Unfiltered Autistic with Amanda McGuinness

Autistic Masking with Kieran Rose: Stigma, Safety, Identity & BelongingWhat is Autistic masking, and what role do parents and professionals have in supporting Autistic people?In this episode of the Unfiltered Autistic Podcast, Amanda McGuinness is joined by internationally recognised Autistic author, academic researcher and consultant Kieran Rose for an in-depth conversation about Autistic masking, stigma, identity, safety, belonging, school, burnout and the environments Autistic people navigate throughout their lives.Kieran challenges some of the common ways masking is understood, exploring the difference between everyday context switching and the adaptations that can develop when Autistic people experience stigma, misunderstanding or invalidation.Amanda and Kieran discuss why masking does not necessarily have one recognisable appearance, why much of it may be unconscious, and why outward presentation cannot tell us what an Autistic person is experiencing internally.The conversation also explores Autistic masking in childhood and education, parental acceptance, identity development, school distress, mental health and Autistic burnout. Importantly, it asks us to look beyond the individual and consider the relationships, expectations and environments surrounding them.Rather than asking only, "How do we stop Autistic people masking?", this conversation invites another question:What might need to change around an Autistic person so that masking becomes less necessary?Kieran Rose is an Autistic author, researcher and consultant whose academic work focuses on Autistic masking, stigma, victimisation and Autistic identity. Together with Dr Amy Pearson, he co-authored Autistic Masking: Understanding Identity Management and the Role of Stigma.Find Kieran Rose and The Autistic Advocate:Biography: https://theautisticadvocate.com/kieran-rose-bioKieran's latest news: https://theautisticadvocate.com/a-personal-announcement/Online training: https://theautisticadvocate.com/onlinelearning/Kieran's book and writing: https://theautisticadvocate.com/autism-essays/Support Kieran and Michelle's work: https://buymeacoffee.com/michelle3sUnfiltered Autistic Podcast with Amanda McGuinness | Little PuddinsTopics include: Autistic masking, Autism masking, masking and stigma, Autistic identity, masking at school, Autistic burnout, school distress, unmasking, Neurodivergence, Autism acceptance and neuroaffirmative practice.

Róisín is a Speech and Language Therapist with over a decade of experience supporting children and families across Ireland, the United Kingdom and Singapore. She currently works on a Children’s Disability Network Team and holds a Master’s degree in Augmentative and Alternative Communication (AAC). Róisín is passionate about AAC, communication access and supporting autistic people to communicate in ways that are meaningful and authentic to them.She is particularly passionate about advocating for greater visibility and celebration of AAC in Ireland, contributing to an inclusive culture where all ways of communicating are embraced and supported.

The PDA Space with Nicola ReekiIn this episode of the Unfiltered Autistic Podcast, Amanda McGuinness speaks with Nicola Reekie, founder of The PDA Space, about PDA, Persistent Drive for Autonomy, the work of The PDA Space, and their upcoming PDA Summit.Nicola shares the story behind The PDA Space and its work supporting PDA people, families and professionals through greater understanding, connection, education and community.Amanda and Nicola talk about what PDA can look like in everyday life, why understanding the nervous system, autonomy, empathy, and felt safety matters, and the importance of moving beyond surface-level interpretations of behaviour to understand what may be happening for the person underneath.They also discuss the upcoming PDA Summit, what inspired it, what people can expect, and why bringing together lived experience, families and professionals is so important in developing more informed, compassionate and neuroaffirmative approaches to PDA.This conversation will be particularly relevant for Autistic and PDA people, parents and carers, educators, health professionals and anyone seeking to deepen their understanding of PDA through a neuroaffirmative lens.Topics discussed include:• PDA and Persistent Drive for Autonomy• The story behind The PDA Space• Supporting PDA people and families• Autonomy, pressure and felt safety• Understanding behaviour as communication• Lived experience and professional perspectives• The PDA Space Summit• Neuroaffirmative approaches to PDA• Supporting PDA children, young people and adultsHosted by Amanda McGuinness, Autistic advocate, Autism specialist and creator of Little Puddins.#PDA #PersistentDriveForAutonomy #Autism #Autistic #PDASpace #PDASummit #Neurodiversity #Neuroaffirmative #AutismPodcastLinks to PDA Space offers & resourceshttps://www.thepdaspace.com/summit_2026 - get your Summit ticketshttps://www.thepdaspace.com/2026-summit - Meet the Summit Speakershttps://www.canva.com/design/DAHQ4X1_kxg/66B2OGvGH1D0-vuMQU4y-w/view?utm_content=DAHQ4X1_kxg&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=hc575a42fa7 E-bookhttps://www.thepdaspace.com/workshops-and-webinars - Find out more about the Portal Membershiphttps://www.thepdaspace.com/offers/LYU9DKgK/checkout - sign up for your Portal Membershiphttps://www.thepdaspace.com/resourcehub - one off recordings you can buyhttps://www.thepdaspace.com/freebies_page - Free Resourceshttps://www.thepdaspace.com/wellbeinghub - Wellbeing Hub sign uphttps://us02web.zoom.us/j/81629280763 - Wellbeing Hub Zoom linkhttps://www.thepdaspace.com/e-books - Ebooks https://www.youtube.com/@thepdaspace - YouTube

ARFID, Autism & Restricted Eating with Specialist Feeding Therapist Teresa FoleyWhat is ARFID (Avoidant Restrictive Food Intake Disorder), and how is it different from the restricted eating and food differences commonly experienced by Autistic children?In this episode of the Unfiltered Autistic Podcast, Amanda McGuinness is joined once again by Teresa Foley, Paediatric Occupational Therapist and Specialist Feeding Therapist, for an insightful and practical conversation about ARFID, Autism, restricted eating, Paediatric Feeding Disorder and complex feeding challenges.Teresa explains why an Autistic child having a very restricted diet does not necessarily mean they have ARFID, and why understanding what is driving a child’s eating differences is so important.Together, Amanda and Teresa explore:• What ARFID is and how it can present• The difference between ARFID, Autistic eating differences and Paediatric Feeding Disorder• Sensory sensitivity to the smell, taste, texture, appearance and sound of food• Interoception and differences in recognising hunger and fullness• Low interest in food and eating• Fear of choking, vomiting, illness or other frightening experiences associated with food• Why some children may progressively lose previously accepted or safe foods• Why safety, trust and regulation are so important around eating• Why pressure to eat or “just try” a food can make eating more difficult• Why an Autistic child may eat at home but be unable to eat at school• The sensory impact of hot school meals, food smells and busy eating environments• Supporting children who struggle to eat during the school day• Why appropriately qualified specialist and multidisciplinary support mattersTeresa also discusses something many parents will recognise: desperately wanting your child to eat more foods while also knowing that pressure, even when well intentioned, can increase anxiety around eating.Teresa Foley is a Paediatric Occupational Therapist and Specialist Feeding Therapist with extensive clinical experience supporting children and families experiencing feeding and eating differences.Teresa has worked in children’s hospitals and community settings in both Ireland and Australia. She previously worked at the National Specialist Feeding Service for Children at the Central Remedial Clinic, where she was part of the clinical team involved in establishing Ireland’s first services for children experiencing ARFID and other complex feeding challenges.Teresa is the owner of Shooting Stars Occupational Therapy in North Dublin, where she supports young children, including Autistic children and children with developmental differences.In 2024, Teresa established The Feeding Therapist, a specialist Occupational Therapy service dedicated to supporting children and families experiencing ARFID, Paediatric Feeding Disorder, restricted eating and other feeding challenges.Teresa brings extensive specialist clinical knowledge to this conversation while recognising the individuality of every child and family.

What does meaningful support for a child or young person with a PDA profile actually look like, particularly when conventional approaches to parenting, teaching and education are not working?In this episode of The Unfiltered Autistic Podcast, Amanda McGuinness is joined by Laura Kerbey, Autism and education consultant, author, trainer and specialist in supporting Autistic and PDA children and young people.With almost 25 years of experience in education, Laura brings an extensive understanding of Autism, PDA, education and alternative approaches to learning. She began her career in Supported Learning within Further Education before becoming an Autism Champion, assistant headteacher and later headteacher of a specialist school for Autistic children and young people.Laura is the founder of PAST, Positive Assessments Support and Training, and co-founder of Kite Therapeutic Learning, which provides individualised education for children and young people who are unable to access conventional school environments.Laura is also neurodivergent herself and speaks openly during the episode about being identified as ADHD in adulthood, the self-understanding that followed and the importance of recognising self-identification as valid.At the heart of this conversation is PDA, autonomy and the importance of understanding what may be happening beneath demand avoidance.Laura explores the movement away from conceptualising PDA simply as an anxiety-driven need for control towards recognising the central importance of autonomy. Using her memorable car analogy, Laura explains how attempts to direct, control or take over can feel like somebody reaching across and taking the steering wheel.Instead, she asks parents and professionals to consider how they can become the trusted passenger, supporting the individual while respecting their need for autonomy, agency and meaningful influence.Amanda and Laura discuss:• what PDA is and how our understanding of PDA continues to evolve• Persistent Drive for Autonomy and the importance of autonomy• why PDA is better understood as “can’t, not won’t”• why demands can affect things a PDA person genuinely wants to do• internal demands and expectations• nervous system sensitivity and anxiety• why trust and felt safety must come before learning• becoming a facilitator rather than directing the individual• building authentic, equal relationships with PDA children and young people• language, tone of voice and reducing unnecessary pressure• why PDA learners may need to understand the value and purpose of learning• interest-led and child-led approaches to education• perfectionism and the demand of having to finish work• why reward and punishment approaches can be particularly problematic• PDA and school distress or difficulty accessing education• the transition from primary to secondary education• alternative and individualised approaches to learning• supporting a PDA learner to reconnect with school• safe people and safe spaces• flexible timetables, soft starts and adapted school days• supporting autonomy while maintaining safety.For educators, one of the most important messages from this episode is deceptively simple: relationship comes first.Laura explains that a PDA learner needs to experience the adult as someone who is genuinely safe and trustworthy. Rather than positioning ourselves as the person controlling the journey, we can work alongside the young person, facilitate learning and demonstrate that we are on their team.The conversation also challenges the misconception that PDA children and young people simply do not want to learn. Laura describes PDA learners who are deeply curious and motivated to learn when learning feels meaningful, relevant and accessible to them.