Everyday Bravery

🌱 Neuroaffirming resources for autistic kids with big feelings. 🧠 Created by a BCBA who believes behavior is communication. 📎 Printable tools • Visual supports • Real-world compassion 📍TPT: https://www.teacherspayteachers.com/store/everyday-bravery

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[everydaybravery]

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Ethical behavior support doesn’t demand compliance—it protects dignity, autonomy, and connection.

That’s the heart behind every visual and support I create:

Everyday Bravery

Browse educational resources created by Everyday Bravery in the official Teachers Pay Teachers store.

[everydaybravery]

[everydaybravery]

When a nonspeaking or autistic child hits, bites, or screams — it’s not a behavior to "fix," it’s a signal we haven’t yet understood.

Behavior support must be communication support.

And communication support must be ethical, visual, and responsive.

That’s why I created this:

Aggressive Behavior Support | Autism Visual Tools & Communication Strategies

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Everyday Bravery

Browse educational resources created by Everyday Bravery in the official Teachers Pay Teachers store.

It’s not about control. It’s about clarity, safety, and respect.

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[everydaybravery]

Noncompliance is Not a Behavior Problem

What if I told you that “noncompliance” is often a healthy nervous system response to confusing, unsafe, or disrespectful conditions?

Behavior analysts are taught to ask,

👉 “What’s the function of this behavior?”

Let’s flip it: 👉 What’s the function of your demand?

👉 Why should this child say yes?

🧠 What the science says:

Compliance isn’t generalizable.

Forced responding under duress leads to poor retention and weak skill transfer. (Hanley et al., 2014; Slocum et al., 2020)

Autonomy predicts well-being.

Children with more daily choice-making show better emotional regulation and adaptive functioning—even when they’re nonspeaking. (Clark et al., 2021)

Repeatedly ignoring refusals increases trauma risk.

Especially in children with communication differences. It’s not “challenging behavior”—it’s a boundary. (Brown et al., 2022)

Mislabeling distress as “escape-maintained” is unethical.

When environments are consistently aversive, escape isn’t a function—it’s a right.

***

Instead of saying “he’s avoiding work,”

try “he’s protecting his body from overload.”

Instead of “she refuses to transition,”

try “she needs time and clarity to feel safe.”

***

Behavior is communication.

But so is refusal. So is saying no.

And so is walking away.

If we’re not listening—

we’re not helping.

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What Science Actually Says About “Aggressive” Behavior in Autistic Kids?

1. Distress behaviors are not sudden. They’re measurable before they escalate.

Physiological signals like heart rate and skin conductance begin to spike 30–60 seconds before visible escalation (Goodwin et al., 2011, JADD).

What looks like “out of nowhere” is actually a system trying to cope.

2. Compliance-based interventions increase cortisol recovery time.

Punitive responses (e.g., time-out, restraint) delay return to baseline arousal by up to 3× longer than supportive strategies (Taylor & Smith, 2020).

So yes—you can stop the behavior. But you prolong the distress.

3. Visual supports and predictability reduce escalation by over 50%.

Meta-analyses show significant reductions in aggression and self-injury when children are given clear routines, choices, and multimodal communication options (Wong et al., 2015; Hanley, 2022).

4. Autonomy drives generalization.

Skills taught with choice-making and respectful prompting are maintained longer and across more contexts than those taught through forced compliance (Gutiérrez-Colina et al., 2019).

5. Behavior is a survival skill:

What we label as "aggression" often functions as a response to sensory input, communication breakdown, or boundary violation—not malice. (Kapp et al., 2013; Wood et al., 2022)

If your approach to behavior support doesn’t include:

- environmental change

- communication access

- emotional safety

- co-regulation

…it’s not evidence-based. It’s control-based.

[everydaybravery]

Welcome to my corner of Tumblr.

I’m Maggie—BCBA, special-ed professional, and creator of neuroaffirming supports for autistic and neurodivergent learners.

Here you’ll find:

- Printable visuals and communication tools

- Practical strategies for preventing and responding to distress behaviours

- Reflections on respectful, brain-aware practice

If you work with (or parent) kids who communicate through big actions, you’re in the right place.

📁 Explore my ready-to-use resources here:

Everyday Bravery

Browse educational resources created by Everyday Bravery in the official Teachers Pay Teachers store.