Neurodiversity Podcast

On episode 252, Dr. Richard Cash and Emily Kircher-Morris talk about the importance of self-regulation in education. They discuss the emotional, behavioral, and cognitive aspects, the critical role emotions play in learning, and the necessity of teaching metacognitive skills to students. It’s not only about school, they discuss parental support in developing self-regulation at home, and the unique needs of twice-exceptional learners. This is an updated version of an encore conversation. Takeaways Self-regulation consists of emotional, behavioral, and cognitive dimensions. Emotions significantly impact a child's ability to focus and learn. Metacognition involves reflecting on one's own thinking processes. Teaching kids to manage their feelings is crucial for learning. Parents should actively listen to their children to support self-regulation. Every child is unique, and teaching should reflect that individuality. Reflection time is often lacking in the school day. Homework should be reframed as home study to promote self-regulation. Get your podcast swag just in time for the holiday season! Clinicians, check out our courses, which can help you move toward a more neurodiversity-affirming therapy environment. Also, consider joining our Therapist Hub, which will open for new members soon! The Neurodiversity Podcast is available on Facebook, Instagram, BlueSky, and you can also join our private Facebook group. For more information go to NeurodiversityPodcast.com. Dr. Richard M Cash received a bachelor of arts degree in theater from the University of Wisconsin-Eau Claire. He then attended the University of Minnesota-Minneapolis, where he received a post-baccalaureate degree in elementary education. Dr. Cash later obtained a master’s degree in curriculum and instruction from the University of St. Thomas in St. Paul, Minnesota. He returned to St. Thomas and received a doctoral degree in educational leadership. Dr. Cash has served as the Administrator of Gifted Programs in Rochester, Minnesota, and the Director of Gifted Programs for the Bloomington Public Schools in Minnesota. He now provides workshops, presentations, and staff-development sessions throughout the United States, Europe, Asia and the Middle East. He’s the author of Self-Regulation in the Classroom: Helping Students Learn How to Learn. BACKGROUND READING Richard Cash’s website Self-Regulation in the Classroom Facebook

On episode 251, Emily welcomes Dr. Amy Marschall, a clinical psychologist focused on trauma-informed and neurodiversity-affirming care. They talk about the transition from traditional therapy models to neurodiversity affirming approaches, and the importance of lived experience and self-diagnosis in mental health care. They talk about the challenges faced by neurodivergent individuals in accessing care, particularly in rural areas. The path to neurodiversity-affirming care involves the need for some clinicians to unlearn practices that we now understand could be harmful. Emily and Amy also talk about the significance of community support in finding the right clinician, as well as the broader implications of neurodiversity affirming practices in daily life. Takeaways The traditional expert-client model can be unhelpful in the world of neurodiversity. Lived experience is helpful in understanding mental health needs. Self-diagnosis is a valid and necessary option for many. Inappropriate therapy practices can lead to trauma that complicates healing. Telehealth can improve access to care, especially in rural areas. Community visibility is helpful to neurodiversity-affirming clinicians. Get your podcast swag just in time for the holiday season! Clinicians, check out our courses, which can help you move toward a more neurodiversity-affirming therapy environment. Also, consider joining our Therapist Hub, which will open for new members soon! The Neurodiversity Podcast is available on Facebook, Instagram, BlueSky, and you can also join our private Facebook group. For more information go to NeurodiversityPodcast.com. Dr. Amy Marschall earned her doctoral degree in clinical psychology from the University of Hartford in West Hartford, Connecticut, in 2015. She completed her pre-doctoral internship through the National Psychology Training Consortium (Central Region) and her post-doctoral residency at Family Psychological Center, PA, in Harrison, Arkansas. Dr. Marschall has been a licensed psychologist since 2016 and currently owns a private practice, RMH-Therapy, where she provides therapy primarily to children and adolescents, and psychological evaluations. Her clinical specializations include trauma-informed care, neurodiversity-affirming care, rural mental health, and telemental health. BACKGROUND READING Amy’s website Facebook

In Episode 250, Emily Kircher-Morris and Sam Young tackle the radical shifts in how neurodivergent kids connect and thrive in our post-pandemic world. The pandemic didn't just disrupt - it created unexpected opportunities for neurodivergent youth to forge meaningful connections in new ways. They dive deep into how digital spaces have become vital lifelines, while challenging the traditional playbook for "successful" socializing. One powerful revelation? A single genuine connection can transform a child's entire social world. Takeaways: The surprising advantages of post-pandemic social changes for neurodivergent kids Why online communities are becoming crucial safe havens How parents can ditch outdated social expectations and support their kids' unique paths The hidden impact of discovering your own neurodivergence while parenting Breaking free from comparing neurodivergent kids to neurotypical peers Sam Young’s organization, the Young Scholars Academy, is a virtual village that helps twice-exceptional & differently-wired students feel seen, nurtured, and happy through strength-based courses, camps, and community. Bright, curious kids thrive when they feel a sense of belonging. To learn more, check out the Spring Sneak Peek Open House on Monday, December 4th, at 4 p.m. PT | 7 p.m. ET. Here’s a link, and feel free to use the coupon code YSANEURODIVERSITYPODCAST10. Sam Young, M.Ed., is the Head of School at Young Scholars Academy, a strength-based, talent-focused virtual enrichment school that supports twice-exceptional, differently-wired, and gifted students to feel seen, nurtured, and happy through strength-based courses, camps, and community. Sam is a two-time Fulbright Scholar, a TEDx speaker, a Keynote speaker, a former Bridges Academy educator of nearly 10 years, and a Bridges Graduate School of Cognitive Diversity graduate.  Additionally, Sam is a neurodivergent person himself who has committed his life to supporting differently-wired students to overcome the harmful deficit-based system and discover, develop, and lead their lives with their strengths, talents, and unique interests. BACKGROUND READING Young Scholar’s Academy Facebook Instagram LinkedIn

On Episode 249, Emily Kircher-Morris chats with Diane Dempster and Elaine Taylor-Klaus from Impact Parents, hosts of the Parenting with Impact podcast. They talk about the challenge of motivating neurodivergent kids, and break down why it’s challenging. The chat includes a framework called PINCH, a way to remember and think about important elements of motivation. You’ll come away with practical strategies for parents to foster a supportive environment that encourages engagement, and ways to move away from fear and stress as motivators. Takeaways Traditional parenting advice often doesn't apply to neurodivergent kids. Motivation can be misunderstood; it's not always lack of interest. Executive functioning skills play a crucial role in motivation. Dopamine is essential for engaging in non-preferred tasks. Fear-based parenting creates stress and is not sustainable. Intrinsic motivation develops later in life, especially for neurodivergent individuals. The PINCH framework helps identify different motivators for kids. Interest in a subject can significantly boost motivation. Competition can motivate but may also cause anxiety in some children. Collaboration and connection with peers can enhance motivation. Parents should experiment with different motivational strategies. Transparency and vulnerability in parenting can build trust. Elaine Taylor-Klaus and Diane Dempster co-founded ImpactParents.com in 2011 because traditional parenting advice wasn’t working for their complex kids and they found no training or coaching available designed specifically to support them as parents of complex kids. Internationally recognized as leading parent educators, they use a coach-approach to help parents reduce the stress of raising children, teens, and young adults with ADHD, Anxiety, Autism, LD and more. They’re the creators of Sanity School® behavior training, and the authors of many books including Parenting ADHD Now: Easy Intervention Strategies to Empower Kids with ADHD and The Essential Guide to Raising Complex Kids with ADHD, Anxiety and More. BACKGROUND READING Impact Parents website Parenting with Impact podcast Facebook Instagram Twitter/X LinkedIn Pre-order Emily’s new book! Get it at Amazon, Barnes & Noble, or Target.

In this episode of the Neurodiversity Podcast, Emily Kircher-Morris answers questions submitted by members of the Neurodiversity Podcast Advocacy and Support Group on Facebook. The questions cover a range of topics including co-occurrence between ADHD and dyslexia, word disability, gifted kids who are anxious, 504 denial in schools, learning disabilities + high cognition, and many more of your questions. The episode provides insights, strategies, and resources for parents and individuals navigating neurodiversity. To submit questions for our next AMA, join the Neurodiversity Podcast Advocacy & Support Group on Facebook!

On episode 247, Emily Kircher-Morris welcomes Dr. Megan Anna Neff to explore the complexities of neurodiversity, and the societal stereotypes that affect their lives. They talk about the challenges of diagnosis, the nuances of misdiagnosis, particularly the overlap between conditions like autism and borderline personality disorder, and the significance of self-awareness and acceptance in the journey of neurodivergent individuals. They discuss the phenomenon of autistic burnout, its implications, the challenges in clinical training regarding autism and ADHD, and inherent inequities that exist because of stereotypes and biases. Takeaways Diagnosis can significantly impact self-understanding and acceptance. Misdiagnosis is common, especially among women and genderqueer individuals. Understanding one's neurodivergent identity can aid in the healing process. The medical community often overlooks non-stereotypical presentations of neurodivergence. Self-criticism can stem from societal pressures and internalized shame. Community and connection are vital for neurodivergent individuals. Many undiagnosed autistic individuals are misdiagnosed with personality disorders. There is a significant lack of training for clinicians on autism and ADHD. Breaking down stigma around neurodivergence requires ongoing effort and advocacy. Autistic burnout includes increased sensory sensitivities and emotional fatigue. Living in a typical societal structure can lead to burnout for autistic individuals. Challenging myths about autism is essential for societal change. Don’t forget to join the Neurodiversity Podcast Advocacy & Support Group to keep the conversation going! Dr. Megan Anna Neff (she/they) is a clinical psychologist, researcher, and advocate based in Portland, Oregon. Her work focuses on neurodiversity, spirituality, and holistic mental health. She has published articles and a book exploring diverse topics such as place-attachment, relational psychotherapy, and the African diaspora. Following her own and her child's autism diagnoses, Dr. Neff became a passionate advocate for neurodivergent individuals. She challenges stereotypes and misconceptions through her writing, speaking engagements, and online presence, including her Instagram platform where she shares educational content and resources. Dr. Neff is dedicated to bridging the gap between academic research and practical applications in the mental health field. She promotes an authentic and holistic approach to mental health that embraces the whole person and acknowledges the impact of systemic issues on individual well-being. BACKGROUND READING Dr. Neff’s Instagram Neurodivergent Insights website LinkedIn Facebook Divergent Conversations podcast The Neurodiversity Podcast is available on Facebook and Instagram, and you can also join our private Facebook group.

Dr. Donna Henderson joins Emily Kircher-Morris to talk about the changes in the assessment process for autism, the importance of empowering therapists to diagnose autism, and the need for equity in masking. Their conversation also explores the double empathy problem and the challenges of balancing unmasking with the needs of neurodiverse individuals in educational settings. They also discuss the PDA profile and its place within the autism spectrum. That’s all waiting for you on episode 246. This is a reprise of an earlier chat. Takeaways The assessment process for autism is evolving, with a shift towards understanding subjective experience rather than relying solely on test scores. Therapists are adapting by relying less on formal tests and more on interview skills and understanding inner subjective experiences. Empowering therapists to diagnose autism is important for identifying and supporting individuals who may have been missed in the past. Masking and camouflaging are complex behaviors that can have both benefits and drawbacks, and it is important to find a balance that respects individual needs and promotes equity. Pathological Demand Avoidance (PDA) is not simply about avoiding demands, but rather an overriding biological drive for autonomy. Misdiagnosis and labeling are common for PDAers, leading to potential negative consequences, especially for minority boys. Understanding the core features of PDA, such as difficulty coping with demands, a wide variety of coping mechanisms, and challenges with social hierarchy, is crucial for accurate diagnosis and support. For details about our courses for teaching twice-exceptional learners, click here. Dr. Donna Henderson has been a clinical neuropsychologist for over 30 years. She is passionate about identifying and supporting autistic individuals, particularly those who camouflage, and she is co-author (with Drs. Sarah Wayland and Jamell White) of two books: Is This Autism? A Guide For Clinicians and Everyone Else and Is This Autism? A Companion Guide For Diagnosing. Dr. Henderson provides neuropsychological evaluations and consultations for children, adolescents, and adults who would like to understand themselves better. She is a sought-after lecturer on the less obvious presentations of autism, autistic girls and women, PDA, and on parenting children with complex profiles. She also provides case consultations and neurodiversity-affirmative training for other healthcare professionals. BACKGROUND READING Donna’s website Is This Autism?

On episode 245, Emily talks with Dr. Brandi Walker, a retired Army clinical psychologist, about her experience as a psychologist in the military and the challenges faced by neurodivergent individuals. They talk about her journey of transitioning from a fuel handler to a psychologist, and when and how she developed an interest in ADHD. There are policies and limitations for recruits with ADHD or autism, and they talk about the implications, along with the waiver process that’s involved. Dr. Walker talks about the experiences of neurodivergent military members, and they have solid advice for young neurodivergent individuals considering joining the military. Takeaways Being a psychologist in the military is a rewarding experience but also comes with challenges due to the shortage of providers and the responsibility of caring for soldiers while also being a soldier. Joining the military with a diagnosis of ADHD or autism requires meeting specific criteria and may involve the need for waivers depending on the severity of symptoms and the individual's treatment history. Neurodivergent individuals in the military often find themselves masking their symptoms, but the structured and direct communication style of the military can also be beneficial for some individuals. Military members who are parents of neurodivergent children face additional challenges due to frequent moves and the lack of a strong support system, but building routines, seeking support, and leveraging strengths can help create a supportive environment for the child. Young neurodivergent individuals considering joining the military should prioritize self-care, have open conversations with their providers, and explore alternative paths if medication is necessary. Pre-order Emily’s new book with Amanda Morin, Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported now! Release is set for January. Dr. Brandi Walker is a retired Army Clinical Psychologist and faculty member at Womack Army Medical Center at Fort Bragg, NC. She also coaches military leaders and their teams in an effort to target the reduction of mental health challenges for servicemen and women. Dr. Walker maintains her earnest desire to further what is known about ADHD, and continues to provide therapeutic expertise and researched-informed support to families and individuals that are impacted. She has spent the last seven years working with various hospitals, clinics, and schools conducting research on children with ADHD, family and sleep variables, and environmental factors. She has initiated the Prince George’s County (Maryland) CHADD Chapter and CHADD’s Southern Regional Support Center, and serves as Chair Past of the Diversity in the Military Committee of the American Psychological Association's Society of Military Psychology (Division 19). She is a Howard University and University of Maryland alumna, and runs a private consulting practice. BACKGROUND READING ADDitude Magazine Webinar and other helpful links Instagram Facebook LinkedIn

On this episode, Emily Kircher-Morris and Carrie Bonnett discuss the intricacies of executive functioning, its significance in academic and life success, and the challenges faced by neurodivergent individuals. They explore strategies for improving executive functioning skills, the importance of emotional regulation, and the need for educators to understand and support students struggling with these skills. Emily and Carrie also talk about the importance of motivation, making invisible tasks visible, and the journey of learning and adapting strategies to enhance executive functioning. That’s all on episode 244! Takeaways Executive functioning skills are crucial for getting important tasks done. Many people struggle with executive functioning, especially neurodivergent individuals. Teaching executive functioning involves education and strategy development. Motivation often comes after starting a task, not before. Chunking tasks into smaller steps can reduce overwhelm. Making the invisible visible helps manage tasks and time. Emotional regulation is closely tied to executive functioning skills. Negative messaging about executive functioning can impact self-efficacy. Educators should focus on understanding and supporting students' unique needs. It's important for students to know they are not alone in their struggles. Remember, you have until 11:59 pm Pacific time on Friday night, October 4th to join our Educator Hub! Remember that this is the final chance to sign up until after the holiday season. If you’re an educator, you should look and see if this community might be helpful in making your classroom a more neurodiversity-affirming place. Click here to check it out. Carrie Bonnett earned her BBA in Marketing from the University of Notre Dame. However, her career trajectory shifted after a transformative volunteer experience at an underserved school, where she discovered a passion for teaching. This newfound passion led her to pursue a graduate degree in teaching at the University of Portland. Over the course of her 20-year career in education, Carrie has taught in both private and public schools across the United States, working with diverse student populations. Her experience includes supporting and teaching executive functions, even before she had a formal understanding of the concept. She has served as a classroom teacher at both the middle and high school levels, as well as a substitute teacher for all grades. Currently, she is an adjunct instructor at the University of Portland, where she teaches early-career teachers. She holds endorsements in Social Science and English Language Arts and is a certified teacher in the State of Oregon. Additionally, she has received training in the Seeing My Time® curriculum. BACKGROUND READING Carrie’s website

There’s a nagging feeling most of us experience from time to time, that tells us maybe we’ve fooled everyone. We shouldn’t have been placed in a certain position, or we’re not qualified to take on a project. On episode 243 we revisit a talk with Lindsay Lee, the author of a study about impostorism. Why do we experience it? What can we do to tamp it down?  Check out the Creating Neurodiversity-Affirming Schools webinar we hosted earlier this week! You’ll find great information that will help make your classroom or school a place where all students can thrive. If you like the webinar, we’d love to have you as a member of our Educator Hub, click here to join! Dr. Lindsay Lee is an educational scholar focused on ensuring that all advanced learners, regardless of their background or circumstances, have access to the resources and support they need to reach their full potential. She is currently working as a research analyst and professional development creator & facilitator on a Jacob K. Javits-funded project to optimize gifted identification practices across the United States. Her research interests include equitably identifying advanced students, psychological and educational measurements, talent development across domains, and developing learning environments that encourage creative growth. She has published several research and practitioner articles, as well as book chapters on these topics. In addition to her research, Lindsay is also an active member of several professional organizations, including the National Association for Gifted Children (NAGC) and the American Educational Research Association (AERA). She has presented her research at numerous conferences and has received recognition for her work, including the 2021 NAGC Carolyn Callahan Doctoral Student Award and the 2022 NAGC Research & Evaluation Network Dissertation Award. BACKGROUND READING Twitter/X ResearchGate Google Scholar Lindsay’s Research Preprint accessible to anyone

On episode 242, Emily Kircher-Morris talks with Dr. Matt Zakreski about the importance of neurodiversity-affirming practices in therapy, and how intersection of giftedness and neurodiversity emphasizes the importance of neurodiversity-affirming practices in therapy, the significance of understanding twice exceptionality, and the role of diagnosis in accessing resources. Dr. Zakreski advocates for equity in supporting neurodivergent individuals and encourages listeners to pursue their passions and find supportive communities. Takeaways Giftedness can be met with resistance in traditional settings. Neurodiversity-affirming practices focus on strengths. Twice exceptional individuals face unique challenges. Diagnosis should be a tool for accessing resources. Finding the right support can be challenging. Equity is essential in addressing diverse needs. There are multiple pathways to success for neurodivergent individuals. Pursuing passions is key to fulfillment. Community support is vital for neurodivergent individuals. Register here for our free annual fall event for educators, which is coming this Monday, September 23! If you’re an educator who’s passionate about creating neurodiversity-affirming learning environments for students, this event is for you. You can sign up free, and if you can’t make it to the live event, you’ll have access to the recording afterward. Join Emily and a live panel of experts by clicking here to register. Dr. Matt Zakreski has shaped his career around his passion for serving gifted kids, starting with being a counselor (and a camper) at the Center for Talented Youth summer program as a teenager. He’s cofounder of The Neurodiversity Collective, LLC, and in his practice he offers therapy, consultation/coaching, and assessment. Matt is a board member of PAGE, the Pennsylvania Association for Gifted Education, and works closely with multiple organizations around the country. He consults schools, presents at conferences internationally, conducts webinars, and leads discussions at his local library. He earned BAs in Psychology and Communications at Wake Forest University in Winston Salem, NC.  He assisted with research at Harvard Psychophysiology Lab at the Harvard University Business School in Cambridge, MA before making his way to graduate school at Widener University, where he earned his Doctorate in Psychology from the Institute of Graduate Clinical Psychology. He currently serves as an adjunct professor in the psychology department at Goldey-Beacom College in Wilmington, DE. BACKGROUND READING Website Facebook

School is back in session in many parts of the world, which is the time when struggles often begin to surface. On episode 241, Emily Kircher-Morris talks with Amanda Morin about the complexities of advocating for neurodivergent children, including utilizing Individualized Education Plans (IEPs) and the services they require. They explore the qualification process for IEPs, the importance of understanding behavior as communication, and the distinction between medical and educational diagnoses. The conversation emphasizes the need for advocacy, and the importance of tailored support for each child's unique needs. Takeaways IEPs provide specialized services and instruction for struggling students. Qualification for an IEP involves a comprehensive evaluation process. Twice exceptional children may have giftedness that masks their disabilities. Behavior can be a form of communication for children. Medical diagnoses do not equate to educational diagnoses. Labels do not define a child's abilities or potential. Accommodations can be provided in advanced placement classes. Advocacy is crucial for ensuring children receive appropriate services. Understanding the difference between IEPs and 504 plans is essential. Support services can vary widely and should be tailored to individual needs. Register here for our free annual fall event we’ve created specifically for educators who are passionate about creating neurodiversity-affirming learning environments for students. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Amanda Morin has most recently served as the Vice President of Learning & Knowledge for The Jed Foundation (JED). She headed teams of committed researchers, subject matter experts, and learning and development professionals in efforts to build knowledge about mental health, neurodiversity, and disability, to ensure all the work she’s engaged in is evidence-based, and includes the most up-to-date thinking in the field. She’s a certified teacher who provides unique expertise, and innovative perspectives to mission-driven education and family-facing organizations and coalitions. She works in print and digital media as a writer, editor, and content creator, empowering parents and educators to affirm the pivotal roles they play in education. She played an integral role in launching Understood.org in 2014.  Amanda has also worked with other organizations and publications, including: Bright & Quirky,  Matan, Hidden Sparks Without Walls, Edutopia,  Association for Supervision and Curriculum Development (ASCD), Education.com, Parenting Special Needs Magazine, DotDash (formerly known as About.com), and Popsugar Moms. Amanda received special education advocacy training from the Council of Parent Attorneys and Advocates. She holds a certificate in Universal Design for Learning from the UDL Implementation and Research Network, sits on the Center for Inclusive Learning (CISL) advisory council, the advisory board of Digital Promise’s Learner Variability Project, the professional advisory board of Matan, and the Technical Expert Panel, of the American Academy of Pediatrics Center of Excellence on Social Media & Youth Mental Health. Amanda Morin is also the author of five books: The Everything Parent’s Guide to Special Education, The Everything Kids’ Learning Activities Book, On-the-Go Fun for Kids: More Than 250 Activities to Keep Little Ones Busy and Happy — Anytime, Anywhere!, What Is Empathy? A Bullying Storybook for Kids, and Adulting Made Easy: Things Someone Should Have Told You About Getting Your Grown-Up Act Together. BACKGROUND READING Amanda’s books on Amazon Amanda’s website LinkedIn Instagram

In episode 240, Emily Kircher-Morris chats with Brandon Gernux, an elementary school counselor from Santa Ana, California, and the 2024 Orange County Elementary School Counselor of the Year. Emily and Brandon dive into the importance of neurodiversity-affirming support in schools, sharing insights on how schools are slowly evolving to meet the needs of neurodivergent learners. They discuss the critical role school counselors play, particularly in addressing the challenges of camouflaging and masking, which can significantly impact students' social development and personal satisfaction. They talk about the value of self-advocacy, the necessity of including neurodiversity education in the curriculum, and how leveraging the strengths of neurodivergent learners can lead to more authentic and supportive school environments. Takeaways Schools need to adopt a neurodiversity-affirming framework to support neurodivergent learners. Camouflaging and masking can have negative impacts on students' social development and mental health. Self-advocacy skills are crucial for neurodivergent students to express their needs and receive appropriate support. School counselors play a vital role in advocating for neurodivergent students and addressing systemic barriers. Leveraging the strengths and interests of neurodivergent learners can enhance their learning experience. A neurodiversity-affirming approach in schools is a social justice issue. You are an educator who’s passionate about creating neurodiversity-affirming learning environments for students. So join us for our free annual fall event we’ve created specifically for you. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Be sure to get your Neurodiversity Podcast swag! It helps the podcast grow, and supports all neurotypes by telling the world that “a little weird is good!” Brandon I. Gernux (he/they) is an Elementary School Counselor in Santa Ana, CA. Their passion lies in fostering inclusive classroom and school counseling practices to support autistic and ADHD students. Brandon has presented on embracing neurodiversity inclusion to educators and graduate students locally and nationally. Gernux is a leader of the ASCA Elementary School Counselor Affinity Group and serves on the CASC Social Justice, Equity, and Anti-Racism Committee, and was recognized as 2024 Orange County Elementary School Counselor of the Year. BACKGROUND READING Instagram Twitter/X

Miscommunication between autistic and non-autistic individuals can lead to painful misunderstandings and strained relationships. In this episode, we talk to Jaime A. Heidel, author of 'What Did I Do Wrong? An Accessible Guide to Preventing Traumatic Misunderstandings Between You and Your Autistic Loved One.' Emily and Jaime discuss the common communication barriers between autistic and non-autistic people, the importance of listening to autistic voices, and the need for effective communication to prevent trauma. They talk about the need for specificity in communication, and the impact of trauma and the importance of validating neurodivergent experiences. Takeaways Miscommunication between autistic and non-autistic individuals can lead to painful misunderstandings and strained relationships. Listening to autistic voices and consuming their content can help improve understanding and foster better connections. Believing autistic individuals and being specific in communication can greatly improve communication and prevent trauma. The impact of trauma on neurodivergent individuals is real, and it’s important to validate their experiences. Register here for our free annual fall event we’ve created specifically for educators who are passionate about creating neurodiversity-affirming learning environments for students. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Jaime A. Heidel, The Articulate Autistic, is a late-diagnosed autistic/ADHD woman who uses her social media platforms to explain the autistic experience in terms that their neurotypical loved ones can understand and relate to. BACKGROUND READING The Articulate Autistic What Did I Do Wrong? Jaime on Instagram A Field Guide to Earthlings

On episode 238, Emily Kircher-Morris talks with Lindsay Kapek and Katie Tabari about the challenges neurodivergent students face in learning math. The conversation explores strategies for creating inclusive math classrooms that foster confidence and support for all students, regardless of their neurodivergence, and they talk about the importance of understanding individual learning styles. They also discuss using low floor, high ceiling tasks and three-act tasks to engage students and promote problem-solving skills. If you’re a teacher, or if you have kids in school, this is an episode you can’t miss. Takeaways Neurodivergent students face barriers in math education, but their unique traits can be leveraged as assets. Creating a supportive and inclusive math classroom starts with building a connection with students. Implementing strategies like low floor, high ceiling tasks and three-act tasks can engage students and promote problem-solving skills. Language and mindset play a crucial role in fostering confidence and growth in math. Understanding students' learning styles and providing individualized support is essential for their success. Register here for our free annual fall event we’ve created specifically for educators who are passionate about creating neurodiversity-affirming learning environments for students. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Lindsay Kapek and Katie Tabari are experienced K-8 math educators with a passion for making math accessible to all students. They are accomplished leaders in education, leading school-wide professional development efforts, consulting with schools and school leaders regarding the implementation of skill-based instruction, and speaking nationwide at conferences including NWAIS as well as NCTM. Katie has extensive experience working with K-5 students, nearly all of whom were neurodivergent learners. She is also a mom to three kids, one of whom is neurodivergent. She is passionate about ensuring every student feels seen, heard, and included in the math classroom. Lindsay has extensive experience working with K-8 students who have been diagnosed with ADHD. Lindsay herself has ADHD and is a huge advocate for celebrating the incredible gifts that students with ADHD bring to the math classroom. BACKGROUND READING Prep Set Grow Tools referenced during the interview Facebook Instagram Blog Pinterest

On episode 237, Emily Kircher-Morris welcomes Tracy Turner-Bumberry, an expert in play therapy, and a former school counselor, to discuss the concept of double empathy, the importance of understanding and supporting neurodivergent children, and the need for empathy and acceptance in therapy. They also explore the evolution of social skills, and the impact of societal norms on neurodivergent individuals. Takeaways Understanding the concept of double empathy and its impact on communication between neurodivergent and non-neurodivergent individuals. The importance of empathy, acceptance, and individualized support for neurodivergent children and their families. Challenges faced by neurodivergent individuals in navigating societal norms and expectations, and the need for advocacy and allyship. The evolution of social skills understanding and the impact of societal norms on neurodivergent individuals. Register here for our free annual fall event we’ve created specifically for educators who are passionate about creating neurodiversity-affirming learning environments for students. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Tracy Turner-Bumberry is a Licensed Professional Counselor and Registered Play Therapist-Supervisor at her private practice, Seva Counseling LLC, in Milledgeville Georgia. Prior to private practice, Tracy was an elementary school counselor, and worked as a Registered Play Therapist-Supervisor in a children’s psychiatric hospital. In addition to private practice, Tracy is a national speaker and author of several books relating to play therapy, and recently completed her first children's book, 'Twig Needs Time'. In addition to traditional therapy, Tracy is a Certified Animal Assisted Play Therapist and a Dialectical Behavior Therapy practitioner, and is knowledgeable in the IEP/504 process. BACKGROUND READING Tracy’s website Facebook Twig Needs Time Tracy’s books

On episode 236, Emily Kircher-Morris and Christine Fonseca discuss emotional intensity in gifted students. They explore the reasons behind this intensity, and how it relates to the giftedness experience. They touch on the concept of overexcitabilities and how they manifest in gifted individuals. Also, they emphasize the importance of understanding and accepting the unique characteristics of gifted children rather than pathologizing them, and of embracing discomfort as part of the journey. Takeaways Gifted students often experience emotional intensity due to their unique brain wiring and the rich and intense experience of the world. It is important to avoid pathologizing giftedness and instead focus on creating optimal learning environments and providing appropriate support for gifted individuals. Living authentically and embracing discomfort can help gifted individuals navigate their intense emotions and make conscious decisions that align with their values and goals. Join the Neurodiversity Podcast Advocacy and Support Group on Facebook. With school starting soon, we have an opportunity for educators to learn more about 2e students by taking our course, Strategies for Supporting Twice-Exceptional Students. It’s great for CE credits for educators, and the course will be enlightening to anyone curious about helping 2e students thrive in the classroom. Christine Fonseca is a licensed educational psychologist, critically acclaimed author, and a nationally recognized speaker on topics related to educational psychology, mental health, giftedness, and using storytelling to heal past wounds. Using her experience consulting and coaching educators and parents, Christine brings her expertise to Psychology Today, authoring the parenting blog Parenting for A New Generation. She has written self-help articles for Parents.com, Johnson & Johnson, and Justine Magazine and appeared on podcasts, radio, and television. Her critically acclaimed titles include Emotional Intensity in Gifted Students, and Letting Go: A Girl’s Guide to Breaking Free From Stress and Anxiety. BACKGROUND READING Twitter/X Facebook Pinterest Emotional Intensity in Gifted Students Other works

On episode 235, Emily Kircher-Morris talks with somatic-centered psychotherapist Mary Martin about the benefits of somatic therapy for neurodivergent people. They discuss how this body-based approach complements traditional talk therapy by focusing on the body-brain connection, and about the importance of interoception and co-regulation. They describe strategies like body awareness, movement, and breathwork to help clients regulate their nervous systems and process emotions. With school starting soon, we have an opportunity for educators to learn more about 2e students by taking our course, Strategies for Supporting Twice-Exceptional Students. It’s great for CE credits for educators, and the course will be enlightening to anyone curious about helping 2e students thrive in the classroom. Mary Martin is a somatic-centered psychotherapist who uses trauma-informed and strengths-based approaches in her therapy with both children and adults. She obtained a Bachelor of Arts degree in Dance Performance and Psychology from Oklahoma City University, which would later help her discover her purpose and passion for somatic-centered therapy. This led her to her Master’s Degree in Somatic Counseling Psychology from Naropa University in Boulder, Colorado with a concentration in Dance and Movement Therapy. Mary’s experience includes working in early childhood education with autistic and developmentally delayed children, children who have experienced trauma and neglect, and private practice settings. BACKGROUND READING Facebook

On episode 234, Emily Kircher-Morris talks with Austina De Bonte about auditory processing differences. They discuss how these differences can often be mistaken for attention issues or social difficulties, and what it all means for everyday life. Dr. De Bonte shares some methodologies used for testing, accommodations that are available, and ground-breaking auditory devices that have been found to help those dealing with auditory processing challenges. Takeaways Auditory processing differences can have a significant impact on how individuals experience the world and react to various situations. Processing differences can often mimic other traits, such as attention issues or difficulties with social relationships. Individuals with auditory processing differences may try to hide or compensate for their difficulties, which can be exhausting and impact their well-being. The Able Kids Foundation specializes in auditory processing disorder and offers unique approaches to assessment and support. An ear filter device can improve word recognition by altering the timing between the ears. Low gain hearing aids and auditory therapies may provide some benefit, but their effectiveness is uncertain. Misophonia, a sensitivity to certain sounds, does not have many effective strategies for treatment. Accommodations such as preferential seating and FM systems in classrooms can help individuals with auditory processing differences. If you are a clinician and you are looking for accredited continuing education specific to neurodivergent clients, you should check out the Therapist Hub. You can join as a founding member and get 15% off the lifetime of your membership with the coupon code HubFM15. If you weren’t able to attend the free course, Foundations of Neurodiversity-Affirming Therapy, you can still take the course as a self-study here. This episode is brought to you by the Gifted Learning Lab, which offers resources and coaching for parents who want to feel more confident raising their intense or sensitive gifted and twice-exceptional kids and teens. Dr. Austina De Bonte is a consultant at Smart is Not Easy, specializing in helping families get to the root cause(s) of their kids’ twice exceptional challenges. She also works with school district teams to improve equitable identification and service models. She is President of the WA Coalition for Gifted Education, Past President of NW Gifted Child Association, and an advisor to The G Word documentary. Dr. De Bonte’s impressive credentials and experience also include being a certified SENG Model Parent Group facilitator, making the list of People to Watch by Variations 2e (2020), and being a recipient of the NAGC Carolyn Callahan Doctoral Student Award (2023), the WAETAG Advocacy Award (2019), and three PTA Outstanding Advocate awards. Austina has a Masters degree from MIT (1998), and an Ed.D. from Bridges Graduate School (2024), where her dissertation was titled “Beyond Universal Screening: Practices and Attitudes that Support Equity in an Accelerated Elementary Program.” BACKGROUND READING Austina De Bonte’s website Facebook

On episode 233, Emily Kircher-Morris is joined by Patrick Casale, a mental health clinician specializing in addictions. The conversation covers a lot of ground, including neurodiversity-affirming practices, and the intersectionality of addiction and neurodivergence. They discuss the importance of creating a neurodivergent affirming environment throughout the therapeutic process, from intake to therapy sessions. They talk about the need for a more nuanced understanding of addiction in the neurodivergent community and the importance of community and connection in recovery. They address concerns about stimulant medication and its relationship to substance abuse, as well as the impact of video games and electronics on addiction. TAKEAWAYS Creating a neurodivergent affirming environment is crucial in the therapeutic process, from intake to therapy sessions. A more nuanced understanding of addiction is needed in the neurodivergent community, considering the impact of neurodivergent traits on coping mechanisms. Community and connection are essential in recovery from addiction. Concerns about stimulant medication and its relationship to substance abuse should be addressed with a focus on individual experiences and needs. The impact of video games and electronics on addiction should be evaluated based on how they affect daily functioning and well-being. Neurodivergent burnout requires sensory soothing and accommodations in the workplace or school settings. Support and normalization are important for individuals struggling with addiction. Get signed up for the live, free continuing education training, Foundations of Neurodiversity-Affirming Therapy, happening on Friday, July 12th. If you can’t be there live, you can still access the video and get the credit. Learn more about 2e students by taking our course, Strategies for Supporting Twice-Exceptional Students. It’s great for CE credits for educators, and the course will be enlightening to anyone curious about helping 2e students thrive in the classroom. Patrick Casale is an AuDHD Licensed Clinical Mental Health and Addictions Therapist in Asheville, NC.. He is the owner of All Things Private Practice and Resilient Mind Counseling. Patrick works as a business coach and strategist, and is also a group practice owner, motivational speaker, international retreat planner, the host of All Things Private Practice Podcast, and co-host of Divergent Conversations Podcast. His work has helped and inspired thousands of mental health professionals to take risks, start and grow their businesses, and invest in themselves. Patrick has been featured on Private Practice Startup, Abundance Practice Building, Therapy Reimagined, Not Your Typical Psychotherapist, Selling The Couch, and Modern Therapists. He is a passionate advocate for reducing shame and stigma of mental health, as well as impostor syndrome. Patrick helps mental health entrepreneurs break the mold, work through their fears and insecurities, and to embrace their authenticity. He loves good coffee, craft beer, playing soccer, and traveling the world. His official motto has become “doubt yourself do it anyway”. BACKGROUND READING Patrick’s website Instagram