Hi, I’m Nikki —a passionate special educator, autism specialist, and founder of Teaching Autism. With over a decade of experience creating hands-on, engaging resources for educators worldwide, I’m here to make your teaching journey easier, more effective, and a lot more fun!With each episode, I’ll bring you practical tips, creative strategies, and inspiring insights to help you thrive in your autism and special education classroom. From tackling behavior challenges to creating meaningful lesson plans, we’ll dive deep into what works—and what doesn’t—in the world of special education.You’ll find:✅ Real-world strategies you can use tomorrow.✅ Expert advice for creating inclusive, student-centered classrooms.✅ Honest conversations about the joys and challenges of teaching.✅ Plenty of laughs, relatable moments, and inspiration to keep you going.Whether you’re a seasoned educator, new to special education, or simply looking to level up your teaching game, this podcast is your go-t
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What is Teaching Autism and Special Education by Nikki?
Teaching Autism and Special Education by Nikki is a education podcast hosted by Teaching Autism, with 192 episodes on record and a Required Pod Score of 80.
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Teaching Autism hosts Teaching Autism and Special Education by Nikki, a education show with 192 episodes published.
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Teaching Autism and Special Education by Nikki
PDA Profiles in the Classroom
Oct 2, 202611 minS2
PDA Profiles in the Classroom Have you ever worked with a student who seems to resist even the smallest everyday demands - sometimes even things they actually want to do? In this episode, we’re talking about PDA profiles in the classroom and how anxiety, autonomy, and nervous system responses can contribute to extreme demand avoidance. We’ll chat about: What a PDA profile can look like in autistic students Why everyday demands can sometimes trigger such intense reactions The connection between demand avoidance, anxiety, and autonomy Why traditional behavior strategies and power struggles can make things worse Ways to reduce the pressure around everyday classroom demands How choice, collaboration, and flexible language can support students Why not every student who avoids demands has a PDA profile Supporting a demand-avoidant student doesn’t mean removing every expectation or letting them do whatever they want. Sometimes, the most helpful shift is moving away from “How do I make them comply?” and instead asking: “How can I lower the threat and increase their sense of autonomy in this moment?”
Rejection Sensitivity and Explosive Reactions Have you ever given what felt like a tiny piece of feedback, only for a student to have a huge emotional reaction ? In this episode, we’re talking about rejection sensitivity - an intense emotional response to perceived criticism, rejection, or failure that can sometimes lead to tears, anger, defensiveness, shutdown, or refusal. We’ll chat about: What rejection sensitivity can look like in neurodivergent students Why seemingly small corrections can feel so much bigger How repeated experiences of being corrected can shape a student’s response to feedback Why explosive reactions aren’t necessarily about manipulation or control What not to say when a student is already overwhelmed Simple ways to deliver feedback more safely and effectively How we can gradually build resilience around mistakes and correction Understanding rejection sensitivity doesn’t mean avoiding feedback or excusing unsafe behavior. It means recognizing that sometimes when we say, “Let’s try that again,” a student may hear something completely different. And understanding that difference can help us respond with care, steadiness, and connection instead of conflict.
Why Behavior Changes With Substitute Teachers Ever noticed how even your most regulated students can seem completely different when there’s a substitute teacher in the classroom? In this episode, we’re talking about why behavior can change when a familiar teacher is absent - and why it often has much more to do with predictability, regulation, and nervous system safety than simply “testing the sub.” We’ll chat about: Why predictability can be so important for autistic students How a change in teacher can increase stress and uncertainty The role familiar adults can play in co-regulation Why “testing boundaries” may actually be a student gathering information about a new adult How masking and regulation can change on substitute days Simple ways to prepare students and make substitute days feel more predictable What substitute teachers can do to support regulation When a student behaves differently with a substitute teacher, instead of immediately assuming defiance, consider what changed in their environment . Because sometimes behavior isn’t about the person standing in front of them. It’s about the familiar pattern that suddenly changed.
The After-School Restraint Collapse Have you ever heard, “They’re perfect at school… but the second they get home, they completely fall apart” ? In this episode, we’re talking about after-school restraint collapse - when a child spends the day holding it together, masking, managing sensory input, following expectations, and regulating their emotions, only to release everything once they reach a safe space. We’ll chat about: What after-school restraint collapse can look like Why a child can appear completely “fine” at school but struggle at home The huge amount of energy that masking and constant self-regulation can require Why parents and teachers can see two very different sides of the same child How schools can reduce the build-up of stress throughout the day Simple ways parents can support decompression after school Instead of measuring how well a child is coping by how calm they appear at school, we need to consider how much effort that calm might be taking . Because sometimes the meltdown at the end of the day isn’t about one tiny thing going wrong. It’s the nervous system finally saying, “I can stop holding it together now.”
Micro-Stressors That Build to Meltdowns Sometimes a meltdown can feel like it came completely out of nowhere - but often, there’s been a whole day of tiny stressors quietly building in the background. In this episode, we’re talking about micro-stressors : the small sensory, social, emotional, and environmental demands that can gradually fill a student’s “stress bucket” until their nervous system reaches overload. We’ll chat about: What micro-stressors can look like in the classroom Why autistic students may experience them more intensely The “final straw” effect and why the last trigger often isn’t the real cause Early signs that a student’s stress bucket is filling Simple ways to build regulation and decompression into the school day Why breaks should be preventative - not something students have to earn Instead of asking “What caused that meltdown?” , this episode encourages us to ask: “What filled the bucket today?” A simple shift that can help us move from reacting to meltdowns to proactively supporting regulation in a neuro-affirming way.
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