Rethinking Behavior in the Classroom

In this episode of Creating Neurodiversity-Affirming Schools, Amanda Morin and Emily Kircher-Morris explore classroom behavior management through a neurodiversity-affirming lens. They reflect on traditional behavior systems, their impact on neurodivergent students, and how educators can shift toward more supportive practices. They are joined by Elizabeth Sautter, a speech-language pathologist, author, and trainer specializing in social communication, emotional regulation, and executive functioning. Elizabeth shares her journey of evolving her practices, including revising her well-known "Whole Body Listening Larry" materials to be more inclusive and affirming for neurodivergent learners. Key Topics: The unintended harm of traditional behavior management systems The emotional impact of compliance-driven models on neurodivergent students Why educators need to unlearn outdated behavior practices Shifting from short-term compliance to long-term skill development Elizabeth Sautter’s evolution in supporting neurodivergent learners Emphasizing regulation over compliance in the classroom How educators can model a growth mindset and adapt their practices Resources Mentioned: Make Social and Emotional Learning Stick by Elizabeth Sautter – Order here Zones of Regulation – Learn more here Whole Body Listening Larry resources – Updated materials Neurodiversity-Affirming Schools by Amanda Morin & Emily Kircher-Morris – Order here Educator training and consultation with Amanda & Emily – Find out more

There are no comments yet.

Please log in to write the first comment.