Podcasts about executive functioning

Links For The Occult Rejectshttps://linktr.ee/theoccultrejectsOccult Research Institutehttps://www.occultresearchinstitute.org/Substackhttps://substack.com/@theoccultrejects?r=7auau0&utm_campaign=profile&utm_medium=profile-pageCash Apphttps://cash.app/$theoccultrejectsVenmo@TheOccultRejectsBuy Me A Coffeebuymeacoffee.com/TheOccultRejectsPatreonhttps://www.patreon.com/TheOccultRejectsBibliographyCurses, Blessings, and Ritual HarmCannon, Walter B. “‘Voodoo' Death.” American Anthropologist 44, no. 2 (1942): 169–181.Faraone, Christopher A. Ancient Greek Love Magic. Cambridge, MA: Harvard University Press, 1999.Gager, John G., ed. Curse Tablets and Binding Spells from the Ancient World. New York: Oxford University Press, 1992.Graf, Fritz. Magic in the Ancient World. Translated by Franklin Philip. Cambridge, MA: Harvard University Press, 1997.Ogden, Daniel. Magic, Witchcraft, and Ghosts in the Greek and Roman Worlds: A Sourcebook. 2nd ed. New York: Oxford University Press, 2009.Stratton, Kimberly B., and Dayna S. Kalleres, eds. Daughters of Hecate: Women and Magic in the Ancient World. New York: Oxford University Press, 2014.Tambiah, Stanley Jeyaraja. “The Magical Power of Words.” Man 3, no. 2 (1968): 175–208.Placebo, Nocebo, and Medical CommunicationBarsky, Arthur J., Ralph Saintfort, Malcolm P. Rogers, and Jonathan F. Borus. “Nonspecific Medication Side Effects and the Nocebo Phenomenon.” JAMA 287, no. 5 (2002): 622–627.Benedetti, Fabrizio. Placebo Effects: Understanding the Mechanisms in Health and Disease. Oxford: Oxford University Press, 2009.Benedetti, Fabrizio, Marina Lanotte, Lorella Lopiano, and Luana Colloca. “When Words Are Painful: Unraveling the Mechanisms of the Nocebo Effect.” Neuroscience 147, no. 2 (2007): 260–271.Colloca, Luana, and Fabrizio Benedetti. “Nocebo Hyperalgesia: How Anxiety Is Turned into Pain.” Current Opinion in Anaesthesiology 20, no. 5 (2007): 435–439.Colloca, Luana, and Damien Finniss. “Nocebo Effects, Patient–Clinician Communication, and Therapeutic Outcomes.” JAMA 307, no. 6 (2012): 567–568.Colloca, Luana, and Franklin G. Miller. “The Nocebo Effect and Its Relevance for Clinical Practice.” Psychosomatic Medicine 73, no. 7 (2011): 598–603.Enck, Paul, Fabrizio Benedetti, and Manfred Schedlowski. “New Insights into the Placebo and Nocebo Responses.” Neuron 59, no. 2 (2008): 195–206.Häuser, Winfried, Ernil Hansen, and Paul Enck. “Nocebo Phenomena in Medicine: Their Relevance in Everyday Clinical Practice.” Deutsches Ärzteblatt International 109, no. 26 (2012): 459–465.Inner Speech and DevelopmentFernyhough, Charles. The Voices Within: The History and Science of How We Talk to Ourselves. New York: Basic Books, 2016.Vygotsky, Lev S. Thought and Language. Revised and expanded ed. Edited and translated by Alex Kozulin. Cambridge, MA: MIT Press, 1986.Winsler, Adam, Charles Fernyhough, and Ignacio Montero, eds. Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation. Cambridge: Cambridge University Press, 2009.Rumination and Repetitive Negative ThinkingBrosschot, Jos F., Bart Verkuil, and Julian F. Thayer. “Conscious and Unconscious Perseverative Cognition: Is a Large Part of Prolonged Physiological Activity Due to Unconscious Stress?” Journal of Psychosomatic Research 69, no. 4 (2010): 407–416.Ehring, Thomas, and Edward R. Watkins. “Repetitive Negative Thinking as a Transdiagnostic Process.” International Journal of Cognitive Therapy 1, no. 3 (2008): 192–205.Nolen-Hoeksema, Susan. “Responses to Depression and Their Effects on the Duration of Depressive Episodes.” Journal of Abnormal Psychology 100, no. 4 (1991): 569–582.Nolen-Hoeksema, Susan, Blair E. Wisco, and Sonja Lyubomirsky. “Rethinking Rumination.” Perspectives on Psychological Science 3, no. 5 (2008): 400–424.Smith, Jeannette M., and Lauren B. Alloy. “A Roadmap to Rumination: A Review of the Definition, Assessment, and Conceptualization of This Multifaceted Construct.” Clinical Psychology Review 29, no. 2 (2009): 116–128.Treynor, Wendy, Richard Gonzalez, and Susan Nolen-Hoeksema. “Rumination Reconsidered: A Psychometric Analysis.” Cognitive Therapy and Research 27, no. 3 (2003): 247–259.Watkins, Edward R. “Constructive and Unconstructive Repetitive Thought.” Psychological Bulletin 134, no. 2 (2008): 163–206.Watkins, Edward R. Rumination-Focused Cognitive-Behavioral Therapy for Depression. New York: Guilford Press, 2016.Self-Talk and PerformanceHardy, James. “Speaking Clearly: A Critical Review of the Self-Talk Literature.” Psychology of Sport and Exercise 7, no. 1 (2006): 81–97.Hatzigeorgiadis, Antonis, Nikos Zourbanos, Evangelos Galanis, and Yiannis Theodorakis. “Self-Talk and Sports Performance: A Meta-Analysis.” Perspectives on Psychological Science 6, no. 4 (2011): 348–356.Theodorakis, Yiannis, Antonis Hatzigeorgiadis, and Nikos Zourbanos. “Cognition: Self-Talk and Performance.” In The Oxford Handbook of Sport and Performance Psychology, edited by Shane M. Murphy. New York: Oxford University Press, 2012.Affect Labeling, Emotion, and LanguageBarrett, Lisa Feldman. “Solving the Emotion Paradox: Categorization and the Experience of Emotion.” Personality and Social Psychology Review 10, no. 1 (2006): 20–46.Lieberman, Matthew D., Naomi I. Eisenberger, Molly J. Crockett, Sabrina M. Tom, Jennifer H. Pfeifer, and Baldwin M. Way. “Putting Feelings into Words: Affect Labeling Disrupts Amygdala Activity in Response to Affective Stimuli.” Psychological Science 18, no. 5 (2007): 421–428.Lindquist, Kristen A., Lisa Feldman Barrett, Eliza Bliss-Moreau, and James A. Russell. “Language and the Perception of Emotion.” Emotion 6, no. 1 (2006): 125–138.Torre, Jared B., and Matthew D. Lieberman. “Putting Feelings into Words: Affect Labeling as Implicit Emotion Regulation.” Emotion Review 10, no. 2 (2018): 116–124.Self-Distancing and Reflective ProcessingAyduk, Özlem, and Ethan Kross. “From a Distance: Implications of Spontaneous Self-Distancing for Adaptive Self-Reflection.” Journal of Personality and Social Psychology 98, no. 5 (2010): 809–829.Kross, Ethan, and Özlem Ayduk. “Making Meaning out of Negative Experiences by Self-Distancing.” Current Directions in Psychological Science 20, no. 3 (2011): 187–191.Kross, Ethan, Özlem Ayduk, and Walter Mischel. “When Asking ‘Why' Does Not Hurt: Distinguishing Rumination from Reflective Processing of Negative Emotions.” Psychological Science 16, no. 9 (2005): 709–715.Kross, Ethan, Emma Bruehlman-Senecal, Jiyoung Park, Aleah Burson, Adrienne Dougherty, Holly Shablack, Ryan Bremner, Jason Moser, and Özlem Ayduk. “Self-Talk as a Regulatory Mechanism: How You Do It Matters.” Journal of Personality and Social Psychology 106, no. 2 (2014): 304–324.Moser, Jason S., Adrienne Dougherty, Whitney I. Mattson, Benjamin Katz, Tim P. Moran, Darwin Guevarra, Hannah Shablack, et al. “Third-Person Self-Talk Facilitates Emotion Regulation Without Engaging Cognitive Control: Converging Evidence from ERP and fMRI.” Scientific Reports 7 (2017): 4519.Affirmation and Counter-IncantationCascio, Christopher N., Matthew B. O'Donnell, Francis J. Tinney Jr., Matthew D. Lieberman, Shelley E. Taylor, Victor J. Strecher, and Emily B. Falk. “Self-Affirmation Activates Brain Systems Associated with Self-Related Processing and Reward and Is Reinforced by Future Orientation.” Social Cognitive and Affective Neuroscience 11, no. 4 (2016): 621–629.Cohen, Geoffrey L., and David K. Sherman. “The Psychology of Change: Self-Affirmation and Social Psychological Intervention.” Annual Review of Psychology 65 (2014): 333–371.Wood, Joanne V., W. Q. Elaine Perunovic, and John W. Lee. “Positive Self-Statements: Power for Some, Peril for Others.” Psychological Science 20, no. 7 (2009): 860–866.Implementation Intentions and ActionGollwitzer, Peter M. “Implementation Intentions: Strong Effects of Simple Plans.” American Psychologist 54, no. 7 (1999): 493–503.Gollwitzer, Peter M., and Veronika Brandstätter. “Implementation Intentions and Effective Goal Pursuit.” Journal of Personality and Social Psychology 73, no. 1 (1997): 186–199.Gollwitzer, Peter M., and Paschal Sheeran. “Implementation Intentions and Goal Achievement: A Meta-Analysis of Effects and Processes.” Advances in Experimental Social Psychology 38 (2006): 69–119.Schweiger Gallo, Inge, Andreas Keil, Kathleen C. McCulloch, Brigitte Rockstroh, and Peter M. Gollwitzer. “Strategic Automation of Emotion Regulation.” Journal of Personality and Social Psychology 96, no. 1 (2009): 11–31.Ritual, Identity, and Psychological FormationBell, Catherine. Ritual Theory, Ritual Practice. New York: Oxford University Press, 1992.Hobson, Nicholas M., Juliana Schroeder, Jane L. Risen, Dimitris Xygalatas, and Michael Inzlicht. “The Psychology of Rituals: An Integrative Review and Process-Based Framework.” Personality and Social Psychology Review 22, no. 3 (2018): 260–284.Rappaport, Roy A. Ritual and Religion in the Making of Humanity. Cambridge: Cambridge University Press, 1999.Xygalatas, Dimitris. Ritual: How Seemingly Senseless Acts Make Life Worth Living. New York: Little, Brown Spark, 2022.Also want to remind people about the website, if you're into reading we have tons of information by multiple contributors, and we got t-shirts up on the site if you're interested. Fun fact, the art is all based on the eyeball. 

Many school clinicians know executive functioning is important. They also know that their entire team should be supporting it across general and special education settings. But they don't always know what exactly that looks like in practice…And if they do, they don't know HOW they can change the practices of classroom teachers. There are a lot of unanswered questions. …How can I find time to think about changing teacher's practices when I barely have time to manage my own workload? …What is my role if students don't “qualify” for services on an IEP? …Doesn't adding executive functioning to my plate open up a whole can of worms I'll never be able to manage as a related service provider? …Even if I should be involved, how do I get teachers and administrators to “buy in?”In this episode, I share how I help school clinicians not just answer these questions, but actually get executive functioning support in place…Even if they're not administrators…Without taking them away from their existing responsibilities or causing role confusion…And, even if they don't have “buy in” from everyone on their team that they SHOULD be involved with executive functioning. As you listen, I invite you to consider that you MIGHT NOT need to get buy-in to start. The buy in comes with the process because it helps to “stack” the evidence you need to gain traction along the way. And…the reason that no one can give you a clear answer on how or what your role is because a clear framework doesn't exist. People don't give you an answer because most people don't know HOW executive functioning support should look in schools. That's an opportunity for YOU to define how that looks. Which you are one of the most qualified people in your building to do if you're an SLP, social worker, psychologist, counselor, or other related service provider. And if you do it the right way, it can save you time and get better support for students in place at the same time. I share why that's the case in episode 265 of De Facto Leaders.  In this episode, I mentioned my free training where I share three mistakes professionals make when supporting executive functioning (that result in prompt-dependence and dysregulation). In this training, I cover the following:✅ Already working on executive functioning, and not seeing results? It could be because you're NOT truly working on executive functioning, even though you think you are. Learn how to make the subtle shifts that make all the difference.✅ Are severe behaviors preventing ANY true skill development? Learn the common mistakes school teams make (related to executive functioning) that create prompt-dependence and dysregulation, and what to do instead.✅ Are students struggling with peers, even though you're working on social skills? I'll share why "social skills groups" rarely result in good skill-transfer, and how to shift your service-deliver model to help students self-advocate and form relationships.✅ Not sure your team will buy-in to supporting executive functioning in classrooms? Learn the 3-part framework I teach SLPs, social workers, psychologists, counselors, and other interventionists that helps them implement building-wide executive functioning intervention, even with a huge caseload.You can sign up for this training here: https://drkarendudekbrannan.com/efleadershipIn this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

In this episode of the Autism Family Resource Podcast, Brian Keene sits down with ADHD coach, educator, and parent advocate Dr. Norrine Russell for an honest and supportive conversation about ADHD medication, executive functioning, and helping children build lifelong skills. For many families, medication can feel overwhelming, emotional, and filled with conflicting opinions. Dr. Russell shares her perspective as both a parent and advocate, helping families better understand how ADHD medication conversations often unfold, what "first-line treatment" means, and why parents don't have to navigate these decisions alone. The conversation also explores the important idea that medication does not teach skills by itself. Brian and Dr. Russell discuss practical ways parents can support routines, organization, emotional regulation, time management, and executive functioning at home using simple tools and supportive environments. This episode is not about telling parents what decisions to make. It's about helping families feel more informed, supported, and empowered to advocate for their child in thoughtful and compassionate ways.     Topics Covered Why ADHD medication conversations feel emotional for families What "first-line treatment" means for ADHD Common medication concerns and side effects parents notice Why symptom tracking can help families advocate effectively Executive functioning explained in parent-friendly language Practical ways to support routines, organization, and planning Why medication does not replace skill-building Helping neurodivergent children advocate for themselves Navigating social media advice and extreme medication stories     Timestamps 00:00 Introduction 01:40 Why medication conversations feel overwhelming 05:00 What "first-line treatment" means 10:30 Understanding medication duration and side effects 19:50 What parents should track during medication trials 22:45 "Pills and skills" and executive functioning support 29:10 Helping children understand and advocate for themselves     Memorable Quote "Your child is still your child. Don't be afraid to ask questions. Don't be afraid to seek support. And don't be afraid to advocate for your child."     About the Guest Dr. Norrine Russell is an ADHD coach, educator, parent advocate, and founder of Russell Coaching. She supports neurodivergent students and families while also bringing personal experience as a parent of children with ADHD and autism.     Resources Mentioned Russell Coaching ADHD Medication: Does It Work and Is It Safe? by Walt Karnisky Symptom tracker tools for medication observations Family whiteboards, timers, and visual schedules for executive functioning support     About the Host Hosted by Brian Keene, occupational therapist and founder of Pure Hearts Therapy, a neurodiversity-affirming pediatric therapy practice providing home-based occupational, speech, and physical therapy services across Arizona, including aquatic therapy and virtual parent coaching.     Subscribe & Connect If this episode resonated with you, please consider sharing it with another parent who might benefit from this conversation. Listen and subscribe to the Autism Family Resource Podcast: https://pod.link/1591840956 Explore more resources for families at: https://pureheartstherapy.com

What if the biggest obstacle to behavior change is not motivation at all? Executive functioning skills often influence how learners manage tasks, regulate emotions, transition between activities, and develop independence. Whether someone has autism, ADHD, anxiety, a learning disability, or no diagnosis, challenges with executive functioning can make everyday expectations much harder than they appear.We explore the core skills that make up executive functioning, including working memory, cognitive flexibility, inhibition, planning, task initiation, emotional regulation, and self-monitoring. We also discuss why these challenges are so often mistaken for noncompliance and how shifting our perspective can lead to more compassionate, effective support.From independent activity schedules and visual supports to environmental modifications and explicit skill teaching, we share practical strategies that help learners build these essential skills. We also introduce our Early Executive Functioning course, designed to help young children develop foundational executive functioning abilities through structured, developmentally appropriate activities. By focusing on the skills behind the behavior, we can create interventions that build lasting independence and meaningful progress.What's Inside: Why executive functioning challenges are often mistaken for noncomplianceThe core executive functioning skills that influence behavior and learningPractical strategies to teach independence, flexibility, and task initiationMentioned in This Episode:Episode 172: How to Teach Executive Functioning SkillsEarly Executive Functioning Mastery CourseHowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram

Hyperfocus can feel like a superpower...until you realize you forgot to eat lunch, answer emails, or pick up your kids because you got completely absorbed in one thing.In this episode, we're talking about how to use ADHD hyperfocus intentionally instead of waiting for it to randomly show up. You'll learn practical strategies to trigger hyperfocus when you need it most, whether you're tackling a work project, cleaning the house, studying, or finally finishing that task you've been avoiding.You'll discover:Why hyperfocus isn't "good" or "bad," it's all about how you use itThe PINCH method for creating the conditions that help your ADHD brain focusHow urgency, novelty, and interest can make focusing feel almost effortlessWhy protecting your first 5 to 10 minutes is the secret to getting into flowSimple ways to make boring tasks more engaging for an ADHD brainHow to work with your brain instead of constantly fighting against itIf you've ever wondered how to get into a productive flow state, improve your ADHD focus, or stop waiting for motivation to magically appear, this episode is for you.Because the same brain that creates the challenge can also create the solution.Ready to stop scrambling? Book your complimentary Chaos to Calm session.Free Resources:

For kids who struggle with ADHD, big emotions, and battles over non-preferred tasks, sometimes parents are missing what really needs to change. In this episode of the Sustainable Parenting Podcast with Flora McCormick, you'll hear from Michael McLeod, a language pathologist, executive functioning specialist, and creator of the Grow Now Internal Skills Coaching Model. We'll explore why ADHD is about more than attention and focus, and how executive functioning affects self-regulation, motivation, resilience, and independence.Also, we'll talk about the difference between behavior and brain-based challenges, and why it can be so helpful to look at what's happening across home, school, and other areas of a child's life. Instead of assuming a child simply won't cooperate or isn't trying hard enough, this conversation offers another way to understand the skills that may still be developing.You'll also hear about the powerful pull of screens for kids with ADHD and why instant gratification can make everyday tasks feel even harder. Michael explains how screens and conflict can become easy sources of stimulation, while real-world activities ask children to practice skills like self-regulation, motivation, and delayed gratification.And when big emotions or tantrums happen, we'll discuss why parents don't always have to rush in with more talking, reasoning, or explanations. Giving kids some space to move through hard feelings can be part of raising resilient kids and helping them develop greater independence over time.In this episode, you'll learn:• Why ADHD is better understood through the lens of executive functioning and self-regulation• How to look beyond challenging behavior and consider what skills your child may still be developing• Why screens can be especially compelling for kids who struggle with executive functioning• How giving children space during tantrums can support resilience and independence• Why using less language can help when your child is dysregulated• How positive discipline can focus on building skills rather than simply changing behavior in the moment✨ If you've ever felt stuck explaining the same thing again and again, this conversation offers a different way forward. You'll walk away with a better understanding of executive functioning and practical ideas for supporting your child's growth with more calm, confidence, and connection.✨Want more?  ✨JOIN me in the SUMMER of support:  

Send us Fan MailSchool's out, the dorm shopping list is done, and move-in day is getting closer. But there's one thing almost nobody talks to incoming freshmen about: how you're actually going to manage once you get there. In this episode, I sit down to break down what the first semester of college really looks like, including four phases nearly every freshman moves through: the Honeymoon Phase, the Dip, the Defining Window, and the road to feeling grounded again. Leslie Rose and I share our own stories, including a college dropout story that might surprise you, and get into the real, practical stuff that makes the difference: making friends when you don't know a single person, why sleep might be the most underrated academic strategy out there, how to build a routine that actually sticks, and how to ask for help before things reach crisis level. Whether you're a soon-to-be freshman feeling excited, terrified, or some very specific mix of both, or a parent wondering how to support without hovering, this episode gives you a roadmap for what's ahead. Check out Leslie Rose Coaching: Website: leslierosecoaching.comInstagram: instagram.com/leslierosecoachingFacebook: facebook.com/leslierosecoaching   The Resilient Launch is a high-touch coaching program that helps incoming freshmen become more confident, capable, and independent without their parents having to constantly remind, rescue, or step in.Spots are limited for this first round. Join the priority list through the link in the show notes.  Find my podcastEmail me:  ccoufal@cynthiacoufalcoaching.comText me:  785-380-2064More information

In this episode, Brian sits down with Dr. Norrine Russell, a developmental psychologist, parent, and founder of one of the largest coaching practices for neurodivergent students in the country. Drawing from both her professional expertise and her lived experience raising children with ADHD, autism, and anxiety, Dr. Russell shares a powerful and practical approach to supporting kids in school and in life. The conversation breaks down executive functioning in a way that actually makes sense for parents and caregivers, reframing it as everyday life skills like planning, time management, and follow-through. You'll also hear about "Connected Coaching," a model that supports students through executive functioning, social-emotional growth, and study skills. From task initiation struggles to test preparation challenges, this episode is filled with real-life examples and strategies families can begin using right away. Dr. Russell also shares key insights on IEP and 504 advocacy, helping parents better navigate school systems and ensure their child gets the support they need. This episode is a reminder that there is no one-size-fits-all approach—and that your child's strengths matter just as much as their challenges. Topics Covered What executive functioning really means in everyday life Why task initiation and follow-through are common challenges How to support kids with planning and organization The biggest study skill most students are missing Why self-testing is critical for learning and retention How to advocate effectively in IEPs and 504 plans Understanding autism as multiple spectrums, not just one Why strengths-based support changes everything Memorable Quote "You have permission to create your parenting style in a way that works for your child and your family." About the Guest Dr. Norrine Russell is a developmental psychologist, parent, and founder of Russell Coaching for Students, one of the largest coaching practices for neurodivergent students in the U.S. She developed the "Connected Coaching" model, which integrates executive functioning, social-emotional development, and academic skills to support students in a holistic and personalized way. Resources Mentioned Russell Coaching for Students (20% off 3 months with code: podcast26) Quizlet (study and self-testing tool) About the Host Brian Keene is an occupational therapist and founder of Pure Hearts Therapy, a neurodiversity-affirming pediatric therapy practice based in Arizona. Through the Autism Family Resource Podcast, Brian provides practical tools, support, and real conversations to help families feel more confident navigating their child's journey. Subscribe & Connect If this episode resonated with you, please consider sharing it with another parent who might benefit from this conversation. Listen and subscribe to the Autism Family Resource Podcast: https://pod.link/1591840956 Explore more resources for families at: https://pureheartstherapy.com

ADHD is one of the most common co-occurring diagnoses BCBAs encounter, yet it is often misunderstood. Looking beyond observable behaviour helps us better understand the executive functioning, self-regulation, and attention challenges that can influence learning, motivation, and behaviour.We discuss the different presentations of ADHD, clear up common misconceptions, and discuss why understanding the reason behind a learner's behaviour leads to more effective, individualized intervention. We also compare how ADHD and autism can present with similar behaviours while requiring very different treatment approaches.From executive functioning skills like planning, working memory, organization, and task initiation to practical strategies for supporting regulation, motivation, and independence, we share ways to adapt teaching sessions and build supports that set learners up for success. Throughout the conversation, we emphasize compassionate care, collaboration across settings, and recognizing strengths alongside challenges. By understanding what is happening beneath the surface, BCBAs can create interventions that are more meaningful, responsive, and effective for learners with ADHD.What's Inside: Why ADHD affects learning far beyond attentionExecutive functioning skills every BCBA should understandPractical strategies for supporting learners with ADHD in ABAMentioned in This Episode:Episode 193: Common Comorbidities with Autism and the Behavioral ImplicationsThe Explosive Child by Dr. Ross GreeneHowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram

In this episode we define executive functioning through the lens of neuroscience, while reminding educators that executive functioning is involved in everyday tasks. Cognitive training isn't limited to a training center, but can happen through integrating intentional cognitive practices, which are both easier and more enjoyable than most would think!

Send us Fan Mail Have you ever bought your child a planner, calendar, or organizational system you were sure would help, only to watch it sit unused? That does not necessarily mean your child is lazy, unmotivated, or unwilling to get organized. The system may simply not fit how they think, work, and respond to pressure. In this episode, I share how I helped one student uncover the missing piece in her organization system and create deadlines that work with her strengths instead of against them. We also explore body doubling, shorter work sprints, internal motivation, and why personalized support is often more effective than handing every student the same planner. You'll learn three questions you can ask your child to discover:  When they are most productive  What usually gets in their way  What small strategy they can test this week The goal is not to correct or control your child. It is to stay curious and help them build a system they can use independently, especially as they prepare for college. If you have an incoming college freshman, join the priority list for The Resilient Launch. I'll soon invite 10 families into this personalized coaching program designed to help college freshmen manage their time, stress, responsibilities, and first-year transition with greater confidence and independence.  Find my podcastEmail me:  ccoufal@cynthiacoufalcoaching.comText me:  785-380-2064More information

Can someone with ADHD really make a great leader?Absolutely. In fact, many of the strengths associated with ADHD, including creativity, emotional intelligence, adaptability, big-picture thinking, and relationship building, can make someone an exceptional leader.In this episode, you'll learn:• Why ADHD and leadership often go hand in hand• The leadership strengths many people with ADHD don't recognize in themselves• How emotional intelligence can become one of your greatest leadership superpowers• Why creativity, vision, and adaptability matter more than perfection• How to lean into your strengths while finding support for executive functioning challenges• Why having ADHD doesn't disqualify you from leadership. It may actually help you thrive.If you've ever wondered whether ADHD is holding you back professionally, or you've questioned whether you're "leadership material," this episode will help you see your strengths in a whole new light. You may discover that the very traits you've struggled with are the same ones that can make you an inspiring, effective, and compassionate leader.Ready to stop scrambling? Book your complimentary Chaos to Calm session.Free Resources:

Helping learners become truly independent means more than fading prompts. It means knowing when to step back so confidence, problem solving, and self-management can grow. While it's natural to want to help, too much adult guidance can unintentionally create dependence that limits opportunities at home, school, work, and in the community.We explore the difference between prompt dependence and people dependence, and why building independence should always be part of the teaching plan from the very beginning. We also share practical strategies for replacing adult prompts with natural supports such as visual schedules, checklists, calendars, timers, self-monitoring systems, and environmental cues that learners can rely on long after direct support has faded.Along the way, we discuss why allowing safe opportunities to struggle is an important part of learning, how collaboration with families and teams supports successful fading, and why thoughtfully reducing support helps learners develop the confidence and skills they need for greater autonomy. Independence is not about removing support. It's about creating systems that evolve with the learner and promote lasting success.What's Inside: Why prompt fading is only one part of building independencePractical tools that reduce reliance on adult supportStrategies for promoting confidence through thoughtful fadingMentioned in This Episode:Episode 105: Hierarchy of Prompting in ABASelf & MatchHowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram

In this special episode of Why Distance Learning, hosts Seth Fleischauer, Allyson Mitchell, and Tami Moehring skip the guest interview and trade hot takes drawn from their recent run of research conversations — with Michael Barbour, Bobbi Sandberg, Jered Borup, and Kristen DeBruler. Each host came in with their own list, then picked which ones to dig into together. What surfaces is a set of specific, evidence-backed reframes: where parents' instincts to help go wrong, why remote isolation is a design failure rather than an inherent cost of distance learning, and what's actually breaking down when students sense their teachers are using AI on their feedback.Together, the hosts work through the Academic Communities of Engagement framework's head/heart/hands distinction, and why the "heart" and "hands" work — trust, executive-functioning support — protects kids more than parents jumping in on academic content. They connect a CBS News piece on remote-worker isolation to Michael Barbour's finding that logging into school was, for some students, the most normal part of their pandemic day, arguing that isolation is what happens when culture isn't designed on purpose, not something baked into the medium. And they spend the back half of the episode on AI: not the cheating problem schools have mostly focused on, but the mirror-image trust break when students catch teachers using it on feedback without saying so — and why an honest, disclosed, assignment-by-assignment AI policy beats a blanket ban nobody actually follows.Key topics:Head, heart, hands: the Academic Communities of Engagement (ACE) frameworkWhy parental "head" support (re-teaching content) can do more harm than goodRemote work isolation as a design failure, not a modality problemMichael Barbour's finding on pandemic remote learning and student mental healthTeacher-student trust and AI-generated feedbackAssignment-by-assignment AI disclosure as an alternative to blanket bans"Improved" vs. "more" parental involvementLinks & ResourcesPrior Why Distance Learning episodes referenced: Michael Barbour (Part 1, Part 2, and Part 3), Helaine Marshall, Bobbi Sandberg, Jered Borup (Part 1 & Part 2), Kristen DeBrulerAcademic Communities of Engagement (ACE) framework: https://edtechbooks.org/encyclopedia/academic_communities_of_engagement_ace_frameworkBehind the Screen: Exploring Parental Roles in K-12 Online Education (Sandberg & Borup, Journal of Research on Technology in Education, 2025): https://www.tandfonline.com/doi/full/10.1080/15391523.2024.2447729Cuccolo, K. & DeBruler, K. (2024). A Look Back At 3 Years of Michigan Virtual Research. Michigan Virtual. https://michiganvirtual.org/research/publications/a-look-back-at-3-years-of-michigan-virtual-research/Make It Mindful episode with Katherine Heavers on the biology of trust (referenced by Seth): https://mim.bepodcast.network/episodes/85-katherine-heaversCBS News piece on remote work and isolation (referenced by Tami): https://www.cbsnews.com/news/remote-work-job-isolation-mental-health/Derek Thompson, "A World Without Work," The Atlantic (July/August 2015): https://www.theatlantic.com/magazine/archive/2015/07/world-without-work/395294/Ikigai (Japanese concept referenced by Allyson): https://www.japan.go.jp/kizuna/2022/03/ikigai_japanese_secret_to_a_joyful_life.htmlNote: this is a hosts-only episode, so there's no guest bio or guest-provided links to confirm — just the items above referenced on air.About the Hosts: Seth Fleischauer is the founder of Banyan Global Learning and host of Why Distance Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators — building the kind of structured, human-centered distance learning the podcast explores. See https://banyangloballearning.com/Tami Moehring and Allyson Mitchell work with CILC, the Center for Interactive Learning and Collaboration, to help educators implement high-quality live virtual learning experiences across grade levels. Discover more at CILC.org.

Executive Functioning skills are skills which help us to plan, organise and complete a task In last episode I shared 5 Executive Functioning challenges in children with autism and how you can support them at home . Go back and listen to that episode before you listen to this .In this episode I share the next 5 Executive Functioning skills and how you can support them at home as many children on the spectrum struggle with these skills If you find my podcast helpful leave me a 5 star rating and a review in Apple podcast or Spotify which will help my podcast reach more autism parents Follow Autismfamilystory on Instagram , Facebook, TikTok and Pinterest

Can you have ADHD and still be a perfectionist?Absolutely. In fact, perfectionism is surprisingly common among adults with ADHD, even if your house is messy, you're always running late, or you don't fit the stereotype of a "perfectionist."In this episode, you'll learn:• Why ADHD and perfectionism often go together• How perfectionism can lead to procrastination, burnout, and overwhelm• The difference between having high standards and being a perfectionist• Why all-or-nothing thinking makes it harder to get things done• How perfectionism can become a coping strategy for anxiety and self-doubt• A simple mindset shift to help you let go of perfectionism and make progressIf you've ever delayed starting a project, spent hours trying to make something "just right," or felt like your work is never good enough, this episode will help you understand why perfectionism happens with ADHD and how to move forward with more confidence and less stress.Remember: B-level work that's finished wins every time.Ready to stop scrambling? Book your complimentary Chaos to Calm session.Free Resources:

When an autistic child or teen consistently pushes back against daily expectations, traditional parenting and teaching methods often default to high-pressure enforcement. This pattern routinely triggers escalating defensive behaviors, creating a continuous loop of friction that strains the entire family system. In this encore conversation, Sandra McConnell, an advocate known as the PDA Mama Bear, joins Emily Kircher-Morris to unpack the nuanced framework of pervasive demand avoidance and explore how it reshapes typical social navigation. They talk about ways to shift the focus away from top-down behavior tracking, and why common behaviorist tools like point charts or sudden restrictions fail to foster authentic growth for youth with this cognitive profile. TAKEAWAYS PDA represents a distinct neurodivergent profile rooted in a protective baseline of sensory anxiety and a heightened resistance to coercion. Traditional behavioral adjustments such as top-down discipline, sudden restrictions, and performance rewards lose their utility when applied to youth with deep demand avoidance patterns. Apparent behavioral compliance can hide severe internal masking and exhaustion, which often surfaces later as profound burnout and sudden academic avoidance. Manifestations of demand avoidance often vary between protective escape patterns and a desire to control the immediate household environment. Shifting the caregiver approach from a position of top-down authority to that of an instructional mentor lowers daily pressure and builds authentic family trust. Protecting a child's long-term social and emotional development requires moving away from absolute compliance demands to focus instead on reducing baseline nervous system stress. This week's special CE training for mental health professionals features Dr. Christopher Willard, and is titled, "The New 3 R's: Mindfulness-Based Resilience, Regulation, and Relationships." The training is live online Friday, July 10 from 2:00 to 3:30 pm Eastern, and is approved for 1.5 APA and NBCC continuing education hours. Everyone who registers can earn those credits by watching the event live, or can choose to watch it later. Register here. Sandra McConnell is a blogger, speaker, and trainer on Autistic Pathological Demand Avoidance (PDA). She conducts webinars, workshops and conferences all across the country to train and inform people about PDA. She has two graduate certificates in Learning Differences & Neurodiversity specializing in Executive Functioning and Autism (Landmark College, 2021); a certification in PDA through the UK-based, OCN-accredited organization Neurodivergent Education Support and Training (NEST, 2020); a master's degree in Forensic Psychophysiology (Argosy University, 2006); and a bachelor's degree in Psychology and Criminology (UNM, 2000).  Sandra lives in Maryland, USA, with her husband, who's ADHD, her 13-year-old son, who's PDA, her 10-year-old son, who's ADHD, and her 6-year-old daughter, who's TBD. BACKGROUND READING Sandra's website The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Executive Functioning skills are skill which help us plan, organise and complete a task .Our children with autism struggle with executive functioning skills and this can affect their daily functioning.In this episode I am sharing 5 of these challenges and how you can support your child at home .I will share the next 5 challenges in part 2 next week .If you find my podcast helpful leave me a 5 star rating and a review so my podcast reaches more autism parents

What are some strategies to improve executive functioning skills? In this clip, Sarah Glass and Eliza Cagle talk about strategies that have worked for them and how thinking out of the box and being able to hyper-focus has helped their careers. Although they've never met in person, Sarah and Eliza have several things in common. They're both mothers to children on the spectrum, Board Certified Behavior Analysts, and late-diagnosed, neurodivergent women – Sarah has ADHD and Eliza is autistic. Additionally, both of them have travelled with SkillCorps®, our volunteer program in which autistic self-advocates and professionals visit our international partner sites and collaborate with their local teachers and therapists. Welcome to Autism Tips & Tools, where we highlight the best practical guidance from previous episodes of Autism Knows No Borders. Whether you're a self-advocate, a family member, or a service provider, there's something here for you! This conversation with Sarah Glass and Eliza Cagle was originally released on June 24, 2021. Would you like to know how being neurodivergent may affect someone's parenting style? Click the link below for the full conversation and be sure to subscribe to hear more from people connected to autism inspiring change and building community.  Neurodivergent Moms: SkillCorps Spotlight, with Sarah Glass and Eliza Cagle Let's work together to transform how the world relates to autism. ----more---- We appreciate your time. If you enjoy this podcast and you'd like to support our mission, please take just a few seconds to share it with one person who you think will find value in it too.  Follow us on Instagram: @autismpodcast  Join our community on Mighty Networks: Global Autism Community  Subscribe to our YouTube channel: Global Autism Project  We would love to hear your feedback about the show. Please fill out this short survey to let us know your thoughts: Listener Survey 

This episode is a listener Q&A covering some surprisingly connected themes: ambition, gratitude, creativity, faith, neurodivergence, and artificial intelligence. Justin explores: Why “being held back” isn't always something to overcome. How gratitude changes our relationship with ambition. What to do when your faith feels like it's falling apart. ADHD, executive functioning, and practical ways to get unstuck. Why creativity begins with play rather than performance. Whether AI can actually participate in the creative process. Why the tools we use ultimately shape the people we become. Referenced: Austin Kleon – Don't Call It Art C.S. Lewis on beauty The Atlantic AI Search Database Spiritual direction as a practice of discernment Links For Justin:Read Justin's SubstackOrder In The Low - NEW Book with Scott EricksonCoaching with JustinOrder In Rest - New Book of PoemsOrder Sacred StridesJustinMcRoberts.comSupport this podcastNEW Single - Let GoNEW Music - Sliver of HopeNEW Music - The Dood and The BirdThe Book - It Is What You Make itHearts and Minds Amazon Barnes and Noble

"The only way to build executive functions is through relationships and experiences. Not worksheets, not lectures, not in the classroom." In this episode, Heather and Mike McLeod dive into the growing conversation around ADHD, executive functioning, screen dependency, and the alarming reality of the youth mental health crisis unfolding right in front of us. This conversation challenges many of the narratives parents have been taught to accept about attention, behavior, motivation, and what children actually need to thrive. From the normalization of excessive screen use after COVID to the rise of social media pseudoscience and over-accommodation, this episode unpacks the deeper reasons so many kids are struggling with focus, emotional regulation, confidence, and failure to launch into adulthood. What to listen for: ☑️ Why ADHD has become more prominent in conversations about our children ☑️ Boredom is like going to the gym for your brain, and it's crucial to childhood "All of the things that are so crucial to developing a strong, healthy child and adolescent brain, we as the adults have kind of stolen from them. This is why we're in the middle of a horrible youth mental health crisis." ☑️ The reason this younger generation is falling behind and failing to advance like others ☑️ You build executive functions through relationships and experiences, not classwork "Executive functioning skills are the greatest predictor of success, and it's one of the most misunderstood sets of skills. Time management and organization is the smallest possible fraction of executive functions." ☑️ The four pillars of executive functioning skills for independence, positivity, and success ☑️ ADHD isn't actually an attention disorder; it's an executive functioning disorder "This generation of youth has gotten the most therapy, the most socio-emotional classes, and they're the most depressed because we're treating them with kid gloves and constantly lowering the bar." ☑️ What struggling with screen-time boundaries is telling you about your child's state ☑️ Doing less as a parent to help your child through their failure to launch *** About Mike McLeod: In 2016, Michael created the Internal Skills Executive Function Strengthening Model, and GrowNOW ADHD was born.His mission: improve quality of life for youth and families facing ADHD and executive function challenges. Mike has presented this model to audiences nationwide and internationally, providing specialized support in ADHD, Executive Functioning, Social Executive Functioning, and Parent Coaching. With more than 20 years of experience, a Master's degree from Lehman College, and collaborations with leading doctors, neuropsychologists, and nonprofits, Mike blends deep expertise with a practical, strength-based model that gets results. Connect with Mike: Website: www.grownowadhd.com Facebook: www.facebook.com/GrowNOWADHD Instagram: www.instagram.com/grownowadhd YouTube: www.youtube.com/@grownowadhd *** For those of you who are ready to stop feeling drained, overextended, and out of alignment… join me inside the Energetic Time Management Accelerator, a focused experience designed to help high-achieving women uncover what's draining them, clarify what truly matters, and create a simple plan that fits their life. We'll pinpoint your biggest time + energy leaks, identify the top areas to focus on for quick momentum, and map out exactly what to let go of so you can reclaim your energy, your time, and your joy. Ready to make your time work for you without adding more to your plate? Join the Energetic Time Management Accelerator: www.heatherchauvin.com/time Explore the top episodes listeners come back to when they're stuck, burned out, or standing at the edge of a big shift: www.heatherchauvin.com/10 Follow Heather on Instagram: www.instagram.com/heatherchauvin_

“Accommodation” is a loaded word. On one hand, we want to provide reasonable accommodations in K-12 so kids can access their education.But determining what is “reasonable” accommodation or modification can be messy.Both parents and educators can unintentionally “overaccommodate” in the moment without realizing it, which over time can impede a child's ability to work through daily challenges and solve problems on their own. This can be in the context of adding too many “cookie-cutter” accommodations on a 504 Plan or IEP, or it can be unofficial accommodations in the way we interact with kids. My colleagues who work on college campuses are seeing the impact of this “overhelping” in K-12. And it's not just kids with neurodevelopmental disorders. It's the neurotypical kids too. That's why I invited my colleague, Jill Fahy, back to De Facto Leaders to talk about the state of college readiness, the upstream impacts of what's happening in K-12 on success both during and after college. Jill Fahy, Professor in the Department of Communication Disorders & Sciences, serves as the Director of STEP, a transitional education program for EIU students with autism. STEP programming supports the development of executive functions, social communication, self-appraisal, and self-regulatory skills to facilitate students' management of their academic and university living demands. Ms. Fahy specializes in the assessment of executive dysfunction, particularly as it is associated with concomitant disorders of language, cognition, or social/pragmatics. She is a widely-known lecturer in the area of executive functions, speaking nationally and internationally on aspects of evaluation and treatment of executive dysfunction, and the role of language in executive functions. Ms. Fahy is co-author of The Source for Development of Executive Functions, 2nd edition, and various articles on self-talk and executive functions.  Ms. Fahy teaches graduate courses in Aphasia/Right Hemisphere Dysfunction,  Cognitive-Communication and Executive Function Disorders, and Medical Grand Rounds. She previously taught undergraduate courses in Neurology and Advanced Clinical Practicum and Diagnostics. Prior to teaching at EIU, Ms. Fahy worked for several years as a medical SLP providing services for patients with acquired neurological deficits resulting from stroke and TBI, including those in acute care, inpatient and day rehabilitation, and home health. In this conversation, we discuss:✅ The difference between accommodations and modifications, what “overhelping” looks like, and why it impedes development of important metacognitive skills.✅ The state of college student mental health, and how it relates to the opportunities students have to practice self-regulation and experiencing failure.✅ Skills many college students are lacking, including managing due dates, extended writing assignments, study skills, working through conflict, and managing their daily life.✅ How and when to start fading supports, and how to recognize if you've been “overaccommodating” for a studentYou can connect with Jill at jkfahy@eiu.edu or on LinkedIn here: https://www.linkedin.com/in/jill-fahy-250478b/Learn more about the Students with Autism Transitional Education Program (STEP) Program at Eastern Illinois University here: https://www.eiu.edu/step/Be sure to listen to my first interview with Jill on De Facto Leaders here: Executive Functioning for College Students: Beyond Checklists and Planners (with Jill Fahy)Link here: https://drkarendudekbrannan.com/ep-122-executive-functioning-for-college-students-beyond-checklists-and-planners-with-jill-fahy/You can also listen to my commentary on her first interview in this episode: Balancing Language, Academic Content Areas, and Executive Functioning (featuring Jill Fahy)Link here: https://drkarendudekbrannan.com/ep-232-balancing-language-academic-content-areas-and-executive-functioning-featuring-jill-fahy/In this episode, I mentioned Language Therapy Advance Foundations, my program that gives speech pathologists a scalable framework for building language skills needed to thrive in school, social situations, and daily life. You can learn more about the program here: https://drkarenspeech.com/languagetherapyI also mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

Do you feel like you're constantly busy at work but never making real progress?Between emails, Teams messages, Slack notifications, meetings, and endless interruptions, it's no wonder so many people struggle to focus. And if you have ADHD, these constant distractions can leave you feeling mentally exhausted by the end of the day.In this episode, you'll learn:Why constant interruptions make it so difficult to focus at workHow ADHD brains are especially affected by task switching and notificationsWhy being highly responsive doesn't always mean you're being productiveHow overcompensating at work can lead to burnout and overwhelmA simple strategy to protect your focus and get more meaningful work doneIf you've been struggling with ADHD at work, productivity, executive functioning, email overload, or workplace distractions, this episode will help you create systems that work with your brain instead of against it.Ready to stop scrambling? Book your complimentary Chaos to Calm session.Free Resources:

717.When you learn that your child has executive functioning deficits that need strengthening, it can feel confusing and overwhelming. How do you know when your child's lagging EF skills are getting in the way? Dr. Nanika Coor explains what executive functioning is and everyday fun and useful ways to help your child improve their capacities to think before acting.Project Parenthood is hosted by Dr. Nanika Coor. Find Project Parenthood on Facebook and Twitter, or subscribe to the Quick and Dirty Tips newsletter for more tips and advice.Project Parenthood is a part of Quick and Dirty Tips.Find transcripts on the Quick and Dirty Tips WebsiteLinks: https://www.quickanddirtytips.com/https://www.quickanddirtytips.com/subscribehttps://www.facebook.com/QDTProjectParenthoodhttps://twitter.com/qdtparenthoodhttps://brooklynparenttherapy.com/ Hosted on Acast. See acast.com/privacy for more information.

SHINING WITH ADHD#222: ADHD and Screen Time: Are Screens Getting in the Way of Independence?The Childhood Collective6/24/2026SUMMARYADHD and screen time can be one of the most challenging topics for families to navigate. In this episode, executive function coach Mike McLeod shares the signs that screens may be interfering with your child's independence, motivation, and executive function development. We also discuss how patterns of parent attention can unintentionally reinforce challenging behaviors and what families can do instead. Whether you're questioning your family's technology habits or looking for practical ways to support executive function skills, this episode offers a perspective that may challenge some of your assumptions.MEET MIKE MCLEODMichael established GrowNOW ADHD in 2016, building upon his Internal Skills Executive Function Strengthening Model. With over 20 years of experience and a Master's from Lehman College, his mission is to improve the quality of life for young people and families dealing with ADHD and executive function challenges. Mike is an Award-Winning Keynote Speaker, Professional Development Trainer, and has presented his model nationwide and internationally, specializing in ADHD, Executive Functioning, Social Executive Functioning, and Parent Coaching. He also co-hosts the ADHD Parenting Podcast and is the author of The Executive Function Playbook and The Executive Function Playbook In Action.LINKS + RESOURCESEpisode #222 TranscriptEpisode #142: The Key to Executive Functioning: Internal Skills for Kids with ADHD with Mike McLeodGrowNOW ADHD WebsiteGrowNOW ADHD InstagramThe Childhood Collective InstagramHave a question or want to share some thoughts? Shoot us an email at hello@thechildhoodcollective.comMentioned in this episode:Customizable ADHD PrintablesIf you are an ADHD parent who is drowning in the chaos of forgotten lunches, lost homework, or bedtime battles…you are not alone. ADHD parents often find themselves giving hundreds of reminders that often result in yelling and frustration. Use the code PODCAST for 10% off! Instantly download these printable routines and work with your child to create a routine that is customized to your family's needs. PrintablesHungryrootHungryroot offers “good-for-you groceries and simple recipes.” We have loved having one less thing to worry about when it comes to raising kids. For 40% off your first box, click the link below and use CHILDHOOD40 in all caps to get the discount.HungryrootCreating Calm CourseCreating Calm is a video-based course that will teach you simple, step-by-step strategies to help you parent a happy and independent child with ADHD (ages 4-12 years old). Whenever and wherever you have an internet connection. Use the code PODCAST for 10% off!Creating Calm Course

In this episode of Why Distance Learning, your hosts talk with Kristen DeBruler — Assistant Director of the Michigan Virtual Learning Research Institute — about what makes online learning work for K-12 students, and what quietly undermines it. Drawing on survey data from over a thousand virtual teachers and fresh findings on student and teacher AI perceptions, her work reveals where the conventional promises of online learning diverge from what the data actually shows. The episode centers on a tension that practitioners rarely name directly: the flexibility that makes online learning valuable for some students can work against those who are still developing the self-regulation skills to use it well.Together, the hosts and Kristen explore how a researcher inside a state virtual learning organization sets and pursues a research agenda — including the unusual advantage of having direct access to student data. They examine common failure modes in classroom-level research, particularly how vague research questions leave teachers vulnerable to the biases they're trying to surface. Kristen walks through her team's findings on the gap between how students and teachers define acceptable AI use, and why that ambiguity is already showing up in the classroom. The conversation turns to teacher feedback as the connective tissue of asynchronous online learning — and what the data shows about what makes it work and what makes it hollow. And Kristen makes a pointed case about applying adult learning research to K-12 populations: the data doesn't transfer as cleanly as the field sometimes assumes, and the consequences land on students who are still building the executive functioning skills that adult learners already have. Her pacing research is illustrative: students who cross unit boundaries — not just move around within one — end up with final grades 9.5 points lower on average, a gap large enough that teachers should treat it as a warning signal, not background noise.Key topics:Researcher role inside a state virtual learning organizationSetting a research agenda: legislative directives vs. internal needsAvoiding bias in classroom-level researchThe AI acceptable-use gap between students and teachersTeacher feedback as the primary relationship-building mechanism in async coursesWhat makes feedback substantive (personal, formative, actionable) vs. hollowAI-generated feedback and trust erosion in online learningStudent pacing deviation and its effect on learning outcomesExecutive functioning support for K-12 online learnersCautions in applying adult learning research to adolescentsLinks & ResourcesMichigan Virtual: https://michiganvirtual.orgMichigan Virtual Digital Backpack (blog): https://michiganvirtual.org/blog/Michigan Virtual research publications: https://michiganvirtual.org/research/publications/Cuccolo, K. & DeBruler, K. (2024). A Look Back At 3 Years of Michigan Virtual Research. Michigan Virtual. — Source of the AI policy gap data (30%/80%) and AI facilitator vs. task-completion findings. https://michiganvirtual.org/research/publications/a-look-back-at-3-years-of-michigan-virtual-research/Cuccolo, K. & DeBruler, K. (2024). Out of Order, Out of Reach: Navigating Assignment Sequences for STEM Success. Michigan Virtual. — Source of the 9.5-point pacing deviation finding. https://michiganvirtual.org/research/publications/out-of-order-out-of-reach-navigating-assignment-sequences-for-stem-success/DeBruler, K. & Harrington, C. (2024). Key Strategies for Supporting Disengaged and Struggling Students in Virtual Learning Environments. Michigan Virtual. https://michiganvirtual.org/research/publications/key-strategies-for-supporting-disengaged-and-struggling-students-in-virtual-learning-environments/Harrington, C. & DeBruler, K. (2021). Key Strategies for Engaging Students in Virtual Learning Environments. Michigan Virtual. https://michiganvirtual.org/research/publications/key-strategies-for-engaging-students-in-virtual-learning-environments/Michigan Virtual report on student and teacher AI perceptions (2026): [LINK — get from guest; published ~2 weeks before recording]Jared Borup's ACE for Community Framework: https://edtechbooks.org/encyclopedia/academic_communities_of_engagement_ace_framework Virtual Learning Leadership Alliance (VLLA): https://virtuallearningalliance.org/Karle Delo, Michigan Virtual (AI policy): https://michiganvirtual.org (search staff directory)Why Distance Learning Michigan Virtual Episodes: See list for episodes with Dr. Tovah Sheldon and two with MV alum Chris Harrington. https://www.cilc.org/News-(1)/Why-Distance-Learning-Podcast.aspxMake It Mindful Michigan Virtual Episodes: See list from Seth's other podcast for episodes with Karle Delo and two with Aaron Baughman. https://mim.bepodcast.network/episodesGuest Bio: Kristen DeBrulerKristen DeBruler is the Assistant Director of the Michigan Virtual Learning Research Institute, where she has spent more than 14 years studying K-12 online learning — including student pacing, teacher communication, mentor support, special populations, and AI use in virtual environments. Her research is oriented toward practitioners: she publishes findings in formats designed for teachers, administrators, and program leaders to act on, not just cite. She holds a PhD in Educational Psychology and Educational Technology from Michigan State University.About the HostsSeth Fleischauer is the founder of Banyan Global Learning and host of Why Distance Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators — building the kind of structured, human-centered distance learning the podcast explores. See https://banyangloballearning.com/Tami Moehring and Allyson Mitchell work with CILC, the Center for Interactive Learning and Collaboration, to help educators implement high-quality live virtual learning experiences across grade levels. Discover more at CILC.org.

Why does your autistic or ADHD child struggle with things that seem easy for everyone else? Maybe they can't keep their room organized. Maybe they lose things constantly. Maybe they seem overwhelmed by tasks that other children complete without much effort. And maybe you've wondered... "Are they just not trying?" In this episode, I share a personal story that completely changed the way I think about strengths, executive functioning, and why some tasks feel impossible for certain brains. When I opened the door to a cluttered closet at my clinic, I felt immediate overwhelm, shame, and paralysis. The teenager I hired to organize it had the exact opposite reaction—excitement, energy, and endless ideas. Same closet. Different brains. Different strengths. Using my own experiences as an autistic and ADHD psychologist, I discuss how visual-spatial differences and executive functioning challenges can impact organization, problem-solving, learning, navigation, daily living skills, and self-confidence. We also explore why shame doesn't help autistic and ADHD children develop skills, and how repeatedly being told they're lazy, or not trying hard enough, can have lasting effects on their mental health and self-esteem. In this episode, you'll learn: • Why some autistic and ADHD children struggle with organization, planning and cleaning their rooms • How executive functioning and visual-spatial abilities affect daily life • Why shame is not a strategy • How to identify and build on strengths • Ways parents, educators, and therapists can provide support without damaging mental health • Why different doesn't mean broken If you're a parent, educator, or therapist supporting autistic and ADHD children and teens, this episode will help you better understand what's really happening beneath the struggle—and how to respond with compassion, understanding, and practical support. Sincerely, Holly Blanc Moses, The Mom/Neurodivergent Therapist Check out these resources! The 135 School Accommodations for Autistic & ADHD Students Guide is now available, including three detailed cases with accommodations for ONLY $27.95 What's Inside:

Did I make a huge mistake by starting EMDR therapy? Or will it be worth it, if I can just keep going? Life update

Send us Fan MailWhat happens when a highly structured 35-hour high school week suddenly drops to 12 hours of college class time? You get 150 hours of unstructured space—and for most incoming young adults, that "freedom" quickly turns into an administrative trap. In this week's episode, I unpack the critical difference between emotional motivation and permanent life infrastructure. Discover the three baseline household routines your teen needs to master this summer under your roof, and learn how to help them build a proactive campus "fire escape map" before they ever experience their first semester crisis. In this episode, we discuss:Why freedom without a baseline routine turns into acute mental health strain. Shifting your teen from following a track built by other people to managing a track built by themselves. How parents accidentally stunt independent growth by "taking up the slack" when forms or chores get messy. The exact breakdown of the summer Adulting checklist: Laundry cycles, fuel cooking, and personal burn rates. Resources Mentioned in This Episode:Free Action Sheet: Download The Adulting 101 Resource Grab your family's copy here: https://cheerful-writer-462.kit.com/31fa159e4cFamily Fit Call: Bypass the summer arguments and let an expert outside mentor build your teen's workflows 1-on-1. Book your free 30-minute session directly: https://calendly.com/ccoufal/familyfit  Struggling with anxiety in your family? If anxiety is causing tension, fights, or disconnect in your home, you don't have to face it alone. I help parents bring more peace, confidence, and connection to their families. Let's talk—schedule a free consultation today or email me: ccoufal@cynthiacoufalcoaching.com Find my podcastEmail me:  ccoufal@cynthiacoufalcoaching.comText me:  785-380-2064More information

In this episode, Steve Seckler speaks with Dr. Sarah Alsaidi, a psychologist, executive coach, and creator of the Brain in Mind Method, a coaching framework that integrates neuroscience and psychology to help high-performing professionals better understand how their brains work and perform at their best. Dr. Alsaidi explores the critical role of executive functioning in high-performing legal professionals. She demystifies how these mental skills influence productivity, resilience, and well-being, offering practical insights for lawyers and their organizations. This episode offers a blend of neuroscience, practical coaching strategies, and insights into the unique challenges faced by legal professionals, making it a valuable listen for anyone looking to enhance their cognitive skills and resilience in high-stakes careers. Key Takeaways: Executive functioning is like the brain's CEO, involving skills such as planning, organization, and emotional regulation. Microaggressions and cultural factors can significantly impact cognitive functions and focus. Distinguishing between perfectionism and healthy ambition is crucial for sustainable performance. Metacognition, or thinking about your thinking, is essential for identifying effective tools and strategies. Emotional regulation is vital for managing stress and maintaining resilience in high-pressure environments. Timestamps: 00:00 - Introduction and guest background 02:00 - Relevance of executive skills in legal practice 04:00 - Impact of microaggressions and sociocultural factors on cognition 06:50 - Behavior patterns linked to executive function challenges 11:15 - The importance of giving tools time to work 16:00 - Normalizing individual differences in the workplace 23:00 - Practical tools for self-assessment and improvement 30:00 - Supporting colleagues with executive functioning challenges

Why do unfinished to-dos keep you stressed, even when doing them would only take a few minutes?Whether it's scheduling an appointment, signing up for a class, returning an item, or sending an email you've been avoiding, unfinished tasks can create mental clutter and drain your energy. These "open loops" follow you around, taking up valuable brain space and making it harder to feel calm and in control.In this episode, you'll learn:Why unfinished tasks create so much stress and overwhelmHow ADHD brains are especially vulnerable to open loopsThe role perfectionism plays in keeping tasks unfinishedHow to use my GEMS system to start closing the loop on lingering to-do list itemsIf you've been struggling with procrastination, mental load, ADHD overwhelm, or a never-ending to-do list, this episode will help you take small, practical steps toward getting things done without creating more stress.Ready to stop scrambling? Book your complimentary Chaos to Calm session.Free Resources:

What makes the difference between students who struggle and those who find success in school & life? There are many essential skills that go into it. In this episode, we welcome on Ana Homayoun, a noted author, academic advisor, and early career development strategist whose work focuses on helping students develop Executive Functioning skills in today's technology & social media world. Her new book is Getting In Is Not Enough: The New Blueprint for Success Beyond Grades, Test Scores, and College Admission. Hear why adaptability is so crucial for students, how to know when to step in and help as a parent, the core skills students need to succeed in school & life, how to help your student break down that panic state, and the systems students & parents can start trying out right away. Connect with Ana at AnaHomayoun.com, GreenIvyEd.com, her new book, and on LinkedIn, and Subscribe to College Bound Mentor on your favorite podcast platform and learn more at CollegeBoundMentor.com

In Episode 98, Cindy interviews Sarah Oberle and Mitch Weathers, experts in executive functioning.

Send us Fan MailInterest in executive functioning coaches for neurodivergent kids has grown considerably over the last five years, which is both exciting and worrisome. It is exciting because coaches promise to help students plan, organize, focus, and manage their emotions and tasks. It is worrisome because there are no degree, training, or licensing requirements to be an executive functioning coach. To help me parse this and to gain a better understanding of executive functioning coaches, how they work, and what to look for in a coach, I asked Norrine Russell to come on the podcast. Norrine has decades of experience in youth development, and her firm, Russell Coaching, has been working with neurodivergent students since well before the recent boom. More information about Norrine and Russell Coaching is at talkingaboutkids.com.

What life skills do kids and teens actually need before they leave home? And how can busy moms start teaching those skills without adding even more to their already full plates?In this episode of the Secrets of Supermom Show, Lori sits down with Katie Kimball of Raising Healthy Families to talk about helping kids become more independent, capable, and confident through real-life skills like cooking, meal planning, grocery shopping, budgeting, communication, and more.Katie shares practical ways moms can gradually release responsibility to their children, why teaching life skills actually helps reduce the mental load for moms, and how to prepare teens for adulthood without panic. They also discuss executive functioning, agency, motivation, and why some of the most important skills aren't taught in school.Katie is a former teacher, TEDx speaker, mom of four, and creator of Kids Cook Real Food, Teens Cook Real Food, and the #LifeSkillsNow virtual summer camp.Plus — exciting news! Supermom Summer Camp and LifeSkillsNow overlap June 8–12, making it the perfect week for moms to fill their own cups while their kids learn practical life skills that help lighten the load at home.In this episode, we cover:Why teaching life skills helps reduce the mental load for momsThe gradual release of responsibility for kids and teensCooking, grocery shopping, meal planning, and financial literacyHow to motivate teens to learn real-world skillsExecutive functioning and independencePreparing kids for adulthood without overwhelmThe importance of agency, confidence, and competenceHow moms can start small todayResources Mentioned:Katie Kimball / Raising Healthy FamiliesKids Cook Real FoodTeens Cook Real Food#LifeSkillsNow Virtual Summer CampSupermom Summer CampText us your feedback or questions!Stay connected!Join us in The Supermom Society! Get all the details at thesupermomsociety.com!Get all our show notes, buy the book Secrets of Supermom, and more at our website: www.secretsofsupermom.comSecrets of Supermom on FacebookSecrets of Supermom on Instagram

You show up. You succeed. You keep functioning. Meanwhile, food, eating, body image, or restrictive behaviors may quietly consume an enormous amount of mental and emotional energy. In this episode of the Dr. Marianne-Land podcast, Dr. Marianne Miller explores the hidden reality of high-functioning eating disorders and why so many people get overlooked simply because they appear “fine” from the outside. This conversation examines how anorexia, bulimia, binge eating disorder, ARFID, and other restrictive eating patterns can exist inside people who maintain careers, relationships, caregiving roles, and daily responsibilities. Dr. Marianne also discusses why perfectionism, masking, executive functioning challenges, and neurodivergence can make eating disorders harder to recognize and harder to treat. Why High-Functioning People With Eating Disorders Get Missed Many people assume eating disorders only become serious when someone visibly falls apart. This episode challenges that belief and explores how people with eating disorders often continue functioning at a high level while struggling privately with food obsession, body image distress, binge eating, restriction, compulsive exercise, or sensory-based eating challenges. Dr. Marianne discusses how high-functioning individuals often minimize their own suffering because they are still meeting expectations at work, school, or home. She also explores how healthcare providers, loved ones, and society frequently overlook eating disorders in people who do not fit narrow stereotypes. Neurodivergence, Executive Functioning & Eating Disorders This episode also explores the connection between neurodivergence and eating struggles. Dr. Marianne discusses how ADHD, autism, sensory sensitivities, and executive functioning challenges can complicate meal planning, eating consistency, food variety, hunger awareness, and nervous system regulation. You'll hear discussion around low-lift eating, food predictability, sensory-safe foods, masking, and the emotional exhaustion that can come from constantly pushing through internal distress while appearing capable on the outside. Intersectionality & Invisible Struggle Dr. Marianne also examines how anti-fat bias, gender expectations, neurodivergence, and other intersecting identities shape who gets believed, diagnosed, and supported. Many high-functioning people spend years feeling dismissed because they do not look like the stereotype of someone with an eating disorder. This episode highlights why eating disorders deserve attention long before someone reaches a visible crisis point. Recovery Support for High-Functioning Eating Disorders Dr. Marianne shares compassionate, neurodivergent-affirming approaches to recovery that reduce overwhelm instead of increasing pressure. She discusses building supportive structure around eating, reducing friction with meals, reconnecting with internal cues, and allowing support into areas of life that may have stayed hidden for years. If you've ever thought, “I'm still functioning, so maybe it's not that bad,” this episode is for you. Related Episodes Why High Achievers Can Develop Anorexia & Bulimia: Perfectionism, Control, & Hidden Struggles on Apple & Spotify. The Truth About "High-Functioning" People With Lifelong Eating Disorders on Apple & Spotify. Perfectionism, People-Pleasing, & Body Image: Self-Compassion Tools for Long-Term Eating Disorder Recovery With Carrie Pollard, MSW @compassionate_counsellor on Apple & Spotify. Perfectionism, Bulimia, & Recovery: Harnessing Your Strengths to Heal With Dr. Amanda Marie @glitterypoison on Apple & Spotify. Work With Dr. Marianne Miller Dr. Marianne Miller is a Licensed Marriage and Family Therapist specializing in eating disorders, ARFID, binge eating disorder, restrictive eating, neurodivergence, and sensory-related eating challenges. She offers therapy and coaching support for individuals navigating complex relationships with food, eating, and body image. For therapy, coaching, podcast episodes, and resources, visit Dr. Marianne's website drmariannemiller.com.

Connect:Organized Binder Website Mitch's LinkedinMitch's EmailSarah's WebsiteSarah's LinkedInResources from Today's ShowHow to buy US Book Purchases: Book 1: Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning EnvironmentsBook 2: Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong StartOutside of the US Book Purchases: Book 1: Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning EnvironmentsBook 2: Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong Start

Supporting high-needs learners in group settings starts with how we design the environment, not how we manage behavior. We reflect on how unclear expectations, limited movement, and unpredictable routines can impact anyone, then connect that experience to what our learners face every day. By redefining “high needs,” we focus on learners who require more support with regulation, skill acquisition, and participation, without lowering expectations for their success.We explore the often unspoken skills required in group settings, like waiting, turn-taking, imitation, and tolerating mistakes, and why these must be explicitly taught. We also share proactive strategies like structuring predictable routines, using visuals, and separating group skill instruction from academic content.Finally, we discuss common pitfalls such as over-prompting, reinforcing escape, and staff burnout, and how thoughtful planning, intentional teaching, and clear team communication can create more inclusive and sustainable group experiences.What's Inside: Why environment design matters more than behavior controlKey group skills that must be explicitly taughtCommon mistakes and how to prevent staff burnoutMentioned in This Episode:How To ABA BlogEpisode 172: How to Teach Executive Functioning SkillsHowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram

Dr. Sarah Oberle and Mitch Weathers, co-authors of “Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong Start” discuss the increased need of support in working memory, inhibition, and cognitive flexibility in K-3 students, and the unique considerations and strategies needed for the primary population. 

Everything made sense once I saw the full picture.Receiving a later-in-life ADHD diagnosis can be both validating and eye-opening, and that's exactly what we explore in this conversation. As I talk with Lindsay, I'm struck by how her story reflects something I see often, high-achieving, capable individuals who have been compensating and masking for years without realizing why things felt harder behind the scenes.We talk through what it looked like for her to thrive in a fast-paced Wall Street environment while quietly navigating challenges with time management, comprehension, and testing. Her diagnosis came after her children were identified as neurodivergent, which is such a common pathway for families.I also love how openly she shares the realities of parenting two neurodivergent children, from early sensory challenges to finding the right supports and building a strong community. We get into practical strategies that truly make a difference, including sleep, nutrition, exercise, and structure.This conversation is a powerful reminder that ADHD can be a strength, and that understanding your brain can unlock better support, connection, and self-advocacy.#autism #speechtherapyWhat's Inside:What a late ADHD diagnosis can reveal about your pastParenting neurodivergent children and finding the right supportsPractical strategies that support regulation and successThe role of masking, self-advocacy, and communityMentioned In This Episode:Earn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

In this video, Dr. Ruscio discusses 6 powerful tools to reset and calm a dysregulated nervous system. The tools he discusses include vagus nerve stimulation via the ear, resonance breathing, electrolytes / sodium optimization, a vibration tool called Apollo Neuro, an audio-visual stimulation device called BrainTap, and grounding. Each tool offers a uniquely beneficial input into the nervous system to help restore a healing, parasympathetic state.   ✅ Start healing with us! Learn more about our virtual clinic:  https://drruscio.com/virtual-clinic/  

What executive functioning really is, why it's causing so much frustration in marriages and homes right now, and the research-backed ways to strengthen it — so you can show up as better humans, better parents and better spouses.Description:Feeling like one of you always carries the mental load? Forgetting plans, struggling to start tasks, or reacting in the heat of the moment? In this deep-dive episode of Married and Connected, certified marriage coach Kameran explains executive functioning — the brain's air traffic control system — using research from Dr. Adele Diamond, Drs. Peg Dawson and Richard Guare, Dr. Russell Barkley, Dr. Thomas E. Brown, the Harvard Center on the Developing Child, and more.You'll learn:• Exactly what executive functioning is and the 11 key skills that show up every day in marriage• How EF deficits create resentment, miscommunication, and “parent-child” dynamics (with real-life examples you'll recognize)• Why modern life makes these struggles more common than ever• Practical, evidence-based ways to improve executive functioning together as a couple• How stronger EF leads to less conflict, deeper connection, shared responsibility, and a thriving marriageRooted in real-life parenting, eight years coaching hundreds of couples (93% success rate), and faith-based wisdom, this episode gives you immediate tools to turn frustration into teamwork.If you're tired of feeling like roommates and ready for a marriage that feels like a true partnership, this is your turning point.Book your FREE 30-minute consultation today — no pressure, just honest guidance on 1:1 coaching, couples coaching, or my Skool community.In the Skool community, men learn healthy, strong masculinity at home and women learn soft, feminine strength as a Proverbs 31 wife.

Drop us some Fan Mail. Thanks!Question: My 2nd grader, adopted domestically, has some pretty big, hard behaviors, like tantrums, clingy whining, and difficulty cooperating or sharing. We know there was prenatal substance exposure. I feel stuck to help them with their big feelings and big behaviors — what do I do to help them day to day?Resources:5 Tips to Save Your Sanity While Raising Kids with Prenatal Substance ExposurePrenatal Exposure, Part 1: Parenting Babies Through Elementary AgesTantrums, Meltdowns, Whining, Oh My! How to Parent Challenging BehaviorsFree E-Guide: Navigating Challenging Behaviors - Practical Strategies for FamiliesSupport the showPlease leave us a rating or review.  This podcast is produced by www.CreatingaFamily.org. We are a national non-profit with the mission to strengthen and inspire adoptive, foster & kinship parents and the professionals who support them.Creating a Family brings you the following trauma-informed, expert-based content:Weekly podcastsWeekly articles/blog postsResource pages on all aspects of family building

When eating feels like a demand, everything changes. For people with a Pervasive Drive for Autonomy (PDA) profile, especially those navigating ARFID (Avoidant/Restrictive Food Intake Disorder), pressure around food can quickly backfire. What may look like refusal or lack of motivation is often a nervous system response to perceived threat. In this episode, Dr. Marianne explores why common advice like “just eat” can make eating more difficult and how shifting toward autonomy-supportive, neurodivergent-affirming approaches can reduce food avoidance and increase access to nourishment. What Is PDA and How Does It Affect Eating Disorders? Pervasive Drive for Autonomy (PDA) is a nervous system profile, often associated with autism, where everyday demands are experienced as threats to autonomy. These demands are not always obvious. They can be subtle, internal, or socially implied, such as expectations around mealtimes or internal pressure to eat “normally.” When PDA intersects with ARFID and other eating disorders, eating becomes tied to autonomy, control, and safety rather than just hunger. This can lead to increased avoidance, shutdown, or distress when food is introduced with pressure or expectation. Why “Just Eat” Backfires in PDA and ARFID For individuals with PDA, “just eat” is not neutral. It is experienced as a demand, and often a high-pressure one. This activates the nervous system's threat response, which can reduce appetite, increase avoidance, and create anxiety or distress around meals. Over time, repeated pressure can make eating feel less accessible rather than more. What is often interpreted as resistance is more accurately understood as a protective response. Recognizing this shift from behavior to nervous system response is essential for supporting meaningful change. SEO keywords: why ARFID gets worse with pressure, food refusal PDA, eating anxiety autism, demand avoidance food, why “just eat” doesn't work PDA, ARFID, and Food Avoidance Across Ages This episode walks through the experience of Drew, who navigates both ARFID and a PDA profile. Whether Drew is an adult or a child, the pattern is similar. Increased reminders, prompting, or pressure around food lead to increased distress and decreased access to eating. When Drew is a child, this often requires a shift in parenting approach. Moving toward a more child-led, autonomy-supportive feeding style can reduce power struggles and support long-term nourishment. This does not mean removing structure, but rather changing how it is offered so that autonomy and safety are prioritized. What Helps: Reducing Food Pressure and Supporting Autonomy Supporting PDA and ARFID requires moving away from demand-based approaches and toward autonomy-supportive ones. This includes softening language around food, reducing pressure, and offering limited, manageable choices that allow for a sense of control. It also involves creating low-lift eating options that are easy to access and sensory-safe, reducing the effort required to eat. Adjusting the environment, timing, and expectations around meals can help lower the intensity of the experience and support nervous system regulation. When autonomy increases and pressure decreases, eating often becomes more possible. Not perfectly or immediately, but in ways that are more sustainable and less distressing. Neurodivergent Eating, Executive Functioning, and Sensory Needs Eating is not just about appetite. For many neurodivergent individuals, it is also shaped by executive functioning capacity, energy levels, and sensory experiences. Food accessibility, predictability, and tolerability all play a role in whether eating feels possible in a given moment. Low-lift eating strategies and honoring sensory preferences are essential supports. These approaches help reduce barriers and create more consistent access to nourishment without increasing demand. A Liberation-Focused Approach to Eating Disorders and PDA A liberation-focused lens challenges rigid expectations around food and bodies. It makes space for different ways of eating and recognizes that autonomy is central to safety. When we reduce pressure and support nervous system regulation, we create conditions where eating can become more accessible over time. This approach shifts the focus from compliance to collaboration, from control to support, and from urgency to sustainability. Related Episodes When PDA Drives ARFID: Understanding Food Refusal, Control, & Safety on Apple & Spotify. ARFID, PDA, and Autonomy: Why Pressure Makes Eating Harder on Apple & Spotify. ARFID Explained: What It Feels Like, Why It's Misunderstood, & What Helps on Apple & Spotify. Why Sensory-Attuned Care Matters More Than Exposure in ARFID Treatment on Apple & Spotify. Complexities of Treating ARFID: How a Neurodivergent-Affirming, Sensory-Attuned Approach Works on Apple & Spotify. Learn More: ARFID Course with Dr. Marianne If this episode resonated with you, Dr. Marianne's self-paced ARFID course offers deeper, practical guidance on how to reduce food-related pressure, support sensory and nervous system needs, and build autonomy into eating. You will learn how to create more sustainable, low-lift eating patterns and better understand the intersection of ARFID, neurodivergence, and autonomy. Explore the course here: https://www.drmariannemiller.com/arfid Listen, Subscribe, and Share If you found this episode helpful, share it with someone who may benefit from a more autonomy-centered approach to eating. Follow the podcast for more conversations on ARFID, neurodivergent eating, harm reduction, and eating disorder recovery.

In this episode of The Balancing Act, we welcome back Mitch Weathers and chat with Sarah Oberle about their new book, Executive Functions for Every K-3 Classroom, diving into the critical role executive functioning plays in young learners. We keep things light and relatable while unpacking how skills like focus, self-regulation, and impulse control develop—and why kids aren't misbehaving, they're still learning how to learn. The conversation blends practical classroom strategies with real-life moments, showing how small changes in routines and environment can make a big difference. We also explore how to recognize when students may need extra support without jumping to conclusions. It's a fun but meaningful discussion that leaves educators and parents with simple, actionable ways to better support kids from the start. Check out the new release from Mitch and Sarah.  Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong Start Looking for Mitch's first book?  See the link below! Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning Environments Season 3 is brought to you by our principal sponsor, Teachers' Insurance Plan. Check out their website below for more information and to get a quote. http://bit.ly/4mQC27G⁠ Teachers' Insurance Plan: auto insurance that brings exclusive educator savings and exceptional customer care to New Jersey and Pennsylvania educational employees. Select Episodes from Season 3 sponsored by: For more information about NJSchoolJobs.com check out their website for up-to-date job postings for teaching, admin, support staff and coaching opportunities. Interested in Giving Lesson Launchpad a try?  Don't forget to use our code “Balance” for $5 off a yearly subscription.  Lesson Launchpad - Plan. Present. Automate.  www.lessonlaunchpad.com We want to hear from you! Shoot over an email and say hi: podthebalancingact@gmail.com Don't forget to subscribe! Leave us a comment!    Follow  Facebook - podbalact JoeandJamie Instagram - @podthebalancingact TikTok - @thebalancingactpodcast Twitter - @podbalact Youtube Channel - The Balancing Act - YouTube Part of the Human Content Podcast Network Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of the Executive Function Braintrainer Podcast, hosts Darius Namdaran and Dr. Erica Warren discuss a growing executive functioning crisis among teens, driven by post-COVID challenges and the shift to inconsistent, multi-platform digital school systems. They describe how varied teacher workflows across tools like Canvas and Google Classroom increase cognitive load, leading students to lose assignments, forget to submit work, and be mislabeled as lazy or careless. The hosts compare this offloading of administrative burden to customer service systems that push work onto users, noting similar stressors for adults and older people. They explore coping strategies such as keeping passwords and step-by-step processes in one place, explicit note-taking, and hand-holding support, while also considering how AI tools could eventually reduce procedural overload, though many students are not allowed to use AI.Links:Executive Function Products and Tools: https://goodsensorylearning.com/collections/executive-functioning-skills-trainingExecutive Function Coaching and Certification Course: https://www.learningspecialistcourses.com/courses/teaching-EF-and-study-strategies Executive Functioning Coaching Course: ⁠https://www.learningspecialistcourses.com/courses/teaching-EF-and-study-strategies⁠Executive Functioning Resources: ⁠⁠⁠https://goodsensorylearning.com/collections/executive-functioning-skills-training⁠⁠⁠Executive Functioning Assessments:⁠⁠⁠⁠ https://goodsensorylearning.com/search?type=product&q=EFCA⁠⁠⁠⁠Inner Voice:⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠https://goodsensorylearning.com/blogs/news/inner-voice-app⁠⁠EF Student Coaching with Erica:⁠⁠⁠⁠ https://learningtolearn.biz/⁠⁠⁠⁠EF Adult Coaching with Erica:⁠⁠⁠⁠ https://dropintoyourbestself.com/coaching⁠⁠⁠⁠Brought to you by:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://ivvi.app⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://goodsensorylearning.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://learningspecialistcourses.com⁠⁠⁠⁠⁠⁠⁠⁠https://goodsensorylearning.com/products/executive-functioning-coaching-assessment

Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET break down one of the most persistent myths in school, work, and home life: the idea that multitasking is a skill. The science is clear — the brain cannot actually multitask. What the brain does is rapidly switch between tasks, and that switching is far more costly than most people realize. Rachel and Stephanie discuss what is really happening in the brain when learners try to “do it all,” why multitasking leads to more mistakes and slower progress, and what strategies support executive functioning and stronger learning habits. Support us on Patreon: https://www.patreon.com/learnsmarterpodcast   How to connect with us: Join our e-mail list Rachel's Kapp Educational Therapy Group website Steph's My Ed Therapist website  @learnsmarterpodcast, @kappedtherapy, @myedtherapist   Other episodes mentioned:  Ep 186: All or Nothing Brain (Executive Function Series) Ep 346: All About Body Doubling (Executive Functioning Series)  

As homeschool parents, it is easy to become deeply involved in every part of our children's learning. In this episode, we talk about how to intentionally prepare elementary-aged kids to work more independently without pushing them too fast or pulling support away too abruptly. Using our own experience with a fourth grader, we explore why dependency forms naturally in homeschooling and how parents can begin shifting their role to support growing confidence and capability. This episode is about laying foundations for independence that make homeschooling more sustainable for everyone. Find Secular Curriculum with our Resource Selector https://www.homeschool-together.com/secular-resources Support The Podcast If you like what you hear, consider supporting the podcast: https://homeschooltogether.gumroad.com/l/support Consider Leaving Us A Review If you have a quick moment, please consider leaving a review on iTunes - https://podcasts.apple.com/us/podcast/homeschool-together-podcast/id1526685583 Show Notes Build Your Library - https://buildyourlibrary.com/ Blossom and Root - https://www.blossomandroot.com/ All About Reading - https://www.allaboutlearningpress.com/ Executive Functioning - https://en.wikipedia.org/wiki/Executive_functions Dry Erase Pocket - https://amzn.to/4t9WfZE FaceyTalk (Bluey) - youtube.com/watch?v=kx8_wF9HOX8&pp=ygUMYmx1ZXkgdGFibGV0 Hearth and Story - https://www.hearthandstory.com/ Connect with us Website: http://www.homeschool-together.com/ Store: https://gumroad.com/homeschooltogether Youtube: https://www.youtube.com/c/homeschooltogether Facebook: www.facebook.com/groups/homeschooltogetherpodcast/ Instagram: www.instagram.com/homeschooltogetherpodcast Twitter: https://twitter.com/hs_together The Gameschool Co-Op: https://www.facebook.com/groups/gameschoolcoop/ Email: homeschooltogetherpodcast@gmail.com

When adults tell autistic or ADHD children to be more accountable — to take more responsibility, to stop making excuses, admit when they're wrong — I understand exactly where that's coming from. The fear underneath it is real. The exhaustion is real. But here's what I also know: when we demand accountability and responsibility through shame, we're not teaching our neurodivergent kids anything. We're just making them feel bad about who they are. In this episode, I'm getting honest about something most of us don't talk about — the massive gap between what parents mean when they say "accountability" and what their autistic or ADHD child actually hears. And I'm going to show you what real accountability looks like for neurodivergent kids. It doesn't involve a giant, heavy bag of shame and blame. It involves understanding, curiosity, and problem solving — together. I've been the parent standing in front of my child saying, "You need to take responsibility." I thought I was teaching him something essential. What I was actually doing was handing him a bag of garbage and calling it a life lesson. This episode is for every parent and teacher who has done the same. And for every therapist working with autistic and adhd children and their families.  In this episode, you'll learn: Why demanding accountability from autistic and ADHD kids often backfires — and what's actually happening when a child "refuses to take responsibility." The garbage bag metaphor: what happens when shame and blame get passed back and forth between parent and child — and how to put it down Real examples and what actually helped 5 ways to teach real accountability without shame, including how to separate the action from the person, how to use curiosity instead of blame, and how to teach missing skills without saying "you should know this by now." Why "I forgot" and "she was bothering me" are not excuses — they're a child trying to communicate What happens to neurodivergent kids who grow up in a shame-based accountability culture — and why it matters How to repair it when you've already shamed your child in the name of responsibility (because you will, and have I) What therapists need to ask when a parent says their child needs to be more accountable This episode is for you if: You're a parent of an autistic child and/or ADHD child who struggles with responsibility, follow-through, or "making excuses." You're a therapist, school counselor, or psychologist supporting neurodivergent children and their families You grew up being told you made excuses — and it still weighs on you. Sincerely, Holly Blanc Moses, The Mom/Neurodivergent Therapist P.S. I've got more goodness for you!

What if the problem isn't motivation… but misunderstanding? In this episode, we dive deep into executive functioning and the powerful role of "why" in understanding ADHD and neurodivergent children and teens. Joining me is Dani Donovan — ADHD advocate, comic artist, and author of The Anti-Planner — for an honest and validating conversation about procrastination, overwhelm, shame, and the myth of laziness. If you've ever thought: "Why won't they just do it?" "They know what to do — so why aren't they doing it?" "Am I doing something wrong as a parent?" "Why does trying harder not work?" This episode is for you. We explore: Why executive functioning struggles are not laziness The critical difference between knowing and doing Why shame never improves behavior How misunderstanding leads to blame The emotional experience of ADHD Why "trying harder" is not a strategy How asking "why?" changes everything Practical ways to shift from frustration to curiosity Why understanding must come before intervention For parents, this conversation offers relief and clarity. For therapists and clinicians, it reinforces the importance of neurodiversity-affirming, emotionally attuned support that reduces shame and builds capacity. When we understand the why behind executive functioning challenges, we stop seeing a "problem child" — and start seeing a nervous system that needs support. Because if they could, they would.