choices at a time — clear, manageable options
5️⃣ Record their choices — data tells a story
6️⃣ Create a preference hierarchy — know what’s most motivating

When we teach with their preferences in mind, we set the stage for meaningful learning and positive behavior. 💛

02/24/2026

Meet Mandy, the newest member of the RABTAN team!

02/23/2026

"Prevention starts with enriching the environment" - Dr. Greg Hanley

✨When the environment works, kids soar ✨

Enrichment is a preventive behavior support for the classroom.

An enriched environment ensures that students have access to regulation, choice, and joy. With an enriched environment, students are not only supported they are empowered, and behavior improves naturally.

✨ Regulate first
✨ Enrich often
✨ Teach when ready

02/20/2026

Meet Toni Ferguson, our February Everyday Educator!

🎉We are celebrating the brilliance that occurs not in the spotlight, but in the everyday moments that enhance learning. Each month, we highlight a RABTAN Division Liaison who brings compassion, support, and innovative strategies to the classroom.

This spotlight isn't just about what they do; it's about how they do it-- with intention, curiosity, and a commitment to meeting students where they are.

Toni is an autism and behavior specialist in Campbell County. We are shining a light on the incredible work being done through her bi-weekly coaching model!

🤝 More Than Just a Visit: It’s a Partnership
This model is designed to maximize every second spent in the classroom. By communicating their specific needs ahead of time, our teachers ensure that these bi-weekly visits are laser-focused on what matters most. Whether it’s:

🌟1-on-1 Teacher Support to navigate complex classroom needs.

🌟Paraprofessional Coaching to strengthen our support teams.

🌟BIP-Specific Strategies and student assessments.

🌟Relationship Building by "pairing" with students and staff to foster a positive environment.

When she's not in the classroom, you can find her spending time with her husband, daughter, and fur babies. She also loves a good hot yoga class and staying at home with a book or a puzzle. You may even find her at the hockey rink as a former NCAA D1 ice hockey player!

02/18/2026

Reinforcement in the classroom — made simple. 💛

In behavior science, reinforcement = consequences that follow behavior, making that behavior more likely to happen again. It’s one of the most powerful tools we have to teach skills, build confidence, and increase engagement.

Reinforcement can look many different ways in your classroom, including:
✨ Verbal praise — specific, meaningful feedback
✨ Tangible rewards — preferred items or tokens
✨ Social reinforcement — smiles, high-fives, attention, connection
✨ Activity reinforcement — access to preferred activities
✨ Negative reinforcement — removing something aversive after a desired behavior occurs

When we use reinforcement thoughtfully and consistently, we don’t just change behavior — we create learning environments where students feel seen, successful, and motivated to participate.

In behavior science, reinforcement = consequences that follow behavior, making that behavior more likely to happen again. It’s one of the most powerful tools we have for teaching skills, building confidence, and increasing engagement.

Regional Autism and Behavior Technical Assistance Network

03/11/2026

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02/27/2026

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