HEAD BANGING IN CHILDREN WITH SPECIAL NEEDS

Head banging is a type of self-injurious behavior commonly seen in some autistic individuals, often used as a way to cope with overwhelming sensory input or emotional distress.

It can be triggered by sensory overload, frustration, anxiety, pain, or a desire for deep pressure input — making it essential to identify the root cause before addressing the behavior.

✨ Let’s talk about:
Why head banging happens
What it tells us about the child’s needs
And how we can respond safely and effectively

At Liricare, we’re constantly inspired by the professionals in our community who aren’t just doing the work, but finding new ways to support each other, share their expertise, and reach more students.

That’s exactly what happened when we sat down with Michelle Posner, M.S., CCC-SLP for a live conversation.

Michelle is a bilingual speech-language pathologist with nearly two decades of experience supporting multilingual learners. She’s also the founder of Bilingual SLP LLC, where she creates culturally and linguistically responsive therapy materials for SLPs who want to feel more confident when working with diverse students.

In our live session, Michelle shared:

- How she began creating therapy materials
- The power of culturally responsive tools in real-world sessions
- What made her choose Liricare’s Digital Marketplace as a place to share her work
- Her honest advice for therapists who are ready to share but don’t know where to start

“Don't be afraid of working with multi-linguals. The number of kids who need support and the number of bilingual service providers don't match up. I would love to support anyone becoming more comfortable working with children from different backgrounds”

It was a thoughtful, grounded conversation about what it means to make an impact, without burning out.

You can watch the full video here: https://youtu.be/xPvOT0y0dPI

If you’ve been following me here for a while, you already know the kind of work I’m passionate about.

I’ve shared updates, ideas, and small wins over the years, but today feels a little different.

This time, I wanted to take a step back and share more about why I’ve been on this journey, and what I’ve learned from the incredible people I’ve had the chance to work with and listen to.

I’ve lost count of how many times I’ve heard this sentence:
“I love the work. But keeping up? That’s a different story.”

It’s almost a universal language among school-based therapists.
SLPs and OTs, you know exactly what I mean.

Documentation piling up.
Sessions back-to-back.
IEPs.
Meetings you didn’t even know about until someone pulls you out of your room.

Every time I sat with a therapist and listened to their day-to-day struggles, I couldn’t help but think of my own family, people close to me who are SLPs themselves.
I saw how they came home exhausted, not because of their students (they love their students), but because of everything else.

And honestly? That hit me hard.

Talented, passionate therapists doing everything right, yet stretched so thin that burnout wasn’t just a risk, it felt inevitable.

That’s what sparked my drive to build something different.

Not just another tool.
Not just another platform full of shiny features.

We focused on one thing: respect.
Respect for therapists’ time, their energy, their expertise.

We wanted to give back a sense of control, to cut through the noise and let therapists focus on what matters most: their students.

So if you’re reading this and feeling like you’re carrying too much right now…
Please know: you’re not alone, and it’s not your fault.

The system isn’t built to make it easy for you. But I believe it can change.
With better tools. With smarter systems. And with real conversations that keep pushing things forward.

That’s been my mission, and it’s far from over.

Here’s to doing the work we love, without losing ourselves along the way.

Hey everyone. On May 8th, we’re going live with Anu Upadhyaya, Director of School Services at Liricare, and Michelle Posner, M.S., CCC-SLP, a member our community!

Michelle is an experienced bilingual SLP, resource creator, and someone who’s deeply committed to supporting multilingual learners. We’ll be talking about how she started making her own therapy tools, why she chose to share them on Liricare, and what she’s learned about making a bigger impact without burning out.

We're having a relaxed, real conversation between two people who care about this work and the community we’re part of.

If you’re an SLP, OT, or educator who creates your own resources or supports bilingual students, we think you’ll really enjoy this.

Hope you can join us. Save your Spot here: https://www.linkedin.com/events/livewithmichelleposner-sharingt7324050991463497732/theater/

In the world of special education, communication is the foundation for meaningful growth. ✨

Recently, I worked with a vibrant 5-year-old student named Adam. Although he could vocalize words, he struggled with purposeful communication. His needs for toys, food, and assistance often went unmet simply because he lacked an effective way to express them.

Through the use of Functional Communication Training (FCT), we introduced structured, meaningful alternatives to his communication attempts. By teaching Adam simple, functional phrases paired with visual supports, we opened a door, empowering him to replace frustration with connection.

Functional communication isn't just a strategy; it's a critical step toward autonomy, dignity, and learning.

Today, I’m sharing a glimpse into how FCT can transform a child's world, one request at a time.

Why Is He Always Throwing Things

When I first met Ayaan (name changed), a 5-year-old autistic boy in my classroom, his days were filled with unpredictability, for both of us. He would run to the door multiple times, throw toys across the room, and burst into giggles at seemingly random moments. Verbal instructions didn’t land. He seemed inattentive, overwhelmed, and unreachable.

One morning, as I was picking up the same toy he had thrown for the fourth time, I paused and asked myself: "What if this isn’t misbehavior? What if this is a cry for structure?"

That simple question changed everything.

We started small: a visual schedule with just four steps, a consistent arrival routine, and movement breaks between tasks. Within weeks, he began checking the visual chart on his own. The throwing lessened. He stayed longer at the table. And for the first time, he waited in line during snack time.
It wasn’t magic. It was predictability, and it made his world feel safer.

"He Didn’t Even Look at Me…" ✨

When I first met my 3-year-old autistic student, he didn’t make eye contact, didn’t respond to his name, and didn’t want to sit down for any activity.

He was in his beautiful world — tapping toys, watching shapes pop up and down, occasionally reading things out loud that he had never been formally taught.

There was no schedule, no routine, and no structured learning.
Just a child who taught himself the way he liked, in an environment that hadn’t yet adapted to how he learns best.

I wanted to help him grow, but I quickly realized that before I could teach, I needed to connect.

So I stopped asking him to "sit down" or “do the work.”

I sat beside him and joined his play.
I popped the toy when he popped it.
I echoed his happy sounds.
I gave him his favorite things without expecting anything in return.

Slowly but surely, he began to smile at me.
He brought toys closer to me.
He stayed a little longer in the room.
And that was the start of everything. 💛

Hey Liricare Community! Meet Michelle Posner, a bilingual SLP with 15+ years of experience, now sharing her resources on Liricare’s Digital Marketplace! 🌟

Her Spring vocabulary and Spanish-English articulation tools are helping therapists, educators, and families. You can share your expertise too—upload your resources and keep all of your earnings. No fees, just impact.

Head on over to the Digital Market Tab to get started!

Hi all. Could you share some strategies or practices you've found effective in maintaining a healthy work life balance? Personal experiences, resources, or tools that have been beneficial would be greatly appreciated. Thank you in advance.

For those preparing for the SLP Praxis® Exam, here's a Statistics Refresher from ASHA that can help you study Research: https://www.asha.org/research/ebp/statistics-refresher/