Don’t overlook these strategies—adapted from the new book An Educator’s Guide to AAC—when you’re creating a nurturing and supportive learning environment for students who are non- or minimally speaking.

Set Guidelines for iPad Use

Balancing technology in education requires ongoing effort and adaptation. But with thoughtful implementation, tech can significantly enhance learning. When a tablet is a learner’s communication platform, it needs to be available throughout the day—in the school as well as at home.

A best case, when possible, is to have a dedicated device only for communication purposes and another for entertainment. Because this is not always possible, “iPad entertainment time” should be put in place. Set clear guidelines that include rules for when and how technology should be used throughout the school day and in the home. This can include designated tech-free times or zones.

Manage Auditory Distractions

Ambient, background, and routine classroom “noise” can either amplify or hinder learning and affect cognitive performance and communication. Examples of distracting classroom sounds can include:

• Loud or soft conversations or chatter among students
• Chairs scraping against the floor
• Pencil tapping or fidgeting items clicking
• Rustling papers or books
• Footsteps in the hallway
• Classroom equipment like projectors or computers humming
• Outdoor noises such as traffic or playground sounds
• Ringing phones or notifications from digital devices
• Keyboard clicking
• Classroom bells or announcements

Watch for any unusual reactions to sound, such as a learner holding (covering) their ears in the presence of noise or having a strong response to noise. For learners who are notably distracted by sound, explore ways to reduce auditory distractions, such as noise-canceling headphones, preferential seating, a quiet corner, and clear and concise instructions.

Monitor the Impact of Scents

There are often behavioral consequences from exposure to particular odors, especially for individuals with sensory sensitivities. Mild scents that others might find pleasant can be overwhelming and cause discomfort and a sense of loss of control over their environment. In a classroom environment, exposure to certain scents may disrupt focus, engagement, and participation.

A student’s inability to express frustration or discomfort around particular odors can exacerbate feelings of frustration or confusion. Given the impact of scent on behavior, it is essential to create an olfactory-neutral environment or one that uses mild, familiar scents carefully selected in consultation with your students and/or their caregivers (Spence, 2020). Allowing the family and affected individuals to have a say in the choice of scents, or avoiding scents altogether, can create a more supportive, calming environment.

Offer Small Objects to Hold (When Helpful)

For autistic students and others with sensory processing and self-regulation challenges, holding small objects may:

• Provide soothing tactile input, which can help students regulate sensory overload
• Satisfy the desire for repetition and predictability
• Serve as a coping mechanism to manage anxiety or stress
• Act as “transitional objects” that help students feel safe and grounded in overwhelming situations
• Support focus and attention

Make an effort to understand each student’s preferences for small objects and how they relate to their sensory needs. Some learners require an increase in sensory input to support attention, so handling objects may facilitate their focus and should not be considered a distraction. These objects become a manual distraction when fidgeting with objects interferes with a learning task (such as sorting or stacking). To avoid manual distractions, remove manipulatives when a learning task requires using hands.

Support Communication Between School and Home

Recognizing parents or other caregivers as valuable special education team members emphasizes the importance of collaboration, communication, and shared decision making. Many parents have unique insights into their child’s strengths, challenges, and individual needs, which can greatly contribute to effective educational plans.

It’s especially important to improve communication among caregivers and school teams, given that non- or minimally speaking students aren’t always readily able to discuss their school day with caregivers. Support communication between school and home by:

• Creating a classroom website. Include important information such as class schedules, homework assignments, daily behavior and progress, resources for parents, and upcoming events.
• Using a dedicated app to send relevant messages and videos to parents and provide a platform for parents to ask questions and share concerns. This can be especially helpful for parents who may not be able to attend in-person meetings or conferences.
• Exchanging photographs of daily activities in school or family events. This provides an effective scaffold for learners who are non- or minimally speaking to describe an event in which they participated.
• Video conferencing—a great way to connect with families who live far away or have busy schedules. Video conferencing can also be used for parent-teacher conferences, individualized education program meetings, and other important discussions.
• Starting a low-tech journal that travels between home and school on a daily basis. This could contain a handwritten chronicle of questions, comments, and recommendations between home and school.

A communication-friendly classroom atmosphere will provide a better learning environment and more effective support for non- or minimally speaking students and their families. For more guidance on promoting the communication of students with significant support needs, get the new book behind this blog post!

The post 5 Tips for Creating a Communication-Friendly Classroom appeared first on Brookes Blog.

But while it’s impossible to overstate the importance of ensuring that beginning readers have a strong foundation in phonemic awareness, decoding, and other core literacy skills, languishing test results nationwide have made it clear that the majority of older students are not receiving the support they need to become proficient readers and writers.

Here are six titles to help your struggling older students build confidence and skill as readers and writers, better equipping them for success in a rapidly evolving, increasingly competitive world.

The Essentials of Adolescent Literacy
Integrating Evidence-Based Reading and Writing Instruction in Grades 5–12

Joan Sedita, M.Ed.

Age range: Grades 5–12

In a nutshell:
Whether you’re a teacher, a reading specialist, or a literacy coach, the latest book from bestselling Writing Rope author Joan Sedita is an ideal resource for understanding the unique aspects of adolescent literacy and teaching the skills older students need for success in school and life.

Practical materials:
Implement effective adolescent literacy practices across content areas using the included online materials: downloadable templates, worksheets, and other teacher-friendly resources.

Rave review: “An essential, practical guide for fostering a robust literacy environment that not only enhances academic achievement but also empowers adolescents to become lifelong learners and informed citizens.”—Sharon Vaughn, Ph.D., and Jade Wexler, Ph.D., coauthors of Effective Instruction for Middle School Students with Reading Difficulties

See the book

The post 6 Books for Supporting Older Students Who Struggle with Literacy Skills appeared first on Brookes Blog.

Put the science of reading into action

The science is clear—to be successful readers, students need more direct, systematic instruction that focuses on explicit teaching of key concepts. Advance your teachers’ knowledge of the science of reading with ready-to-implement guidance from today’s top experts on evidence-based instruction: Joan Sedita, Nancy Hennessy, Susan Smartt, Jan Hasbrouck, Daryl Michel, Louisa Moats, and more.

Save 26% on books in our Science of Reading collection:

Ensure better outcomes for autistic students

To effectively teach and include students on the autism spectrum, educators need practical, real-world guidance from experts with real-world experience. As a pioneering publisher in inclusive education, Brookes has partnered with champions of inclusion from the very beginning. Prep your teachers with these bestselling resources from in-demand expert Paula Kluth, author of the celebrated guidebook You’re Going to Love This Kid!

Save 26% on trusted books from Paula Kluth:

Support social skills and positive behavior

Challenging behavior and difficulties with social skills can be tough obstacles to school and social success. Developed by a team of education and mental health experts, Strong Kids is the evidence-based, cost-effective, and fun way to help students develop social skills they’ll use forever: managing anger, solving interpersonal issues, dealing with worry and stress, and more. Tailored for five specific age groups, these teacher-tested curricula have been proven in studies to significantly reduce challenging behavioral symptoms in students.

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Address the impact of trauma on learning

At least one in four youth in the U.S. experiences trauma severe enough to negatively affect their school success, and that number is likely to rise. Ms. Jen Alexander, an author, educator, and acclaimed trauma expert, is our resident guide to what works and why when it comes to building trauma-sensitive schools that nurture all students’ well-being and capacity for learning. Get your teachers ready with her practical book and her series of quick-guides on trauma-sensitive teaching practices.

Save 26% on Ms. Jen’s trauma-sensitive teaching resources:

Advance inclusion in your school

With the right preparation, teachers can make their instruction authentically inclusive and equitable—and ensure that every student in your school can reach their full potential. From role-specific how-to guides to books on hot topics like UDL and IEPs, our titles from nationally renowned experts will empower your teachers to meet the unique learning needs of every student.

Save 26% on these inclusion bestsellers:

Improve students’ executive function skills

Executive function skills—including flexibility, organization, planning, and working memory—play a key role in students’ academic and social success. Perfect for addressing the needs of MTSS Tier 2 learners, the popular Unstuck & On Target curricula give your teachers everything they need to explicitly teach executive function skills. (The new version for ages 16-22 is coming soon!)

Save 26% on the bestselling executive function curricula:

Strengthen support for multilingual learners

As the number of multilingual students continues to increase, get teachers ready to support their academic success, promote their positive social-emotional development, and keep working toward educational equity.

Save 26% on titles in our Multilingual Education collection:

Make the most of your end-of-year budget with our biggest sale of the year! Stock up today on resources to train staff and make a real difference for all students. Be sure to get your order in by June 15, 2026.

*TERMS APPLY: Minimum order of $500. Orders must be placed by midnight on June 15, 2026, and must ship to a single location. Must use code EOY2026 when you order. Cannot be combined with other offers. Offer includes ASQ translations on CD but excludes all online products, training, and other services. Offer not valid for international orders to areas served by our exclusive distributors (Canada is eligible).

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Implement Pyramid Model practices

The widely used Pyramid Model is a highly effective, evidence-based approach for promoting social-emotional competence. Brookes is your destination for real-world guidance on implementing the Pyramid Model—and combining the framework with other popular approaches to supporting social-emotional development.

Save 26% on these Pyramid Model resources:

Support social skills and positive behavior

Developed by a team of education and mental health experts, the evidence-based Strong Start curricula help young children develop social skills they’ll use forever: managing anger, being a good friend, dealing with worry and stress, and more. Tailored for preschool and Grades K-2, these teacher-tested curricula have been proven in studies to significantly reduce challenging behavioral symptoms in children.

Save 26% on the Strong Start curricula:

Teach staff the essentials of child development

The best early childhood educators have a broad and deep understanding of child development fundamentals. Prepare your staff with 16 quick-reference guides on core developmental domains, a new guide to rich conversations that boost development, and more. 

Save 26% on these resources on child development:

Advance inclusion in your program

With the right preparation, teachers can make their instruction authentically inclusive and equitable—and ensure that every young child can reach their full potential. Our titles on inclusive preK practices will empower your whole staff to meet the unique learning needs of every child.

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Promote early literacy skills

The foundations of long-term reading success start early. Fun, effective, and research-backed, these interventions will promote strong early literacy skills for every child and help struggling learners catch up.

Save 26% on resources in our Early Literacy collection:

Prepare staff to work with families

Families are the experts on their young children, and their input and engagement are critical to your program’s success. Strengthen collaboration, gather important information, and build trust with diverse families using these trusted resources.

Save 26% on these resources on working well with families:

Make the most of your end-of-year budget with our biggest sale of the year! Stock up today on resources to train staff and enhance your work with all children and families. Be sure to get your order in by June 15, 2026. 

*TERMS APPLY: Minimum order of $500. Orders must be placed by midnight on June 15, 2026, and must ship to a single location. Must use code EOY2026 when you order. Cannot be combined with other offers. Offer includes ASQ translations on CD but excludes all online products, training, and other services. Offer not valid for international orders to areas served by our exclusive distributors (Canada is eligible).

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*This article has been adapted from the chapter “Comprehension Instruction: Grades K–3” by

One effective way to enhance reading comprehension instruction is the teacher think-aloud: sharing what’s happening inside your own head as you make sense of the text you’re reading. Think-alouds make abstract cognitive processes more concrete for young students, and they give kids a model for using comprehension strategies successfully.

Teacher think-alouds should be planned in advance so they’re clear and concise. This article offers tips and specific examples for using teacher think-alouds to boost six core comprehension strategies in Grades K-3:

• Activating background knowledge/making connections
• Creating mental images
• Making inferences
• Questioning
• Retelling/summarizing
• Monitoring, clarifying, and fixing up

Activating Background Knowledge/Making Connections

Good readers make connections from the text to their background knowledge to help them comprehend. Here’s how to use think-alouds to help support this skill.

What to do:

• Keep your think-aloud authentic. Really connect the text to something in your life.
• Keep your explanation brief so you don’t take away from the text.
• For expository text, model how you can use background knowledge to understand a new concept.
• When thinking aloud, use the stem, “This part in the story reminds me of…” Follow up with, “My connection helps me understand…”

What it might sound like:

“Jason is sad that his mom and dad are leaving. That reminds me of a time when my parents left me with a babysitter. My tummy felt all funny, and I couldn’t stop crying. I really didn’t want my parents to leave me. My connection helps me understand how Jason is feeling right now. He’s really upset that his parents are leaving.”

Creating Mental Images

Good readers create a mental movie of the text as they are reading. Here’s how to use think-alouds to help support this skill.

What to do:

• Demonstrate how you use all five senses to create mental images of the text. Make your thinking specific and descriptive.
• Help students clearly understand the images in your head.
• Reinforce that good readers also use pictures provided in the text to help them create mental images.
• Explain how your mental images help you understand the text.

What it might sound like:

“Wow, I can clearly picture in my head the storm the author is describing. I can see the bright light flash across the dark sky, and I can hear the loud crrraaaack when the lightning hit the tree. I can imagine the burnt smell from the top of the tree wafting down to the kids huddled below and what it must have felt like to have the leaves of the broken branch scratch against their arms. My mental image helps me understand how scary it must have been to be under that tree during the storm!”

Making Inferences

Good readers use their background knowledge along with clues in the text to make inferences. Here’s how to use think-alouds to help support this skill.

What to do:

• Plan how you’ll share the inferences you make while reading. You will want to identify the clues in the text as well as the background knowledge you used to make the inference.
• Demonstrate the difference between information that is directly stated in the text and information that must be inferred.

What it might sound like:

“I know that Rosa is sad because the author told us. The author wrote, ‘Rosa is sad.’ I didn’t have to make an inference.”

“I’m inferring that Rosa is feeling happy now. The author didn’t say that Rosa is happy, but the author told us that Rosa smiled a big smile and clapped her hands together when she saw the surprise. I know from my background knowledge that people smile when they are happy and that they usually feel happy when they get a surprise.”

Questioning

Good readers engage with the questions that come to mind while reading. Here’s how to use think-alouds to help support this skill.

What to do:

• Post question stems (e.g., who, what) in the classroom to help students be aware of questions that come to mind while reading. During your think-aloud, model referring to the question stems.
• Model how you continue to reflect on your questions as you read looking for answers. Expand your think-aloud by noting where you find answers to your questions. Model that occasionally good questions go unanswered, and that’s okay too.
• Use the stem, “This part in the text makes me wonder…” Follow up with, “My questions help keep me interested in the text and I remember better too.”

What it might sound like:

“Hmm. I’m wondering something. Why do octopuses need three hearts? Can they still live if something happens to one of their hearts? Let me read on to see if I can find the answers to my questions.”

“Here is the answer to my first question right here in the text. The three hearts each do a different job.”

Retelling/Summarizing

Good readers can identify information that is most important in the text, pull together key information, and explain it in their own words. Here’s how to use think-alouds to help support this skill.

What to do:

• For both fiction and nonfiction, graphic organizers are helpful in teaching this strategy. Be consistent in the type of organizer you use.
• For fiction, ensure that the story elements are included on the organizer. For young students, organizers may include a place to record character, setting, beginning, middle, and end. As students get comfortable with these concepts, introduce problem, solution, events, and theme. Teaching story elements explicitly is crucial for comprehension.
• For nonfiction text, help students distinguish between essential and nonessential information. Use stems such as, “This is mostly about…” to help identify the main idea.

What it might sound like:

“This story is mostly about Bear so far. I think he is the main character.”

“The problem is that Bear won’t share his toys with anyone, so he doesn’t have any friends. I’m inferring that that’s why he feels lonely.”

“Bear has figured out the solution to his problem. He knows now that if he shares with others, they will want to play with him. Now he is having fun with the other animals in the forest.”

Monitoring, Clarifying, and Fixing Up

Good readers know when their understanding breaks down and then do something to repair their misunderstanding. Here’s how to use think-alouds to help support this skill.

What to do:

• Plan in advance how you will model a lack of understanding while reading.
• Then, ensure that you think out loud what your confusion is and what your plan is for fixing it.

What it might sound like:

“I’m confused by this part. It says that Sherri slipped on her shirt and quickly went out the door. But if she slipped on her shirt, doesn’t that mean that she fell down? Let me reread this part again and I’ll try to create a mental image of what she is doing.”

“Now I understand. I inferred that the word slipped meant that she fell down. But in this case, the word slipped means that she quickly put her shirt on and then went out the door. Now, I can create a mental image of Sherri getting dressed quickly so she wouldn’t be late for school.”

The post Reading Comprehension: Classroom-Ready Tips for Teacher Think-Alouds appeared first on Brookes Blog.

Foundations for Teaching English Language Learners
Research, Theory, Policy, and Practice, Fourth Edition
By Wayne E. Wright, Ph.D.

In a nutshell:

Ideal for use as a textbook and a professional reference, this is the authoritative textbook for getting K–12 teachers and administrators ready to meet state competency requirements and help their multilingual students thrive. The unique, extensive companion website enhances higher-education learning and gives professors and students innovative ways to interact and collaborate.

New to this edition:

• The latest statistical data, policy changes, demographics, and research on educating multilingual learners
• More on translanguaging, assessment growth models, dual language bilingual education, newcomer programs, and technology
• Updates to align with the most recent standards and policies
• New sections on the impacts of COVID-19, gifted and talented education for ELL-classified students, foundational skills for reading, and AI

EXPLORE THE BOOK

The Translanguaging Classroom
Leveraging Student Bilingualism for Learning, Second Edition
By Kate Seltzer, Ph.D., Susana Ibarra Johnson, Ph.D., & Ofelia García, Ph.D.

In a nutshell:

The concept of translanguaging—using a child’s full linguistic repertoire, or all of their linguistic resources, to make meaning—is key to bilingual students’ success. Created by prominent leaders in the field of educating bilingual students, this new edition provides the foundational knowledge teachers need to understand translanguaging and use it to help bilingual students become better readers and writers.

New to this edition:

• Includes the latest research on translanguaging
• Engages with the exciting expansion of biliteracy in U.S. schools
• Discusses translanguaging in relation to literacy and comprehension
• Deepens the connection between translanguaging and social justice

EXPLORE THE BOOK

Libros solidarios
Teaching Language and Building Community with Latine Children’s Literature in Spanish, K–6
By Luz Yadira Herrera, Ph.D., & Carla España, Ph.D.

In a nutshell:

Latine Spanish-language children’s literature is powerful for supporting bilingual learners’ language and literacy development and nurturing cross-linguistic connections. Written in Spanish with brief English introductions to each chapter, Libros solidarios shows K–6 teachers how to grow biliteracy through 18 classroom-ready unit plans built around Spanish-language text pairings.

Each unit includes:

• Unit Overview: Essential questions, objectives, and key concepts
• Unit Projects: Recommendations for multiple means of expression to evaluate learning
• Sample Activities: Language study charts, sample teacher moves, personal reflections, and book club discussion guides
• Language Study: Guidance for intentional analysis of Spanish language practices and characteristics in texts
• Translation Discussion Guide: Prompts to examine differences between the languages and create opportunities for cross-linguistic connections
• Reading Group Guides: Additional paired texts for guiding further reading and teaching

EXPLORE THE BOOK

Biliteracy and Cross-Cultural Teaching
A Framework for Standards-Based Transfer Instruction in Dual Language Programs
By Jill Kerper Mora, Ed.D., & Silvia Dorta-Duque de Reyes, M.A.Ed.

In a nutshell:

Unlock the full potential of bilingual education with this new resource for K–12 educators working in Spanish/English dual-language programs. Authored by leading experts in bilingual education, this guide on biliteracy instruction and cross-cultural teaching provides a model for creating inclusive, dynamic, and effective multilingual and multicultural learning environments.

Readers will get:

• A decision-making framework and strategies to foster effective transfer of knowledge and skills between languages
• Guidance on designing and implementing standards-based instruction that integrates four domains: Language, Literacy, Content, and Culture
• Reflection and Action questions that encourage educators to critically engage with the material
• Model lesson plans that showcase practical strategies

EXPLORE THE BOOK

Intentional Co-Teaching for Multilingual Learners
An Equitable Approach to Integrating Content and Language
By Holly J. Porter, Ed.D.

In a nutshell:

Developed and tested by the author in a diverse Colorado school district, this proven co-teaching model will help K–12 educators and multilingual learner specialists work collaboratively to support multilingual learners. Discover how to plan and implement a high-quality co-teaching framework that promotes students’ academic achievement and English language proficiency at the same time.

Readers will:

• Master 4 systemic components of the co-teaching framework
• Implement key instructional components, from planning for integrated language and content to building relationships and reflecting
• Use an expertly organized rubric to plan, implement, monitor, and evaluate co-teaching in schools and districts
• Get the tools needed for success, including videos of key co-teaching interactions and reproducible forms and templates

EXPLORE THE BOOK

PLUS: Download your Multilingual Education Toolkit!

The post 5 Must-Have Books on Teaching Multilingual Learners appeared first on Brookes Blog.

This article has been excerpted and adapted from Attachment-Focused Early Childhood Intervention by Stacey Alexander.

What parent–child interactions should we casually observe on our early intervention visits with families? Here’s a checklist of what might be helpful to clue into, and when I say “clue into,” that is all I mean. No one of these observations will tell you reliably if a parent–child relationship indicates secure or insecure attachment. However, this list can help guide your understanding of strengths in parent–child interactions and areas that may require support.

Ease with one another

Do the parent and child seem relaxed and comfortable with each other? Do they appear to enjoy being together? What do you notice about how they physically interact? What do you notice about how they communicate with one another?

Parental responsiveness to child cues

Children can cue their needs in a wide variety of verbal and nonverbal ways. How does this child give cues and how does the parent respond? Does the parent register the cues? If they register, do they respond in a manner that is timely and sensitive to the child’s needs? Are their responses consistent or variable?

Reactions to tantrums or ruptures in the relationship

How does the parent respond to unwanted behaviors exhibited by the child? Is the parent able to consider why the child may have exhibited the behavior? Is the response punitive? Is the response proportionate? Is the response understandable to the child? If there is a rift or rupture in the relationship, does the parent try to bridge the rift and repair the relationship?

Following the child’s lead in play

Does the parent play with the child? If so, do they lead the play or follow the child’s interests? Do the parent and child enjoy playing together?

Child response to separation from the parent

What happens when the parent leaves the room? Does the child appear to notice? Do they become upset? Do they try to follow? What happens when the parent returns? Do they seek proximity? Do they resume play? For some children, such as those with autism, the behavior changes upon the parent’s return may be quite subtle. Focus in and see what you can see.

Alignment of parents

Are the parenting styles of the parents more similar or different from each other? Do the parents largely agree on matters of parenting? Is there much conflict between the parents or do they mostly get along with each other?

Child’s comfort seeking

If the child is tired, distressed, or fearful, what do they do? Do they seek closer proximity with a particular person? Do they go to anyone who seems available at the time? Do they try to self-soothe or suppress any displays of their feelings? As you can see, there is a wealth of information before your eyes! No need for SSPs for us.

***

Keep learning with Stacey Alexander—order her new book for more practical, down-to-earth guidance on promoting attachment security!

The post 7 Things to Focus On When Observing Parent–Child Interactions appeared first on Brookes Blog.

Aim and Drop

Show the child how to drop a clothespin, spool, or dry pasta (uncooked) into an empty milk jug or plastic container with a large opening. Play the game as long as the toddler enjoys it. Let them shake the container and enjoy the sound it makes.

Snacktime Helper

Older toddlers will enjoy helping to make their own snack. They can help twist open lids on jars; open containers; spread cream cheese, hummus, butter, jam, or jelly; scoop out applesauce; and more. The more a child can do by themselves (with your support), the faster they will learn and the more skilled they will become.

Macaroni String

This classic activity is great for strengthening fine motor skills. String necklaces out of dried pasta with big holes (tube-shaped pasta, such as rigatoni, works really well). The children can paint the pasta before or after stringing it. Make sure they have a string with a stiff tip, such as a shoelace. You can also tape the ends of a piece of yarn so it’s easier to string.

My Favorite Things

Help children make a book about all their favorite things. Clip or staple a few pieces of paper together for them (let kids choose a favorite color). Have children show you what pictures to cut from magazines, and show them how to glue pictures on the pages. Children can use markers, stickers, or crayons to decorate pages, and you can write down what they say about each page. Let children “write” their own name—it may only be a mark, but that’s a start!

Sticky Shapes

Show the child how to press Colorforms (or a similar sticky plastic material) onto a window or mirror. Invite them to try it, too. Next, show the child how to press two or three forms together to make a line or picture on the window. This fun activity helps develops the thumb and forefinger pincer grasp needed for many fine motor tasks.

Funnel Fun

Working over a water table or sand pile, place a basin full of scooping material beside a funnel and a container for catching the material. Place the funnel on top of the container to catch the material, and scoop, spoon, or use your hands to transfer the material from the basin to the funnel. Show the toddler how to do this and let them try it. (With funnel activities, it’s also fun for the child if you vary the material used for scooping. Changing the type of funnel can further vary the experience.)

Pounding Pegs

Place a pegboard and plastic hammer in front of the child. Holding the hammer, demonstrate how to pound the board. Invite the child to try. (If a peg is too small a target, try flipping a plastic cup over and using the hammer to hit the bottom of the cup.) A more advanced exercise is to invite the child to pound golf tees into foam blocks. Provide this activity if the toddler seems to be ready for a greater challenge.

Sorting Objects

Give children egg cartons or muffin pans. Put some common objects such as shells or cotton balls into a plastic bowl. Let children use a little spoon or tongs to pick up the objects and put them in different sections of the egg carton.

Draw What I Draw

Have children copy a line that you draw, up and down and side to side. You take a turn, and then ask the children to take a turn. Try zigzag patterns and spirals. You can use a crayon and paper, a stick in the sand, or markers on newspaper or construction paper.

Beginner Puzzles

Show toddlers how to put beginning puzzles together. You can make your own puzzles for very young children by cutting the front of a cereal box into a few wide strips. Help them aim and place the piece in the right place if they need help. Don’t forget to praise them for trying!

Have fun trying these and other activities with young children to enhance their fine motor skills. And if you have a favorite fine motor activity of your own, share it in the comments below!

Activities should be supervised at all times by an adult. Any material, food, or toy given to a young child should always be reviewed for safety first.

• Activities 1-4, 8-10: adapted from the ASQ-3 Learning Activities by Elizabeth Twombly and Ginger Fink
• Activities 5-7: adapted from Beautiful Beginnings, Second Edition, by Helen H. Raikes, Darcy D. Lenz, & Katlyn M. Hoggatt (available Summer 2026)

AVAILABLE FOR PREORDER!

The post 10 Easy Activities for Helping Toddlers Develop Fine Motor Skills appeared first on Brookes Blog.

Adapted from the new third edition of Understanding Families by Serra Acar, Marci J. Hanson, and Eleanor W. Lynch, this post clears up a few persistent myths and misunderstandings around the family-centered model of practice.

Myth 1: The Role of Professionals Is Diminishing

Truth: Professionals are vital to effective intervention. Their training, knowledge, skills, and experience complement the family’s knowledge of their own child, their preferences and priorities as a family, and their commitment to care over a lifetime.

Without equal respect for what each person brings to the relationship, there can be no partnership. This is one of the guiding principles of family-centered practice.

By the time families seek professionals for assistance and support because of concerns about their children, they want more than a friendly face. They want knowledge and assistance in putting that knowledge into the family’s context—their values, beliefs, strengths, and needs. Any interpretation of family-centered practice that excludes professional knowledge, experience, and expertise is faulty, as is any interpretation that leaves the child out of the picture.

Myth 2: Only Family Concerns Are Important

Truth: An extension of the myth that professionals are devalued in a family-centered model of practice is the myth that service providers should address only those issues that the family identifies as important. For example, if the family is only concerned that the child’s behavior is a serious problem, the professional should not mention her concerns that the child may also have hearing loss.

The truth is, this perspective runs counter to family-centered practice. If families and professionals are to develop real partnerships, professionals cannot withhold information that they consider to be important.

Professionals may consider the family’s concerns first and work on one issue at a time, making the family’s concerns the first priority. But they should also voice their own concerns and request the family’s permission to proceed. Most important, information should be given to families in capacity-building ways that support their self-confidence and ability to parent and facilitate their learning without threatening their knowledge and ability (Bruder, 2000; Trivette et al., 2010).

Myth 3: Formal Supports Are Bad

Truth: Another misunderstanding is that formal supports such as counseling, classes, or workshops on behavior support or agency-organized inclusive playgroups are inherently bad and should be avoided. Some people prefer formal supports to informal opportunities to learn, receive help, or socialize. One of the guiding principles of family-centered practice is the individualization of services to meet the preferences of diverse families.

Considerable attention has been paid in recent years to informal support—the marshaling of resources that are part of a family’s daily life, such as other family members, friends, neighbors, colleagues at work, and faith communities. Effective supports, however, may also be direct. They may include structured opportunities for families to participate in learning about resources, their child’s disability, and strategies for working more effectively with the child, professionals, and agencies. Although informal supports are important and often make us feel good, they’re rarely sufficient to address all the issues surrounding a child with a disability or serious behavioral problems.

Myth 4: Only Professionals Must Change

Truth: The belief that well-trained professionals could singlehandedly make family-centered practice a reality is a myth. For family-centered practice to be achieved, professionals, families, agencies, and policymakers may all have to change.

Family members must have the resources and desire to participate in new ways. Customizing services requires that families put forth additional effort to make selections that they consider best for their child and family. It also requires that professionals work to ensure that customized services are integrated. And agencies and policymakers must change if family-centered support is to become the norm—they must shift from the current emphasis on offering a menu of services to offering integrated programs in early intervention.

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Each of these four myths can be overcome. At its simplest level, family-centered practice is providing supports and services that the family desires and values to enhance child and family outcomes within a respectful partnership between families and professionals. If your practice is guided by this definition, myths and misunderstandings are likely to fade away.

For more on family-centered practice and providing the best services to diverse families, get the new book behind today’s blog post!

The post Debunking 4 Common Myths About Family-Centered Practice appeared first on Brookes Blog.

Explicitly Show Students You Are a Safe, Supportive Person

Be explicitly nurturing in your interactions with students, especially those who have experienced trauma and need extra support to feel safe. Traumatized youth need more supervision and structure than other students. Support students by saying things like, “One of the ways I can show you I’m safe is by helping you with lots of things,” or “Maybe that’s something you had to take care of on your own before. Now you get to have help.” Offer help when students need it, but do so in a matter-of-fact and caring way.

-Adapted from Building Trauma-Sensitive Schools by Jen Alexander

Prioritize Rapport Building

When students see your efforts to develop a relationship with them, they develop trust and start to feel safer. Purposeful rapport building with individual learn­ers positively impacts your entire classroom climate. It fosters more positive peer-to-peer interactions and collaboration, which addresses potentially unmet needs of students experiencing emotional distress that may be connected to trauma.

TRY THIS: Improve your relationships with the learners in your classroom with these 8 Tips on Building Rapport with Students.

-Adapted from The Teacher’s Guide for Effective Classroom Management, Third Edition, by Tim Knoster & Stephanie Gardner

Provide Access to Comfort Items

When a child’s neurological system is on edge, one of the simplest things you can do is provide that child with an item that is comforting. It may be a treasured item that travels from home to school and from school to home, or something that simply stays in the classroom. The item should not be something of monetary value; rather, it is something that the student has positive associations with. Some examples are:

• Treasure boxes where students can keep those sacred items and visit with them, either on a schedule or as needed
• Sweatshirts or coats that provide a sense of safety
• Sensory items that fulfill specific needs (such as a pencil box with a top covered with fake animal fur for a student who is comforted by petting something)

-Adapted from The Re-Set Process by Dyane Lewis Carrere with Wynne Kinder

Avoid Practices that Highlight Discrepancies

Be aware of social barriers that could jeopardize students’ sense of safety and promote injustice. Handle issues such as sharing or writing about what students did on school breaks with extra sensitivity and care. This type of communication can potentially set up students to feel less than in relation to peers and therefore unsafe. It is certainly important to discuss differences honestly and openly with students in hopes of building empathy, but we must make sure our practices are not reinforcing traumatizing societal issues and generations of historical trauma.

-Adapted from Building Trauma-Sensitive Schools by Jen Alexander

Try Nontraditional Seating Positions

You might not think seating positions are related to a sense of emotional safety, but a body that is comfortable is calmer and is not sending distress signals to the brain. The often-used position of criss-cross applesauce does not create deep pressure that is neurologically calming. Offering students a variety of seating positions that are nontraditional (kneeling, side-sitting and leaning on one arm, squatting) can facilitate an increase in focus. Children often discover that locking their arms around their bent knees is helpful to keep their hands away from others or that locking their feet around the legs of the chair feels better. Standing as an alternative to sitting requires more strength and burns more stress chemicals, so it is also a good option when appropriate.

(Exercise caution in using some energy-burning alternatives recommended for students with ADHD. Yoga balls and wobble-stools burn energy but may increase dysregulation in children experiencing trauma.)

-Adapted from The Re-Set Process by Dyane Lewis Carrere with Wynne Kinder

Use Schedules to Support Felt Safety

Some traumatized students who struggle with change may need a posted daily schedule or their own personal schedule to refer to. This brings predictability and a level of safety to their routine. For young children, a visual schedule often works best, whereas older students may be able to use a written outline of the day. Pairing a looks-like and sounds-like series of behavioral expectations with places or spaces on the schedule can be helpful too. Similarly, educators can carry visual cue cards on their lanyards to remind students of regulation strategies or behavioral expectations as needed. And breaking down common procedures into step-by-step directions in pictorial or verbal form may be beneficial.

-Adapted from Building Trauma-Sensitive Schools by Jen Alexander

Determine a Student’s Safe Spaces

Students who have experienced pervasive trauma often perceive physical spaces in very different ways than other students. For example, some may need to have their back literally against the wall, where they can see what is coming at them, or they may panic at the idea of being cornered or backed into a wall. The key is to notice how different experiences impact the individual student. Notice where students go when given a choice. Keep track of where they do their best academic work. As a student becomes more self-aware, engaging them in identifying the spaces where they feel safe and can focus on work allows them to make emotionally sound choices.

-Adapted from The Re-Set Process by Dyane Lewis Carrere with Wynne Kinder

Make Safety Maps

Give students a map of the classroom or school and ask them to identify places where they feel safe and unsafe physically and emotionally. Studying patterns that emerge by looking at safety maps from many students may provide insight into systemwide issues. You may also want to privately poll your students to see whether there are any movements or activities that make them feel uncomfortable or unsafe in your classroom.

-Adapted from The Re-Set Process by Dyane Lewis Carrere with Wynne Kinder

Collaborate With Families to Meet Their Needs

Your students’ real and felt safety often depends on how well family needs for safety and health are being met. Trauma-sensitive schools encourage staff members to work proactively with parent groups and community members to address a variety of needs. You might prioritize linking families with health or social service resources in the community, creating school-sponsored programming for the summer or during breaks, coordinating with local food banks to provide free food bags for families, or organizing drives for free or low-cost clothing, toys, or books.

-Adapted from Building Trauma-Sensitive Schools by Jen Alexander

Celebrate Your School and Community

Celebrate the wonderful things specific to your school and community. Involve all youth in rituals, traditions, and celebrations that are positive and enjoyable. Safety, real and felt, certainly does not begin or end with the absence of harm; rather, it is built upon all the wonderful things that come from the joy of being in community with one another.

-Adapted from Building Trauma-Sensitive Schools by Jen Alexander

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Stepping back and looking at the big picture, schools must also take important steps to disrupt and prevent racial trauma and develop an effective school crisis team in order to meet their overarching goal of real safety for their students.  Here are two essential resources that can help:

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