Podcasts about neurodiverse

In this episode, Stephen Martin discusses his personal journey with health and fitness, particularly focusing on the '80 plus one rule' which emphasizes the importance of consistency (the 80%) while allowing for small, exciting changes (the 1%) to keep motivation high. He shares insights on how neurodiversity, particularly ADHD and dyslexia, influences his approach to health and fitness, and how he has successfully lost weight by applying this rule. Stephen encourages listeners to find what works for them and to embrace both consistency and creativity in their personal growth journeys.TakeawaysThe 80 plus one rule combines consistency with small changes.Neurodiverse brains may struggle with repetitive tasks.Small changes can lead to significant improvements over time.It's essential to focus on what you truly want to achieve.Consistency (80%) is crucial for success in any goal.1% changes can keep motivation high and prevent burnout.Personal health should be a priority for overall well-being.Micro changes can have a cumulative effect on progress.Finding what works for your brain is key to success.Sharing experiences can help others on similar journeys.Keywordsdyslexia, ADHD, health, fitness, motivation, consistency, personal growth, 80 plus one rule, micro changes, self-improvement,  adults with dyslexia, support for adults.If you want to find out more visit:⁠⁠truthaboutdyslexia.com⁠⁠⁠Join our Facebook Group⁠⁠facebook.com/groups/adultdyslexia

Discussion: Dr. Stephanie Holmes and Dr. Sean Hirt discuss their clinical training and how neither was trained in neurodiversity despite the update in thinking about the Autism Spectrum (DSM-IV Asperger's). Dr. Holmes and Dr. Hirt discuss that applying neurotypical marriage models to Neurodiverse couples is not only not helpful but potentially harmful. Dr. Hirt discusses the role of the central nervous system and its impact on regulation and how typical marriage work may disrupt both partners. Have you heard from your pastor or Christian counselor- Marriage is Marriage, or Marriage is supposed to be hard. Or you tell your counselor you are a neurodiverse couple, or you attend an intensive, and they tell you that your neurodiversity doesn't matter- their model will work if you have enough faith?Let's Discuss That! About Our Guest: Dr. Hirt has an array of clinical experience in a variety of settings, including private practice, residential treatment centers, non-public schools, and emergency shelters. He is particularly sought out for his expertise in treating and addressing anxiety, depression, poor self-esteem, behavioral issues, and autism spectrum disorder in children and adolescents. Other areas of focus include substance abuse, life-transition issues & trauma-related disorders.In therapy, Dr. Hirt uses empirically driven modalities to address the client's needs. He derives techniques from client-centered, cognitive-behavioral theory, attachment theory, as well as family systems. Dr. Hirt works closely with all clients to develop an integrative, yet client-centered approach to treatment. More specifically, Dr. Hirt works with individuals to assist in developing the abilities and resources needed to reach goals, overcome hardships, and improve life satisfaction. When not working, you will often find him at parks and trails with family and friends. Dr. Hirt enjoys hiking, biking, running, and rock climbing! He also enjoys watching sports and traveling. However, his favorite pastime of all is spending time with his wife, daughters, and dog (Frank).Looking for Assessment: https://www.hirtpsychology.com/sean-hirt

In this episode, Theo Smith and David Richmond explore the complexities of neurodiversity in the workplace, discussing personal experiences, career transitions, and the importance of supportive policies. They delve into the barriers faced by neurodiverse individuals in employment, the significance of open communication, and the need for organizations to create inclusive environments. David shares insights from his journey, including the development of a neurodiversity policy and the challenges of self-advocacy in a rigid recruitment landscape. In this conversation, David Richmond discusses the importance of understanding neurodiversity within organizations, emphasizing the need for inclusive policies that consider the perspectives of neurodiverse individuals. He shares his personal journey of self-discovery and advocacy, highlighting the significance of community support and the role of fathers in the neurodiversity conversation. The discussion also touches on the impact of HR practices and technology, particularly AI, in creating supportive environments for neurodiverse individuals.- The journey of understanding neurodiversity is personal and ongoing.- Career transitions can lead to discovering one's true potential.- Rigid policies often create barriers for neurodiverse individuals.- Open communication is essential for effective support in the workplace.- Self-advocacy is crucial but often challenging for many individuals.- Organizational support can significantly impact employee experiences.- Creating inclusive policies is a vital step towards neurodiversity acceptance.- Understanding individual needs requires empathy and patience.- The perception of neurodiverse individuals can differ from reality.- Starting with the end goal in mind can simplify complex tasks. Organizations often recognize the need for neurodiversity initiatives but struggle with implementation.- Neurodiverse individuals can provide unique insights into policy development.- Self-advocacy is crucial for understanding one's own needs and experiences.- Community support is vital for neurodiverse individuals and their families.- Dads play an essential role in the neurodiversity conversation and should be included.- Inclusive spaces are necessary for neurodiverse individuals to thrive.- HR departments can be both a barrier and a support system for neurodiverse employees.- Technology, including AI, can aid neurodiverse individuals in their daily tasks.- Open communication about challenges is important in both personal and professional settings.- Understanding neurodiversity benefits everyone, not just those who identify as neurodiverse.

Welcome back to Just the Guys, where a handful of neurodiverse men get real about growth, relationships, and life post-diagnosis — all without a script, but with a ton of heart.In this reflective and candid episode, the guys dive into the evolution of their emotional intelligence and how their journeys have led to stronger relationships, especially with their partners and kids. The catalyst? A missed celebrity interview and a realization: if flying fish exist, maybe change and empathy aren't so impossible after all.We follow Jeremy, Greg, and Dan as they discuss what transformation looks like in real life. Jeremy opens up about becoming a more proactive and thoughtful parent and husband, learning to share the mental load and prioritize emotional presence. Greg brings in stories from marriage and retirement, revealing how putting “relationship before task” has become his new mantra. Dan brings it full circle with powerful insights on values, intentionality, and what love looks like, choosing family over hockey — literally.Throughout the conversation, themes of vulnerability, emotional attunement, and the gradual embrace of empathy surface repeatedly. They compare personal growth to planting seeds — change doesn't happen overnight, but with daily intention and care, real transformation takes root.Key takeaways:• Empathy isn't just possible for neurodiverse men — it's learnable and life-changing.• Change starts with being open to a different version of yourself.• Small, intentional choices create the foundation for a lasting connection.• Relationships thrive not when we're perfect, but when we show up — emotionally and consistently.This episode is equal parts heart, humor, and hope. So, whether you're neurodivergent yourself or walking alongside someone who is, you'll leave with a little more faith that growth is not only possible — it's inevitable, if you're willing to show up and keep planting seeds.

From relationships and loneliness, to indecision and burnout, Jemma Sbeg is your guide to navigating your 20s, and looking back on that decade with a new perspective.When Jemma Sbeg started recording a podcast in the back of her Subaru about her quarter life crisis, she had no idea just how many people she would reach.But other people her age were desperate for guidance through their 20s - a decade a lot of us romanticise before we get there, and after we leave.It's a decade of massive growth for humans, when we make big decisions about relationships, careers and our own identities, but Jemma felt like she had no idea HOW to make the right choices.She had studied psychology at university, and so looked to psychological research papers to help her and her friends navigate attraction, heartbreak, friendship, imposter syndrome, career anxiety, burn out, mental health and living a happy life.Jemma's biggest lesson is realising while time is finite, we do have so much of it to "figure it out", and chances are you'll still be working many things out in your 30s, 40s, 50s and 60s.Person in Progress: A Roadmap to the Psychology of Your 20s is published by Hachette Australia.Jemma's podcast is called The Psychology of your 20s.If you liked this episode of Conversations, you might also enjoy listening to Doctor Hilton Koppe on his experience of PTSD, journalist Ros Thomas on her research into loneliness or psychologist Dr Tracy Westerman on psychology in remote Australia.This episode of Conversations explores psychology, podcasts, research, books, writing, anxiety, TikTok, social media, ADHD, self-diagnosis, growing up, how to survive your 20s, stay at home dads, heartbreak, mortality, death anxiety, social anxiety, university, what to study, how to get over heartbreak, first loves, building a career in media.

This particular pre-Budget announcement should be music to the ears of parents who are currently working every hour God sends to pay for extra maths coaching for their children. You might have heard them on this show before – parents who really can't afford it, but say to themselves they can't afford not to, pay for the sort of tuition that teachers are unable to give in school, that one-on-one coaching to fix the gaps in literacy and in maths. Core subjects that teachers should be able to teach and should have time to provide extra support for those children who needed a little bit of a catch up, but in the modern-day classroom environment, it appears they cannot. Next week's Budget will include nearly $100 million in funding over four years for students who are underachieving in maths, including $56 million for the equivalent of 143 “maths intervention teachers” in primary schools. I didn't know we had a “maths intervention” tree, but it will be fantastic to pick 143 teachers off there and pop them in the classrooms. Perhaps they'll come out of the after-school tuition programmes. From next year, all students will have their maths ability checked in their first two years of schooling, which is fantastic. You have to know where you're coming from, you have to have a base from which you can start. Education Minister Erica Stanford said the maths check scheme would cost $4 million and aims to identify students who need more support, similar to the literacy phonics check unveiled last year, which is going, by all accounts, great guns. So that's $100 million that we've got, that's $56 million spent on the maths intervention teachers, $4 million for the maths check scheme, and according to my maths, that leaves us $40 million that will fund small group maths tutoring for up to 34,000 year 7 & 8 students each year, from next year. Hell-ay-jolly-lujah! As I say, parents are trying to shore up the gaps in their children's maths education by enrolling them and after school tuition at considerable expense will be absolutely delighted. Are the teachers? Thank you for asking. According to Upper Hutt Principals Association president Robyn Brown on Early Edition this morning, not so much. “Unfortunately our problem doesn't sit in maths. We are desperate for learning support and if we want to improve achievement, we need to put every cent we have into learning support rather than ring fencing it just for maths. We know that that's not going to make a huge difference. At the moment we have inadequate PLD or professional development for teachers. On a curriculum that they've only had two terms to teach so far, it's not been implemented with ability, we have no way of even assessing it yet.” It would be great if you could say $100 million investment in our classrooms is fantastic, but I guess you're not going to get that from Principal Associations and education ministries. They have been saying for some time, since Labour was in power, that they need more professional development. They need more time and there have been many, many changes within the schools around the curriculum, and I don't blame them for wanting to catch a breath, catch up with what this iteration of the curriculum looks like. But when she says math isn't the problem, that is the problem. In 2023, New Zealand students recorded their worst ever results in the OECD Programme for International Student Assessment. The average student dropped up to 15 points in maths, one of the worst performing. It's not a one-off. New Zealand's “achievement” in maths has plateaued for the past two decades. And then you had all this nonsense back in 2022, saying they get maths anxiety before tests, they're very anxious. They're actually brilliant at maths, they just get very anxious before exams. What tosh, absolute nonsense. They don't know the answers – that's where the anxiety comes from. They're not prepared; they don't know how to do it. Parents know this. They will welcome this investment even if the teachers don't, or the teachers' unions and representatives don't. When it comes to the learning difficulties, that surely is a separate matter entirely. Neurodiverse kids, kids who are behind the eight-ball from the time they were born because of the damage done in the womb, that is complex, it is difficult, but surely it's a completely separate issue. I'm not sure it should be conflated with your average school kid needing to do better in core subjects – children who are able to learn from a standard curriculum, who want to do better, who deserve better, who should be doing better. I'm sure there's a shopping list a mile long that any teacher or principal has when it comes to doing the best for the kids that turn up in their classroom. Too often your ordinary, everyday children are getting left behind and forgotten. They deserve the best. They deserve to be supported and encouraged and just see how far they can go, not have all the money spent on trying to deal with incredibly complex and difficult situations with families and children. How about a little support for these kids whose parents are doing the best by them, whose teachers are trying to do the best by them but they're getting dragged in so many different directions and situations? I'm all for this this. It's fantastic. Have the base check, know which children are going to need the extra support, target it to them and hopefully, hopefully in a few years we won't have children leaving primary school who are illiterate and innumerate, because that has been a crying shame for the past two decades and that is only going to benefit New Zealand to have a better educated populace. See omnystudio.com/listener for privacy information.

Today, we discuss the newly released book aimed at NeuroDiverse Christian Couples and Coaches! Dr. Stephanie & Barbara discuss Uniquely US: Gracefully Navigating the Maze of NeuroDiverse Marriage. We will talk about the research that went into the book and how clergy, chaplains, coaches, counselors, and clinicians can use this book along with a workbook and videos for ND Christian Couples!Where can you order the book?https://www.christianneurodiversemarriage.com/uniquelyus Download the Free Workbook:https://www.christianneurodiversemarriage.com/_files/ugd/410eee_5c2856b40d0a4a1bb65a69c38f384161.pdf Find the Free Videos:https://www.holmesasr.com/copy-of-uniquely-us Dan or Stephanie is having classes forming for the fall and spring semesters. Dr. Stephanie usually has a summer course for wives. Find out about group coaching/classes at:https://www.holmesasr.com/womengroupshttps://www.holmesasr.com/mengroups Want to work with Barbara Grant?https://www.christianneurodiversemarriage.com/copy-of-referrals

Jessie Hewitson is the author of How To Raise A Happy ADHD Child and How To Raise A Happy Autistic Child. Chapters: 00:00 Trailer 02:00 What is your mission in the world of Neurodiversity 03:32 Common threads between ADHD and autism 07:49 How to let your AuDHD child find their passion 13:10 Is parenting neurodiverse kids harder than parenting neurotypical kids 17:00 Tiimo advert 18:34 Is socialising important for neurodivergent kids 27:52 How schools can support ADHD and autistic kids 30:11 Supporting your child through RSD 37:46 The importance of making your child feel loved 51:18 How to nurture AuDHD kids 53:18 How to spot ADHD in kids 57:40 The consequences of being misunderstood 01:03:40 The importance of healing your inner child 01:08:19 Why ADHD girls are still being missed 01:13:31 What are the staple ingredients of a good upbringing for a Neurodiverse child 01:15:23 Jessie's ADHD Item 01:17:19 The ADHD Agony Aunt 01:19:49 A letter from the previous guest Pre-order How To Raise A Happy ADHD Child

BONUS EPISODE! Luke and I had the privilege of chatting with Jodi Carlton on her podcast, "Your Neurodiverse Relationship".Jodi says: "Together, they open up about their own marriage, healing past trauma, working through attachment styles, and what it really takes to make a #neurodiverserelationship not only work—but thrive. They also share their professional insights into #neuroplasticity, rejection sensitivity dysphoria (RSD), attachment wounds, and how their personal growth journey empowered them to help other couples navigate similar challenges.✅ Navigating ADHD & demand avoidance✅ Anxious + avoidant attachment in marriage✅ Overfunctioning, burnout & masking✅ When to accept… and when to seek changeCheck out the rest of the neurodiverse couples interviews Jodi does on YouTube. ‪@JodiCarlton‬ is a leading world expert in mixed neurotype relationship dynamics and communication. Her personal and direct style of educating and coaching is a favorite with all neurotypes around the globe. Her unique blend of personal and professional experience with neurodiverse relationships positions her to help people with a blame-free mind-set, and a goal of clarity. Check out all her offerings and freebies at her site: ⁠⁠https://jodicarlton.com/⁠⁠

Panelist from all over the world who work with neurodivergent relationships including Dr. Stephanie Holmes. Can neurodiverse relationships work? Does autism "ruin families" (spoiler alert- no). Does neurodiversity training matter when looking for a coach or counselor to help your neurodiverse marriage or relationship? YES!Listen in with our host, Dr. Stephanie Holmes is part of a panel of neurodiverse relationship experts across the globe!

Join Sue for an upcoming Live Virtual Workshop where you will learn from Sue practical tips & strategies to make a difference. In this episode, we will discuss: ✅ Social meltdowns stem from exclusion, misunderstanding, and social anxiety. ✅ Differentiating meltdowns from tantrums guides appropriate responses. ✅ Mind blindness impairs perspective-taking and interpreting social cues. ✅ Sensory overload heightens emotional overwhelm in social settings. ✅ Teaching social knowledge through scripts builds peer interaction skills. ✅ Proactive accommodations prevent meltdowns in classrooms and playgrounds. ✅ Device reliance undermines self-regulation and emotional resilience. Read more about this podcast in the show notes found via the link below suelarkey.com.au/what-are-social-meltdowns Join the Facebook group specifically for this podcast www.facebook.com/groups/suelarkeypodcastcommunity/ Join my Neurodiversity Network suelarkey.com.au/neurodiversity-network/ Follow my Instagram account for regular tips www.instagram.com/sue.larkey/ To learn more about teaching or understanding ASD, please visit my website below. elearning.suelarkey.com.au

Last month, Archie Clapcott joined Dale in the studio to share his transition from mainstream to special education. Today, his Mum, Rebecca Clapcott, draws on her extensive experience as the founder of the Awesome Archie nonprofit to discuss how to support neurodiverse students and why schools must embrace change. Rebecca emphasises that many teachers lack the understanding and training needed for effective neurodiversity support, advocating for a compassionate approach that values individuality and fosters understanding among educators. She addresses relatable topics, such as school uniforms, and I particularly enjoyed her passionate insights about unnecessary rules. Rebecca discusses the importance of flexible thinking in education, urging schools to create environments where all children can thrive. She stresses that understanding and empathy are essential for effective education, stating, “In my opinion, the best teachers and TAs are those who are empathetic.” View all podcasts available or visit our SENDcast sessions shop!   About Rebecca Clapcott Awesome Archie is a neuro affirming non profit founded by a Mum (Rebecca) and Son (Archie) team. Since early 2020, Awesome Archie have written 5 books that are donated to local schools and currently being used by the University Hospitals Dorset charity to both advocate and educate. Rebecca has 16 years of lived Autism experience as a parent, years of 1:1 experience, and a late awakening into her own neurotype   Contact Rebecca www.awesomearchie.co.uk https://www.facebook.com/groups/3650909864922453/ https://www.instagram.com/awesome_archie_official/ awesomearchieontour@gmail.com   Useful Links Awesome Archie Facebook Group Awesome Archie Books   B Squared Website – www.bsquared.co.uk  Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast  Email Dale – dale@bsquared.co.uk  Subscribe to the SENDcast - https://www.thesendcast.com/subscribe   The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.

Welcome Amy Whelan, a pediatric speech-language pathologist, Natural Language Acquisition (NLA) specialist, and passionate AAC advocate. Amy brings her deep expertise and compassionate approach to early childhood communication, guiding us through the world of gestalt language processing, child-led therapy, and neurodiversity-affirming practices.Amy Whelan, Ph.D., CCC-SLP has worked with young children at-risk for speech and language delays and their families her entire career. Movement and play are her favorite ways to encourage regulation, connection, engagement, and communication. She believes in the power of YET to give hope to what is to come and foster positive, empowered, resilient children. Always learning, Amy has specialized training in family-centered therapy, early intervention and preschool-based therapy, Natural Language Acquisition and gestalt language processors, as well as neurodiversity affirming goal writing and therapy practices.LINKSFollow Amy on Instagramhttps://www.instagram.com/twojillsandajack/We'd love to answer your questions on the podcast! Fill out this form - https://harkla.typeform.com/to/ItWxQNP3 All Things Sensory Podcast Instagram https://www.instagram.com/allthingssensorypodcast/Harkla Website https://harkla.co/Harkla YouTubehttps://www.youtube.com/@HarklaFamily/videosHarkla Instagramhttps://www.instagram.com/harkla_family/

In this episode of Autism for Badass Moms, host Rashidah sits down with the incredible Arte'a Funderburk, a 37-year-old mom of three from Maryland, for a powerful and heartfelt conversation about parenting twins with different developmental journeys.Arte'a opens up about her son Aiden's autism diagnosis in November 2023 and what it's been like raising him alongside his neurotypical twin sister, Arie. From noticing early developmental differences during the pandemic to immersing herself in advocacy and education, Arte'a shares her experience navigating a parenting path filled with both challenges and triumphs.Arte'a's story is honest, raw, and deeply inspiring — a must-listen for any parent walking a similar path.Connect with Arte'a on Instagram: @moon.mamma_Follow Autism for Badass Moms:Website: https://www.autismforbadassmoms.comInstagram: @theabmpodcastFacebook Group: @theabmpodcastDon't forget to subscribe, rate, and share with someone who needs to hear this!

What does it mean to be naked and unashamed? Did your mind first go to sex? That is part of it in a literal sense, but being 'naked and ashamed' also means being vulnerable with each other and not afraid. By the time couples find out about their neurodiversity, there are toxic patterns, and friendship is lost because everyone is focused on their own needs and what is missing. I often wonder if couples even like each other anymore or just on the this religious quest for the marriage some pastor or book promised missing the point- at one point Adam & Eve were naked and unashamed- connected to God, their true identity and each other in a vulnerable way before the fall/sin. We believe a couple's quest is to achieve as much as they can in a fallen world, being "naked and unashamed," and to be unafraid in their marriage relationship, moving from a scarcity mindset or fixed mindset to a growth and attachment mindset.

Click to send me a message!Struggling to make evenings and bedtime feel less chaotic in your home? I've been there too. In this episode of the Real Talk With Rhi Podcast, I'm sharing what's helped our neurodiverse household go from meltdowns and resistance to a calmer, more predictable evening routine.From managing transitions and sensory sensitivities to adjusting timings and using visual cues, I'll walk you through what's actually working for us right now. Whether your child has autism, ADHD, or just struggles with winding down, these tips might be the shift you've been looking for.

In this deeply insightful episode of the Parentline podcast, host Kerry McLean is joined by Tanya Strowger, a mother of three and counsellor at Jigsaw Community Counselling Centre, and Rebecca McCullough from Eden Consultancy NI. Together, they explore what it's like to support neurodiverse children—particularly autistic children—through life's big transitions, including school changes, holidays, family events, and everyday routines.Tanya shares the powerful story of her son Silas, his early signs of autism, the diagnostic journey, and how their family has adapted to meet his needs at home, in school, and out in the world. From sensory challenges and visual schedules to social scripting and emotional regulation, her lived experience offers empathy and practical guidance.Rebecca adds her expertise in neuro-affirming practice, offering thoughtful, real-world strategies to make transitions smoother, support emotional wellbeing, and embrace the child's unique way of experiencing the world. Whether it's navigating the school day, Christmas traditions, or going on holiday, this episode is packed with compassion, insight, and useful takeaways for any parent or professional.In this episode, we explore:Recognising early signs of neurodivergence and making sense of a diagnosisWhy small changes (like Sports Day or a different teacher) can be just as hard as big life eventsUsing visual aids, timers, and exit strategies to reduce anxietyPreparing for transitions: from holidays and school changes to daily routinesHelping neurodiverse children manage emotions, especially during moments of overwhelmLetting go of expectations and embracing what brings your child real happinessMemorable Moments:“Ditch all expectation and tune in to the happiness of the child.” – Tanya “You don't know until you know. And when you know, you can do things differently.” – RebeccaResources Mentioned:Eden Consultancy NI – Training and consultancy for professionals and families supporting neurodivergent childrenJigsaw Community Counselling Centre – Mental health support for children, young people, and families in North BelfastParentline NI – Free, confidential support for parents and carers across Northern IrelandNeed Parenting Support?

In this powerful Part 2 episode of Your Neurodiverse Relationship Podcast (Season 5), neurodiverse relationship expert Jodi Carlton continues her candid conversation with married couple Luke and Lauren Smallcomb. Together, they open up about: - Navigating ADHD and demand avoidance in marriage - Overcoming anxious and avoidant attachment styles - What happens when one partner is an overfunctioner - Burnout, masking, and learning to communicate better - The difference between acceptance and accommodation - Red flags vs. recoverable challenges in neurodiverse relationships.

What if understanding how your child thinks and learns could completely change the way you support them—and help them thrive in the process? Dr. Yael Rothman and Dr. Katia Fredriksen of Neuropsych Moms are joining me this week to demystify neuropsychological evaluations and empower parents with the tools to better understand and advocate for their children.   The surprising ways neuropsych testing can help unlock your child's potential (hint: it's not just about diagnoses). Why leaning into your child's strengths matters—and how to do that without tipping into toxic positivity. The conversation around diagnosis that so many parents fear—and why not talking about it might actually be more harmful. The 3 questions to ask yourself to help you determine if you should get your child a neuropsych evaluation and what you can expect from the process once you've made the decision to move forward. Is there an ideal age for children to receive a neuropsych evaluation? The importance of connecting all your child's doctors and mental health providers and why so many parents don't know this is an option. Clearing up some of the most common myths and fears surrounding a diagnosis like ADHD and autism.  Before you have a conversation with your child about their diagnosis, what parents should do first.   Whether you're wondering if a neuropsych evaluation is right for your child or you're looking for guidance after a diagnosis, tune in now to feel more confident and informed.       LEARN MORE ABOUT MY GUESTS: https://www.neuropsychmoms.com/ https://stixrud.com/staff/katia-fredriksen/ https://www.rothmanpediatricneuropsychology.com/    READ THEIR BOOKS:

 Continuing our Autism Acceptance Month, today Dr. Stephanie interviews Dani Bowman from Love on the Spectrum. We will talk about her involvement with the show and how she built her company, DaniMation.Guest: Dani Bowman,BFA, MBAPresident, DaniMation EntertainmentDani Bowman, who is on the autism spectrum, founded her company, DaniMation Entertainment, in 2009. Over the years, she has spearheaded summer animation camps and conducted personalized online 1:1 sessions, diligently educating, elevating, and empowering her students on the autism spectrum. With her guidance, she has successfully helped more than 2,500 students explore the transformation of their passions into viable careers. In her educational journey, Dani obtained a BFA in Animation in 2018 and further pursued her ambitions with an MBA in Global Strategy and Leadership in 2020. Beyond her academic achievements, she also became a valued cast member on the Netflix series "Love on the Spectrum." Dani's remarkable story showcases how dedication, talent, and resilience can lead to fulfilling accomplishments regardless of individual challenges. Embracing Neurodiversity and Creativity: Dani Bowman's Journey from Animation Aficionado to Social EntrepreneurIn her keynote speech at the Converge Autism Summit, Dani Bowman, an animator, educator, and entrepreneur, takes us on a remarkable journey that began at age three and led her to become the CEO of DaniMation. From her beginnings as a passionate animator at the age of 14 to her present role as an industry leader in diversity-led employment, Dani shares her experiences, challenges, and triumphs and reflects on her responsibility as a leader to inspire and mentor others on the autism spectrum. She sheds light on the company's commitment to social impact, emphasizing the positive influence that creative expression can have on the lives of neurodiverse individuals, regardless of how they have been affected by their condition.

Do you want to know what successful ADHDers are doing right? Dr Tony Lloyd is the CEO of the ADHD Foundation, the largest patient-led ADHD agency in Europe. He has been the driving force in promoting neurodiversity in the UK and campaigned for a neurodiverse paradigm in education, health services, employment and human resource management. He is a co-author of several national reports on ADHD and neurodiversity in the UK and plays an active role in national forums to campaign for changes in policy and the design and delivery of public services. 00:00 Trailer 01:47 What's your mission in regards to ADHD 08:20 How to respond when someone says “Everyone has ADHD these days” 16:42 Tiimo advert 17:54 What are successful ADHDers doing right? 27:56 The psychological effect of being called ‘too sensitive' 31:05 What a "purgatory period" of having no diagnosis does to a Neurodiverse brain 36:12 Masking 44:01 The significance of RSD in the Neurodiverse community 50:55 The ADHD item segment 53:21 The ADHD agony aunt segment 57:01 A letter from the previous guest 59:04 Ned Hallowell Brain Health advert Find Tony on Linkedin

If you're in a relationship where one or both partners are on the autism spectrum, you've probably noticed that the usual relationship advice doesn't quite work for you. You might have read articles, watched videos, or even talked to a therapist, but instead of feeling helpful, that advice often leaves you feeling more frustrated, disconnected, or misunderstood. Here's why: you're not just speaking different love languages; you're coming from different neurological cultures. This isn't about broken communication. It's about translation. When you shift your mindset to view your relationship like a cross-cultural partnership, where both people bring strengths, challenges, and a completely valid worldview, you stop trying to fit into someone else's mold and start building a relationship that actually works for you. Today we'll explore what it really takes to make a neurodiverse relationship thrive, starting with letting go of neurotypical expectations and embracing a mindset of curiosity, patience, and collaboration.____________________________Full blog and show notes: https://abbymedcalf.com/a-new-mindset-for-navigating-neurodiverse-relationships Grab my FREE How I Show Love Worksheet: https://abbymedcalf.com/showlovesheet Learn how to create and hold healthy, loving boundaries with my book Boundaries Made Easy: Your Roadmap to Connection, Ease and Joy https://abbymedcalf.com/boundaries or The Workbook: Boundaries Made Easier https://abbymedcalf.com/boundaries-workbook Want to feel happier and more connected in your relationship? Buy my #1 bestselling book on Amazon, Be Happily Married: Even If Your Partner Won't Do a Thing: https://abbymedcalf.com/book____________________________ Looking for past episodes of the Relationships Made Easy Podcast? Head over to  https://abbymedcalf.com/podcast and https://abbymedcalf.com/podcast-the-archives where you'll find past episodes. Subscribe today to get my love letter to you! This biweekly reminder will keep you on the path to creating connected, happy relationships (especially the one with yourself!). https://abbymedcalf.com Ready to dig deeper? Take one of my online courses (some are FREE!) or grab a workbook: https://abbymedcalf.com/shop Say hello on social:Facebook: https://www.facebook.com/abbymedcalfInstagram: https://www.instagram.com/abbymedcalfthrivingLinkedIn: https://linkedin.com/in/abbymedcalfthrivingYouTube: https://abbymedcalf.com/youtube Get bonus content on Patreon Hosted on Acast. See acast.com/privacy for more information.

For Autism Acceptance and Action Month, we are focusing on the autistic experience. Today, our guests are Kim Clairy, OTR/L, and her husband, William. Kim will be a speaker at the 2025 Converge Autism Summit. Today, Dr. Stephanie talks with Kim about autism and sensory issues and how an occupational therapist can help.About our Guest:Kim Clairy OTR/L is a Brenau University graduate with a BS/MS in occupational therapy. Kim has been invited to share her expertise on autism with over 100 organizations in 7 countries. She is a frequent contributor to autism-related projects and podcasts and has contributed to numerous publications on autism. Additionally, Kim is a private consultant and self-advocate who broke through barriers as she defied a healthcare system that said, “Your autism is severe; you need to live in a nursing home.” Her difficult experiences forged a passion for educating others on autism. Through hands-on learning, Kim uses personal experiences and professional expertise to educate on many facets of autism across the lifespan.Want Kim to come speak at your event?https://www.kimclairy.com/

What happens when neurodiverse children transition to adulthood without crucial life skills? Kristen Lombardi and Dr. Christine Drew tackle this pressing question in their groundbreaking book "Spectrum of Independence." Drawing from decades of professional experience, they reveal how many children with autism and intellectual disabilities "graduate to the couch" after school ends, lacking the fundamental skills needed for meaningful independence.The conversation unpacks their innovative approach to teaching daily living skills, starting with task analysis—breaking seemingly simple routines like toothbrushing into manageable components. This method transforms overwhelming challenges into achievable goals, allowing parents to pinpoint exactly where their child struggles instead of giving up entirely. "It's not that they can't brush their teeth," Lombardi explains, "it's that they can't complete specific steps within that process."Perhaps most remarkable is their emphasis on starting early. While many parents focus on academics, waiting until adolescence to address independence creates missed opportunities. Teaching a seven-year-old to shower independently provides years of practice before the pressures of adulthood arrive. As Dr. Drew powerfully notes, "People with disabilities' worlds get really small, really fast if we're not careful"—highlighting how limited independence restricts future options for housing, employment, and community involvement.The authors balance practical advice with compassionate realism, acknowledging that independence exists on a spectrum. Their message resonates with profound hope: regardless of where a child falls on that spectrum, progress is possible with the right teaching approach. "We can always teach one more skill," Dr. Drew reminds listeners, offering a lifeline to parents navigating the challenging journey of raising neurodiverse children.Ready to transform your approach to teaching independence? Check out "Spectrum of Independence" and discover practical strategies to expand your child's capabilities and future possibilities.Follow The Menninger Clinic on Twitter, Facebook, Instagram and LinkedIn to stay up to date on new Mind Dive episodes. To submit a topic for discussion, email podcast@menninger.edu. If you are a new or regular listener, please leave us a review on your favorite listening platform! Visit The Menninger Clinic website to learn more about The Menninger Clinic's research and leadership role in mental health.

In Episode 181, Nick Constantino and Trip Jobe are live from the Battery to explore the nonprofit world and the challenges it faces. Joined by Nehemiah Lamb, founder of Unique Individual Ranch, they discuss the importance of fundamental marketing and client communication skills for successful nonprofit management. Nehemiah shares his journey from working at the YMCA to starting his own organization, creating a supportive environment for neurodiverse children. The episode delves into the complexities of starting and managing a nonprofit, fundraising, sponsorship, and building a brand. Nehemiah emphasizes the need for specialized training and programs for neurodiverse populations, advocating for early intervention, collaboration, and public education to promote inclusion. Key Takeaways: Growing need for neurodiverse services. Challenges in awareness, funding, and bureaucracy. Importance of early intervention and collaboration. Effective sponsorship acquisition and community partnerships. Future plans for program expansion. Ways to support: spreading the word, donating, volunteering, and advocacy. #MarketingMadmen #Neurodiversity #EarlyIntervention #Collaboration #ProgramExpansion #CommunitySupport Meta Description: Join Nick Constantino, Trip Jobe, and Nehemiah Lamb as they discuss the growing need for neurodiverse services, the vision for creating a comprehensive support system, and ways to support these initiatives. #MarketingMadmen Focus Keyword: Neurodiversitypatreon.com/TheMarketingMadMen: https://www.nick-constantino.com/See omnystudio.com/listener for privacy information.

In this episode of 'Just the Guys,' Jeremy and Dan pivot from their original plan due to an unexpected airline mishap, turning the moment into a meaningful exploration of their personal and professional insights on coaching from an autistic perspective. They delve into what makes effective coaching, highlighting the importance of adaptability, openness to change, and focusing on potential rather than limitations. The conversation emphasizes the courage required to question long-held beliefs and behaviors, and the necessity of cultivating self-awareness and emotional growth. Rich with relatable analogies from sports and personal experiences, Jeremy and Dan discuss overcoming resistance to change, the power of vulnerability, and the critical distinction between being open to new skills versus changing one's core identity. Whether you're seeking personal growth, better relationships, or practical strategies for life's complexities, this candid discussion offers valuable wisdom for those navigating neurodiverse relationships and personal development.

Uncover the critical intersection of executive function and educational success. This enlightening discussion reveals why some of the smartest kids face unexpected challenges in school and how understanding these hidden barriers can transform their academic journey. Tune in for unique insights and expert strategies to support your child's learning process.What to expect in this episode:Understanding the impact of executive function challenges on school successThe importance of emotional regulation and frustration tolerance in academic environmentsStrategies for identifying and addressing specific executive function issuesThe role of parental involvement in managing and accommodating executive function challengesInsights into how ADHD medications affect executive function and school performance Related Links:Executive Function Skills: What Every Parent Needs to Know:https://podcasts.apple.com/us/podcast/ep-006-executive-function-skills-what-every-parent/id1565976964?i=1000533050665Motivation Myths and the Magic of P.I.N.C.H.https://podcasts.apple.com/us/podcast/ep-126-motivation-myths-and-the-magic-of-p-i-n-c-h/id1565976964?i=1000626897834The Surprising Challenges of a Strengths-Based Approachhttps://podcasts.apple.com/us/podcast/ep-156-the-surprising-challenges-of-a/id1565976964?i=1000651261848When Kids Are Not Living up to Their Potentialhttps://podcasts.apple.com/us/podcast/ep-174-when-kids-are-not-living-up-to-their-potential/id1565976964?i=1000664554706Can You Actually Improve Your Child's Executive Function? by Susan Bauerfeldhttps://impactparents.com/blog/adhd/can-you-actually-improve-your-childs-executive-function/ Get your FREE copy of 12 Key Coaching Tools for Parents at https://impactparents.com/gift.Connect with Impact Parents:Instagram: https://www.instagram.com/impactparentsFacebook: https://www.facebook.com/ImpactParentsLinkedIn: https://www.linkedin.com/company/impactparentsSponsors"Cognitive Ergonomics from the Inside Out" – A New ADHD InterventionDo you recognize current ADHD interventions fall short? At DIG Coaching, we've developed a groundbreaking field of engineering called Cognitive Ergonomics from the Inside Out. Discover a fresh approach to ADHD care that looks beyond traditional methods.Learn more at www.cognitive-ergonomics.com

Do you want to learn how to break barriers in neurodiverse relationships? Dr. Matt Zakreski, PsyD, is a professional speaker and clinical psychologist who specializes in working with neurodivergent folks. He has spoken more than 400 times on stages and podcasts about supporting neurodivergent people in all walks of life. Dr. Matt specializes in taking knowledge of the brain, human behavior, and clinical psychology and making that accessible and practical for people to improve their lives.In this episode of Last First Date Radio:A crash course in neurodiversity and how it impacts datingHow to break barriers in neurodiverse relationshipsThe challenges neurodiverse folks face when datingHow to navigate conflict and cultivate closenessHow to apply brain science to build stronger relationshipsConnect with Dr. Matt ZakreskiWebsite https://www.drmattzakreski.com/ Facebook https://www.facebook.com/drmattzakreski/ LinkedIn https://www.linkedin.com/in/matthew-zakreski-0a32358 IG https://www.instagram.com/drmattzakreski/ ►Please subscribe/rate and review the podcast on Apple Podcasts http://bit.ly/lastfirstdateradio ►If you're feeling stuck in dating and relationships and would like to find your last first date, sign up for a complimentary 45-minute breakthrough session with Sandy https://lastfirstdate.com/application ►Join Your Last First Date on Facebook https://facebook.com/groups/yourlastfirstdate ►Get Sandy's books, Becoming a Woman of Value; How to Thrive in Life and Love https://bit.ly/womanofvaluebook , Choice Points in Dating https://amzn.to/3jTFQe9 and Love at Last https://amzn.to/4erpj7C ►Get FREE coaching on the podcast! https://bit.ly/LFDradiocoaching ►FREE download: “Top 10 Reasons Why Men Suddenly Pull Away” http://bit.ly/whymendisappear ►Group Coaching: https://lastfirstdate.com/the-woman-of-value-club/ ►Website → https://lastfirstdate.com/ ► Instagram → https://www.instagram.com/lastfirstdate1/ ►Get Amazon Music Unlimited FREE for 30 days at https://getamazonmusic.com/lastfirstdate  

What happens when a high-achieving mum, running two businesses and parenting three kids, discovers that the chaos in her life isn’t just “normal”—it’s undiagnosed ADHD? In this powerful and relatable conversation, Justin chats with former psychologist and ADHD advocate Jane McFadden about her late diagnosis, parenting in a neurodiverse family, and why understanding is the first step towards connection. KEY POINTS: Jane McFadden was diagnosed with ADHD in adulthood—after years of burnout, high-functioning chaos, and parenting struggles. ADHD can often be masked by achievement, especially in women. Many children and adults use “scaffolding,” or complex routines, to hide difficulties with executive function. Diagnosis isn’t about labels—it’s about understanding and unlocking connection. Neurodiverse families can thrive when support and insight replace shame and confusion. QUOTE OF THE EPISODE:“If you don’t want to label your child, they’ll label themselves—and it’ll be far worse than any diagnosis.” RESOURCES: ADHD Mums podcast by Jane McFadden Happy Families Membership – happyfamilies.com.au Help For the ADHD Parent [Article] Parenting ADHD [The Course] Parenting an ADHD Child [Article] ACTION STEPS FOR PARENTS: If you suspect neurodiversity in yourself or your child, seek a qualified assessment—it can offer clarity and hope. Explore resources and communities like ADHD Mums to connect with others on a similar journey. Approach parenting with empathy—ask your child why something is hard instead of assuming they’re being defiant. Recognise the signs of burnout in yourself and prioritise support. Focus on connection first—diagnosis is a tool to deepen relationships, not define them. Find us on Facebook Subscribe to the Happy Families newsletter See omnystudio.com/listener for privacy information.

It is Autism Acceptance and Action Month, and we have Dave Glick as our guest neurodivergent coach and clinician.Today, Dr. Stephanie and Barbara ask David a few questions about behaviors.We ask:Can you differentiate freeze and fawning?What are your thoughts on pervasive demand avoidance?What behaviors can actually change?Can those on the spectrum learn regulation and relational skills? About our Guest & Colleague:Dave writes on his website: https://triadpsych.org/therapists/david-glick/My specialties are quite extensive and diverse, as I have two degrees, one in Education and the other in Social Work. I was originally trained in behaviorism and usually merge behavior therapies with personality trait theories. This approach, while demanding, usually produces very positive results for my clients. My practice is a safe place where people can share and be open. Once trust is established, it becomes a virtual Swiss army knife, in that the therapy is adaptable and useful regardless of the situation. Essentially, I want my clients to be empowered with a new sense of self and confident in their abilities.

Kate Hemby is an ordinary girl. She goes to work, sits as a board director at YoungLife, and volunteers at a special needs organization. With all she does, finding her way onto a Netflix series is just another day. Kate joins Kerry to discuss her time on the internationally acclaimed show Love on the Spectrum. She shares about the spectacle of production and the co-star she went on a date with. Catch Kate on Love on the Spectrum Season 3, out now on Netflix.

A friend asked me, 'Are you neurodiverse?' Here's my reply. What might yours be?Free consultation for your creative projects: https://tidycal.com/theodorestorypaths/15-minute-meetingComment here: https://storypaths.substack.com/p/e197d8e0-7b98-4c0f-9e46-a80b8232b1e3 This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit storypaths.substack.com/subscribe

Generative AI Levels the Playing Field for Neurodiverse Technologists | Stories From The Hackery by Nashville Software School

Today's episode of Success is Subjective comes from the heart, lived experience and professional background of Scot Marken. Scot Marken is the founder and CEO of EdRedefined – a national educational consulting firm with the purpose of helping those with mental health struggles and disabilities to thrive in their education and pursue their dreams. Deeply involved with mental health nonprofits for over 20 years, Scot is an esteemed expert in his field of work. While he has many accomplishments under his belt such as: being featured in World Report, The Wall Street Journal and others; to serving as the Maryland representative to the board of ANCHOR; and raising over $30 million in grants and scholarships for the demographic he supports, at the end of the day, Scot is a man with a huge heart to help serve those around him. Having a son with disabilities has made the goal of raising awareness and support for these individuals that much more solidified in his mind. Scot passionately shares the many ways that EdRedefined helps individuals, as well as boosting the global conversation on mental health and disabilities in hopes of breaking through stigma and creating more awareness and better support for those in need. Scot is a wealth of knowledge and resources who can help you or your student, so tune in for this episode that you don't want to miss. Scot's Resources:EdRedefinedConnect with Joanna Lilley  Therapeutic Consulting AssociationLilley Consulting WebsiteLilley Consulting on Facebook Lilley Consulting on YouTubeEmail joanna@lilleyconsulting.com#TherapeuticConsulting #LilleyConsulting #Successful #YoungAdults #TherapeuticPrograms #Therapy #MentalHealthMatters #Podcast #PodcastCommunity #StudentMentalHealth #TheJourney #SuccessIsSubjectivePodcast #TheUnpavedRoad #PFCAudioVideo #EdRedefined #ScotMarken #CollegeAccommodations #LearningDisabilities #LearningDifferences #Autism #ADHD #MentalHealthStigma

Join Dr. Stephanie and Tiffany in an interactive discussion that will help you delve deeper into understanding your rights as a parent with a school-age child with disabilities. You will have a solid understanding of the variety of support plans, how to navigate the school teams, and how to ensure your child gets everything they need to succeed in school!About our Guest:Tiffany Yandle is a non-attorney Special Education Advocate and President of In Bloom Advocacy. She has a 15+ year history of teaching Special Education and school administration in North Carolina public schools. She is passionate about reaching an equitable, personalized education for all students. She specializes in Special Education Laws and regulations, Multi-Tiered Systems of Support, Community Engagement in schools, and Autism Spectrum Disorders.

Dr. Stephanie Holmes and Dr. Sean Hirt discuss their clinical training and how neither were trained in neurodiversity despite the update in thinking about the Autism Spectrum (DSM-IV Asperger's). Dr. Holmes and Dr. Hirt discuss that applying neurotypical marriage models to Neurodiverse couples is not only not helpful but potentially harmful. Dr. Hirt discusses the role of the central nervous system and its impact on regulation and how typical marriage work may disrupt both partners. About Our Guest:Dr. Hirt has an array of clinical experience in a variety of settings including private practice, residential treatment centers, non-public schools, and emergency shelters. He is particularly sought out for his expertise in treating and addressing anxiety, depression, poor self-esteem, behavioral issues, and autism spectrum disorder in children and adolescents. Other areas of focus include substance abuse, life-transition issues & trauma-related disorders.In therapy, Dr. Hirt uses empirically driven modalities to address the client's needs. He derives techniques from client-centered, cognitive-behavioral theory, attachment theory, as well as family systems. Dr. Hirt works closely with all clients to develop an integrative, yet client-centered approach to treatment. More specifically, Dr. Hirt works with individuals to assist in developing the abilities and resources needed to reach goals, overcome hardships, and improve life satisfaction. When not working, you will often find him at parks and trails with family and friends. Dr. Hirt enjoys hiking, biking, running, and/or rock climbing! He also enjoys watching sports and traveling. Although his favorite pastime of all is spending time with his wife, daughters, and dog (Frank).Looking for Assessment:https://www.hirtpsychology.com/sean-hirt

Join Sue for an upcoming Live Virtual Workshop where you will learn from Sue practical tips & strategies to make a difference. In this episode, we will discuss: ✅ Masking hides anxiety, causing exhaustion and autism burnout. ✅ Neurodiverse kids often behave differently at home and school. ✅ Frequent meltdowns occur after sustained masking at school. ✅ Regular breaks are essential for sensory and social recovery. ✅ Coping and masking differ; masking involves hiding autistic traits. ✅ Social skill-building should support authenticity, not conformity. ✅ Emotional regulation strategies help reduce long-term burnout risks. Read more about this podcast in the show notes found via the link below suelarkey.com.au/neurodiversity-and-masking Join the Facebook group specifically for this podcast www.facebook.com/groups/suelarkeypodcastcommunity/ Join my Neurodiversity Network suelarkey.com.au/neurodiversity-network/ Follow my Instagram account for regular tips www.instagram.com/sue.larkey/ To learn more about teaching or understanding ASD, please visit my website below. elearning.suelarkey.com.au

Beyond the Sessions is answering YOUR parenting questions! In this episode Dr. Emily Upshur and I talk about...   - The science of why transitions are so hard for the ADHD brain - it's not just that you or your child are "difficult," it's actually the way a neurodiverse brain works.   - What type of executive functioning skills need more scaffolding for a person with ADHD (And the good news, that being intentional about strengthen them can be a real game changer!)   - Some of these underdeveloped skills can create a snowball effect. Learn exactly how you can identify and make changes to your child's day to improve these challenging patterns.   - A few real-life examples of how Dr. Emily breaks down tasks, like getting her son to soccer practice with all his gear or helping him study for a test, that makes it easier for him, her, and their whole family.   - Creating a systematic approach for lessening how much support you offer your child that is most likely to help them internalize these new skills and behaviors.    - A transition hack you can use that will make it easier to go from activity to activity.       REFERENCES AND RELATED RESOURCES:   The digital platform Dr. Emily uses with her own child: Quizlet Create a visual guide of your child's routine: Small Dry Erase Whiteboard, A visual timer you can use: 60-Minute Timer  

“I think the most radical thing you can do in education is speak up, listen, and to make room for love because every learner has a powerful story, and it's one that can be told and received when we offer the right tools to do so.” -Caroline WeaverWe sit with LD advocate and researcher Caroline Weaver to discuss her interdisciplinary capstone project that creates an intersection of lived experience, art, advocacy, and research. Caroline's project delves into how school systems can cause harm and deficit mindsets to neurodiverse students, the power of self-love, self-knowledge, and self-advocacy, the importance of including individuals with LD in LD research, and much more. Visit Caroline's project at: https://cpweaver26.wixsite.com/advocacy2action  

We all want a marriage that feels like home. We long for a partner who is there for us through all of life's challenges and griefs, who is in on all our inside jokes, who delights in the family we've built together, who looks with hope toward the future with a shared faith and an arm firmly around our shoulders. But how do we get there? What actually works in the real world and honors the picture of marriage found in Scripture?Based on the findings of their meticulous research, Sheila Wray Gregoire and Dr. Keith Gregoire dispel the pervasive myths about what makes a happy marriage. Rather than relying on gender stereotypes, they look at what actually creates intimacy, emotional health, and connection, asking deeper questions that lead to real healing and growth in your relationship with your spouse.With enlightening stories, survey results, and practical tools, this book will help readers create a marriage they love. And with the evidence-based, Scripture-honoring advice in this book, that just may be closer than you imagine. Today, Dr. Stephanie talks with Sheila & Keith about the new book The Marriage You Want, and Dr. Stephanie adds in some of the neurodiverse lens.Dr. Stephanie asks Sheila & Dr. Keith:What did you find about the marriage triangle (God at the top and husband and wife on the bottom) and how that triangle can get skewed?You open a chapter with the controversial statement, "You should not prioritize sex in marriage." Talk a bit more about that as authors of books on healthy sexual marital relationships.What is the unfairness threshold?How does a couple grow intimacy?Do Christian books empower men or make them seem fragile and needy?Dr. Stephanie will do a course based on the new book this summer! Join now!https://www.christianneurodiversemarriage.com/contact-usAbout our Guests:Sheila Wray Gregoire is the face behind BareMarriage.com as well as a sought-after speaker and an award-winning author of 9 books, including the Great Sex Rescue and She Deserves Better. Sheila is passionate about changing the evangelical conversation about sex and marriage to make it healthy, evidence-based, and biblical.Dr. Keith Gregoire is a physician and coauthor with Sheila on The Good Guy's Guide to Great Sex, a companion to Sheila's award-winning The Good Girl's Guide to Great Sex.The couple lives in Ontario, Canada.Find out more at: https://baremarriage.com/

In this episode, Eli is joined by Kelli Murgado-Willard, who discusses assessing, treating, and integrating practical interventions with neurodivergent clients.

In this episode George talks to neurodivergent Historian Jessica Secmezsoy-Urquhart about their research in the fascinating area of neurodiverse jesters, fools and entertainers in renaissance Royal courts in England and Scotland.LinksJessica can be contacted as a PhD Historian at jyesu@st-andrews.ac.uk or Jessicasecmezsoy@outlook.com, online as JessicasuAKA@twitter/Jessicaakas@insta/Jessica Secmezsoy-Urquhart@FB/Jessicasuaka@tiktok and as a writer at Bookseeker Agency.MusicYour Story by MusicbyAden | https://soundcloud.com/musicbyadenMusic promoted by https://www.chosic.com/free-music/all/Creative Commons CC BY-SA 3.0https://creativecommons.org/licenses/by-sa/3.0/ArchPodNetAPN Website: https://www.archpodnet.comAPN on Facebook: https://www.facebook.com/archpodnetAPN on Twitter: https://www.twitter.com/archpodnetAPN on Instagram: https://www.instagram.com/archpodnetAPN StoreAffiliatesMotion

What if small shifts in the way you parent could help prevent Imposter Syndrome in your child before it even starts? Dr. Lisa Orbé-Austin is joining me this week to help parents learn how to raise a child who trusts in their own abilities, values, and worth.   In this episode we explore:   - What imposter syndrome actually is (and what it isn't!) from a scientific and psychological perspective.   - Why it's common to see self-sabotaging behaviors in people who are experiencing Imposter Syndrome - and what you can do to help you or your kids combat this.   - The impact of rigid versus growth mindset on children as they develop and grow.   - Are certain attachment patterns more prone to Imposter Syndrome?   - The types of conversations you can have with your child, and even with other adults in front of your child, that will lay the groundwork for resilience.   - Why receiving a neurodiversity diagnosis can be empowering for kids and can help combat many associated challenges, Imposter Syndrome being one of them!   - What does it mean to hyper-regulate and how does our environment reinforce this behavior? Is it more common in men or women? With certain siblings? - We're unpacking it all!   If you're someone who's ever doubted their own success, or is noticing perfectionistic tendencies in your child, this episode is packed with eye-opening takeaways you won't want to miss!     LEARN MORE ABOUT DR. LISA: https://www.dynamictransitionsllp.com/   READ DR. LISA'S BOOKS:

Today, Dr. Stephanie is joined by Dan to talk with Dr. Naseef about the impact of passive or engaged fathers on children, especially their autistic children. Dr. Naseef discusses the psyche of a man and how to engage fathers for a positive impact on their marriage, family system, and the autistic child.About our Guest:Robert Naseef, Ph.D., has a distinct voice as a psychologist and father of an autistic adult son. He has spoken nationwide and trained professionals internationally in treating autism and other developmental disorders and supporting families. He has a special interest in the psychology of men and fatherhood.Along with Stephen Shore, Ed.D., Dr. Naseef served as a lead consultant to the Arc of Philadelphia and SAP's “Autism at Work” program, which involved collaboration with the Pennsylvania Department of Education and the Bureau of Vocational Rehabilitation to develop the curriculum, “Preparing Neurodiverse Youth for the Workplace.”Dr. Naseef's 2013 book, Autism in the Family: Caring and Coping Together (Brookes Publishing), integrates advances in research and treatment with clinical experience to help families navigate the emotional landscape and the practical roadmap through the lifespan. Special Children, Challenged Parents: The Struggles and Rewards of Parenting a Child with a Disability (1996), his first book, received international recognition. He has appeared on radio and television. He is the co-editor with Cindy N. Ariel of Voices from the Spectrum: Parents, Grandparents, Siblings, People with Autism, and Professionals Share Their Wisdom (2006).In 2008, Robert Naseef was honored by Variety, the Children's Charity, for his outstanding contributions to the autism community. On World Autism Awareness Day, April 2, 2017, Dr. Naseef gave a TEDx talk entitled “How autism teaches us about being human,” which you can see on YouTube. Dr. Naseef is also a member of the Panel of Professional Advisors of the Autism Society of America. He also serves on the Leadership Council of the AJ Drexel Autism Institute.

Dr. Cathery Yeh, Supporting Neurodiverse Students in Elementary Mathematics Classrooms ROUNDING UP: SEASON 3 | EPISODE 14 What meaning does the term neurodiverse convey and how might it impact a student's learning experience?  And how can educators think about the work of designing environments and experiences that support neurodiverse students learning mathematics?  In this episode, we discuss these questions with Dr. Cathery Yeh, a professor in STEM education from the University of Texas at Austin.  BIOGRAPHY Dr. Cathery Yeh is an assistant professor in STEM education and a core faculty member in the Center for Asian American Studies from the University of Texas at Austin. Her research examines the intersections of race, language, and disability to provide a nuanced analysis of the constructions of ability in mathematics classrooms and education systems. TRANSCRIPT Mike Wallus: What meaning does the term neurodiverse convey and how might that language impact a student's learning experience? In this episode, we'll explore those questions. And we'll think about ways that educators can design learning environments that support all of their students. Joining us for this conversation is Dr. Cathery Yeh, a professor in STEM education from the University of Texas at Austin.  Welcome to the podcast, Cathery. It's really exciting to have you with us today. Cathery Yeh: Thank you, Mike. Honored to be invited. Mike: So, I wonder if we can start by offering listeners a common understanding of language that we'll use from time to time throughout the episode. How do you think about the meaning of neurodiversity? Cathery: Thank you for this thoughtful question. Language matters a lot. For me, neurodiversity refers to the natural variation in our human brains and our neurocognition, challenging this idea that there's a normal brain. I always think of… In Texas, we just had a snow day two days ago. And I think of, just as, there's no two snowflakes that are the same, there's no two brains that are exactly the same, too. I also think of its meaning from a personal perspective. I am not a special educator. I was a bilingual teacher and taught in inclusive settings. And my first exposure to the meaning of neurodiversity came from my own child, who—she openly blogs about it—as a Chinese-American girl, it was actually really hard for her to be diagnosed. Asian Americans, 1 out of 10 are diagnosed—that's the lowest of any ethnic racial group. And I'll often think about when… She's proud of her disabled identity. It is who she is. But what she noticed that when she tells people about her disabled identity, what do you think is the first thing people say when she says, “I'm neurodivergent. I have ADHD. I have autism.” What do you think folks usually say to her? The most common response? Mike: I'm going to guess that they express some level of surprise, and it might be associated with her ethnic background or racial identity. Cathery: She doesn't get that as much. The first thing people say is, they apologize to her. They say, “I'm sorry.” Mike: Wow. Cathery: And that happens quite a lot. And I say that because–and then I connected back to the term neurodiversity—because I think it's important to know its origins. It came about by Judy Singer. She's a sociologist. And about 30 years ago, she coined the term neurodiversity as an opposition to the medical model of understanding people and human difference as deficits. And her understanding is that difference is beautiful. All of us think and learn and process differently, and that's part of human diversity. So that original definition of neurodiversity was tied to the autism rights movement. But now, when we think about the term, it's expanded to include folks with ADHD, dyslexia, dyscalculia, mental health, conditions like depression, anxiety, and other neuro minorities like Tourette syndrome, and even memory loss. I wanted to name out all these things because sometimes we're looking for a really clean definition, and definitions are messy. There's a personal one. There's a societal one of how we position neurodiversity as something that's deficit, that needs to be fixed. But it's part of who one is. But it's also socially constructed. Because how do you decide when a difference becomes a difference that counts where you qualify as being neurodiverse, right? So, I think there's a lot to consider around that. Mike: You know, the answer that you shared is really a good segue because the question I was going to ask you involves something that I suspect you hear quite often is people asking you, “What are the best ways that I can support my neurodiverse students?” And it occurs to me that part of the challenge of that question is it assumes that there's this narrow range of things that you do for this narrow range of students who are different. The way that you just talked about the meaning of neurodiversity probably means that you have a different kind of answer to that question when people ask it. Cathery: I do get this question quite a lot. People email it to me, or they'll ask me. That's usually the first thing people ask. I think my response kind of matches my pink hair question. When they ask me the question, I often ask a question back. And I go, “How would you best educate Chinese children in math?” And they're like, “Why would you ask that?” The underlining assumption is that all Chinese children are the same, and they learn the same ways, they have the same needs, and also that their needs are different than the research-based equity math practices we know and have done 50–60 years of research that we've highlighted our effective teaching practices for all children. We've been part of NCTM for 20 years. We know that tasks that promote reasoning and problem solving have been effectively shown to be good for all. Using a connecting math representation—across math representations in a lesson—is good for all. Multimodal math discourse, not just verbal, written, but embodied in part who we are and, in building on student thinking, and all those things we know. And those are often the recommendations we should ask. But I think an important question is how often are our questions connecting to that instead? How often are we seeing that we assume that certain students cannot engage in these practices? And I think that's something we should prioritize more. I'm not saying that there are not specific struggles or difficulties that the neurodiversity umbrella includes, which includes ADHD, dyslexia, autism, bipolar disorder, on and on, so many things. I'm not saying that they don't experience difficulties in our school environment, but it's also understanding that if you know one neurodiverse student—you know me or my child—you only know one. That's all you know. And by assuming we're all the same, it ignores the other social identities and lived experiences that students have that impact their learning.  So, I'm going to ask you a question. Mike: Fire away. Cathery: OK. What comes to your mind when you hear the term “neurodiverse student”? What does that student look like, sound like, appear like to you? Mike: I think that's a really great question. There's a version of me not long ago that would have thought of that student as someone who's been categorized as special education, receiving special education services, perhaps a student that has ADHD. I might've used language like “students who have sensory needs or processing.” And I think as I hear myself say some of those things that I would've previously said, what jumps out is two things: One is I'm painting with a really broad brush as opposed to looking at the individual student and the things that they need. And two is the extent to which painting with a broad brush or trying to find a bucket of strategies that's for a particular group of students, that that really limits my thinking around what they can do or all the brilliance that they may have inside them. Cathery: Thank you for sharing that because that's a reflection I often do. I think about when I learned about my child, I learned about myself. How I automatically went to a deficit lens of like, “Oh, no, how are we going to function in the world? How's she going to function in the world?” But I also do this prompt quite a lot with teachers and others, and I ask them to draw it. When you draw someone, what do you see? And I'll be honest, kind of like drawing a scientist, we often draw Albert Einstein. When I ask folks to draw what a neurodiverse student looks like, they're predominantly white boys, to be honest with you. And I want to name that out. It's because students of color, especially black, brown, native students—they're disproportionately over- and under-identified as disabled in our schooling. Like we think about this idea that when most of us associate autism or ADHD mainly as part of the neurodiversity branch and as entirely within as white boys, which often happens with many of the teachers that I talk to and parents. We see them as needing services, but in contrast, when we think about, particularly our students of color and our boys—these young men—there's often a contrast of criminalization in being deprived of services for them. And this is not even what I'm saying. It's been 50 years of documented research from the Department of Ed from annual civil rights that repeatedly shows for 50 years now extreme disproportionality for disabled black and Latinx boys, in particular from suspension, expulsion, and in-school arrests. I think one of the most surprising statistics for me that I had learned recently was African-American youth are five times more likely to be misdiagnosed with conduct disorder before receiving the proper diagnosis of autism spectrum disorder. And I appreciate going back to that term of neurodiversity because I think it's really important for us to realize that neurodiversity is an asset-based perspective that makes us shift from looking at it as the student that needs to be fixed, that neurodiversity is the norm, but for us to look at the environment. And I really believe that we cannot have conversations about disability without fully having conversations about race, language, and the need to question what needs to be fixed, particularly not just our teaching, but our assessment practices. For example, we talk about neurodiversities around what we consider normal or abnormal, which is based on how we make expectations around what society thinks. One of the things that showed up in our own household—when we think about neurodiversity or assessments for autism—is this idea of maintaining eye contact. That's one of the widely considered autistic traits. In the Chinese and in the Asian household, and also in African communities, making eye contact to an adult or somebody with authority? It is considered rude. But we consider that as one of the characteristics when we engage in diagnostic tools. This is where I think there needs to be more deep reflection around how one is diagnosed, how a conversation of disability is not separate from our understanding of students and their language practices, their cultural practices. What do we consider normative? Because normative is highly situated in culture and context. Mike: I would love to stay on this theme because one of the things that stands out in that last portion of our conversation was this notion that rather than thinking about, “We need to change the child.” Part of what we really want to think about is, “What is the work that we might do to change the learning environment?” And I wonder if you could talk a bit about how educators go about that and what, maybe, some of the tools could be in their toolbox if they were trying to think in that way. Cathery: I love that question of, “What can we as teachers do? What's some actionable things?” I really appreciate Universal Design for Learning framework, particularly their revised updated version, or 3.0 version, that just came out, I think it was June or July of this year. Let me give you a little bit of background about universal design. And I'm sure you probably already know. I've been reading a lot around its origins. It came about [in the] 1980s, we know from cast.org. But I want to go further back, and it really builds from universal design and the work of architecture. So universal design was coined by a disabled architect. His name was Ronald Mace. And as I was reading his words, it really helped me better understand what UDL is. We know that UDL— Universal Design for Learning and universal design—is about access. Everybody should have access to curriculum. And that sounds great, but I've also seen classrooms where access to curriculum meant doing a different worksheet while everybody else is engaging in small group, whole group problem-based learning.  Access might mean your desk is in the front of the room where you're self-isolated—where you're really close to the front of the board so you can see it really well—but you can't talk to your peers. Or that access might mean you're in a whole different classroom, doing the same set of worksheets or problems, but you're not with your grade-level peers.  And when Ronald Mace talks about access, he explained that access in architecture had already been a focus in the late 1900s, around 1998, I think. But he said that universal design is really about the longing. And I think that really shifted the framing. And his argument was that we need to design a place, an environment where folks across a range of bodies and minds feel a sense of belonging there. That we don't need to adapt—the space was already designed for you. And that has been such a transformative perspective: That it shouldn't be going a different route or doing something different, because by doing that, you don't feel like you belong. But if the space is one where you can take part equally and access across the ways you may engage, then you feel a sense of belonging. Mike: The piece of what you said that I'm really contemplating right now is this notion of belonging. What occurs to me is that approaching design principles for a learning environment or a learning experience with belonging in mind is a really profound shift. Like asking the question, “What would it mean to feel a sense of belonging in this classroom or during this activity that's happening?” That really changes the kinds of things that an educator might consider going through a planning process. I'm wondering if you think you might be able to share an example or two of how you've seen educators apply universal design principles in their classrooms in ways that remove barriers in the environment and support students' mathematical learning. Cathery: Oh gosh, I feel so blessed. I spend… Tomorrow I'm going to be at a school site all day doing this. UDL is about being responsive to our students and knowing that the best teaching requires us to listen deeply to who they are, honor their mathematical brilliance, and their agency. It's about honoring who they are. I think where UDL ups it to another level, is it asks us to consider who makes the decision. If we are making all the decisions of what is best for that student, that's not fully aligned with UDL. The heart of UDL, it's around multiple ways for me to engage, to represent and express, and then students are given choice. So, one of the things that's an important part of UDL is honoring students' agency, so we do something called “access needs.” At the start of a lesson, we might go, “What do you need to be able to fully participate in math today?” And kids from kindergarten to high school or even my college students will just write out what they need. And usually, it's pretty stereotypical: “I want to talk to someone when I'm learning.” “I would like to see it and not just hear it.” And then you continually go back and you ask, “What are your access needs? What do you need to fully participate?”  So students are reflecting on their own what they need to be fully present and what they believe is helpful to create a successful learning environment. So that's a very strong UDL principle—that instead of us coming up with a set of norms for our students, we co-develop that. But we're co-developing it based on students reflecting on their experience in their environment. In kindergarten, we have children draw pictures. As they get older, they can draw, they can write. But it's this idea that it's an ongoing process for me to name out what I need to be fully present. And oftentimes, they're going to say things that are pretty critical. It's almost always critical, to be honest with you, but that's a… I would say that's a core component of UDL. We're allowing students to reflect on what they need so they can name it for themselves, and then we can then design that space together. And along the way, we have kids that name, “You know what? I need the manipulatives to be closer.” That would not come about at the start of me asking about access needs. But if we did a lesson, and it was not close by, they'll tell me. So it's really around designing an environment where they can fully participate and be their full selves and feel a sense of belonging. So, that's one example.  Another one that we've been doing is teachers and kids who have traditionally not participated the most in our classrooms or have even engaged in pullout intervention. And we'll have them walk around school, telling us about their day. “Will you walk me through your day and tell me how you feel in each of these spaces, and what are your experiences like?” And again, we're allowing the students to name out what they need. And then they're naming out… Oftentimes, with the students that we're at, where I'm working in mostly multilingual spaces, they'll say, “Oh, I love this teacher because she allows us to speak in Spanish in the room. It's OK.” So that's going back to ideas of action, expression, engagement, where students are allowed a trans language. That's one of the language principles.  But we're allowing students and providing spaces and really paying close attention to: “How do we decide how to maximize participation for our students with these set of UDL guidelines? How we are able to listen and make certain decisions on how we can strengthen their participation, their sense of belonging in our classrooms.” Mike: I think what's lovely about both of those examples—asking them to write or draw what they need or the description of, “Let's walk through the day. Let's walk through the different spaces that you learn in or the humans that you learn with”—is one, it really is listening to them and trying to make meaning of that and using that as your starting point. I think the other piece is that it makes me think that it's something that happens over time. It might shift, you might gain more clarity around the things that students need or they might gain more clarity around the things that they need over time. And those might shift a little bit, or it might come into greater focus. Like, “I thought I needed this” or “I think I needed this, but what I really meant was this.” There's this opportunity for kids to refine their needs and for educators to think about that in the designs that they create. Cathery: I really appreciate you naming that because it's all of that. It's an ongoing process where we're building a relationship with our students for us to co-design what effective teaching looks like—that it's not a one size fits all. It's disrupting this idea that what works for one works for all. It's around supporting our students to name out what they need. Now, I'm almost 50. I struggle to name out what I need sometimes, so it's not going to happen in, like, one time. It's an ongoing process. And what we need is linked to context, so it has to be ongoing. But there's also in the moments as well. And it's the heart of good teaching in math, when you allow students to solve problems in the ways that make sense to them, that's UDL by design. That's honoring the ideas of multiplicity in action, expression. When you might give a context-based problem and you take the numbers away and you give a set of number choices that students get to choose from. That is also this idea of UDL because there's multiple ways for them to engage. So there are also little things that we do that… note how they're just effective teaching. But we're honoring this idea that children should have agency. All children can engage in doing mathematics. And part of learning mathematics is also supporting our students to see the brilliance in themselves and to leverage that in their own teaching and learning. Mike: Yeah. Something else that really occurred to me as we've been talking is the difference between the way we've been talking about centering students' needs and asking them to help us understand them and the process that that kind of kicks off. I think what strikes me is that it's actually opening up the possibilities of what might happen or the ways that a student could be successful as opposed to this notion that “You're neurodiverse, you fit in this bucket. There's a set of strategies that I'm going to do just for you,” and those strategies might actually limit or constrict the options you have. For example, in terms of mathematics, what I remember happening very often when I was teaching is, I would create an open space for students to think about ways that they could solve problems. And at the time, often what would happen is kids who were characterized as neurodiverse wouldn't get access to those same strategies. It would be kind of the idea that “This is the way we should show them how to do it.” It just strikes me how different that experience is. I suspect that that was done with the best of intentions, but I think the impact unfortunately probably really didn't match the intent. Cathery: I love how you're being honest. I did the same thing when I was teaching, too, because we were often instructed to engage in whole-group instruction and probably do a small-group pullout. That was how I was taught. And when the same kids are repeatedly pulled out because we're saying that they're not able to engage in the instruction. I think that part of UDL is UDL is a process, realizing that if students are not engaging fully in the ways that we had hoped, instead of trying to fix the child, we look at the environment and think about what changes we need to make in tier one. So whole-group instruction, whole-group participation first to see how we can maximize their participation. And it's not one strategy, because it depends; it really depends. I think of, for example, with a group of teachers in California and Texas now, we've been looking at how we can track participation in whole-group settings. And we look at them across social demographics, and then we started to notice that when we promote multimodal whole-group participation, like kids have access to manipulatives even during whole-group share out. Or they have visuals that they can point to, their participation and who gets to participate drastically increase. So there's many ways in which, by nature, we engage in some narrow practices because, too, oftentimes whole group discussion is almost completely verbal and, at times, written, and usually the teacher's writing. So it's going back to the idea of, “Can we look at what we want our students to do at that moment? So starting on the math concept and practices, but then looking at our students and when they're not participating fully, it's not them. What are the UDL principles and things that I know and strategies that I have with my colleagues that I can make some small shifts?” Mike: You know, one of the things that I enjoy most about the podcast is that we really can take a deep dive into some big ideas, and the limitation is we have 20 minutes to perhaps a half hour. And I suspect there are a lot of people who are trying to make meaning of what we're talking about and thinking about, “How might I follow up? How might I take action on some of the ideas?” So I want to turn just for a little while to resources, and I'm wondering if there are resources that you would suggest for a listener who wants to continue learning about universal design in a mathematics classroom? Cathery: Oh, my goodness, that's such a hard question because there's so many. Some good ones overall: I would definitely encourage folks to dive into the UDL guidelines—the 3.0 updates. They're amazing. They're so joyful and transformative that they even have, one of the principles is centering joy in play, and for us to imagine that, right? Mike: Yes! Cathery: What does that mean to do that in a math classroom? We can name out 50 different ways. So how often do we get to see that? So, I would highly encourage folks to download that, engage in deep discussion because it was a 2.2 version for, I think, quite a few years. I would also lean into a resource that I'm glad to email later on so it's more easily accessible. I talked about access needs, this idea of asking students, asking community members, asking folks to give this opportunity to name out what they need. It's written by a colleague, Dr. Daniel Reinholz and Dr. Samantha Ridgway. It's a lovely reading, and it focuses specifically in STEM but I think it's a great place to read. I would say that Dr. Rachel Lambert's new book on UDL math is an excellent read. It's a great joyful read to think about. I'm going to give one shout out to the book called the Year of the Tiger: An Activist's Life. It's by Alice Wong. I encourage that because how often do we put the word activism next to disability? And Alice Wong is one of the most amazing humans in the world, and it's a graphic novel. So it's just joyful. It's words with poetry and graphic novel mixed together to see the life of what it means to be a disabled activist and how activism and disability goes hand in hand. Because when you are disabled and multi-marginalized, you are often advocating for yourself and others. It's amazing. So I'll stop there. There's endless amounts. Mike: So for listeners, we'll link the resources that Cathery was talking about in our show notes. I could keep going, but I think this is probably a great place to stop. I want to thank you so much for joining us. It's really been a pleasure talking with you. Cathery: Thank you. Thank you. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org

Join Dr. Stephanie and Dr. Saulnier as they discuss her presentation on broadening the autism spectrum at the Converge Autism Summit. They will discuss:The key features of autismHow Autism symptoms are expressed differently in male and femaleThe role of racial, ethnic, and socioeconomic disparities in misdiagnosis of autismCommon overlaps and differential diagnosisWhat if someone being assessed doesn't want to be on the spectrum? What do clinicians need to know?Bio:Dr. Saulnier obtained her doctorate in Clinical Psychology from the University of Connecticut. She trained and worked at the Yale Child Study Center's Autism Program for nearly a decade before relocating to Emory University School of Medicine and the Marcus Autism Center in Atlanta, GA, where she directed a large-scale clinical research program. In 2018, she opened her own company, Neurodevelopmental Assessment & Consulting Services, where she specializes in diagnostic assessment, as well as teaching and training for autism spectrum and related disorders. Dr. Saulnier has published over 50 articles, written two books, and she is an author on the Vineland Adaptive Behavior Scales, Third Edition.Looking for Assessment in GA? https://www.psychologytoday.com/us/therapists/neurodevelopmental-assessment-consulting-svc-decatur-ga/409874

Send us a textWhat happens when a corporate professional turns a personal health crisis into a transformative journey of healing and understanding? Join us as we explore Emma Textra's remarkable story, where her corporate acumen meets her passion for holistic health to better support her autistic son. Emma's shift from conventional medicine to embracing dietary changes, nutrient therapy, and supplements is a testament to the power of addressing the whole body. Her insights and experiences uncover the intricate connections between physical and mental health, offering a new perspective on managing Asperger's and ADHD.The teenage years are challenging for any parent, but when your child has neurodiverse needs, the stakes are higher. Emma shares the effective interventions that have helped her son navigate adolescence, from the use of probiotics and supplements like True Hope Empower Plus to the transformative effects of neurofeedback on social skills. She opens up about the unique challenges brought on by the social isolation of COVID, and how tailored strategies, encouragement, and social skills classes have played crucial roles in building her son's confidence and independence. Her story is one of resilience and hope, offering invaluable insights for parents in similar situations.Emma's dedication to understanding the root causes of health issues goes beyond her personal story. She advocates for natural health alternatives and emphasizes the importance of nutrition, exercise, and a holistic approach to mental health. Drawing from her book, "How to Be a Healthy Human," Emma sheds light on the impact of toxins and pharmaceuticals on our well-being, urging a shift towards identifying root causes rather than just treating symptoms. Her journey serves as a guiding light for anyone looking to explore natural methods for supporting behavioral and mental health challenges, especially in a world filled with environmental toxins.https://tonymantor.comhttps://Facebook.com/tonymantorhttps://instagram.com/tonymantorhttps://twitter.com/tonymantorhttps://youtube.com/tonymantormusicintro/outro music bed written by T. WildWhy Not Me the World music published by Mantor Music (BMI)

In this episode of ADHD reWired, Eric Tivers welcomes Chris Hooten, a LinkedIn Top Facilitation Voice and certified neuro-mindfulness coach. With over 15 years of experience, Chris specializes in helping neurodiverse organizations foster inclusive communication, leadership, and workplace strategies. Eric begins the episode with a personal update, sharing his ongoing journey of overcoming burnout and a recent formal autism evaluation. He also highlights his interviews on Chasing Life with Dr. Sanjay Gupta and Entrepreneur on Fire, as well as the pressing need for advocacy in the face of recent policy changes that threaten diversity, equity, and inclusion (DEI) initiatives. The core discussion revolves around communication challenges in neurodivergent teams and how traditional workplace structures often fail to accommodate neurodiverse employees. Chris introduces the 4D Model of Neuroinclusive Communication—a framework designed to improve communication by making it more descriptive, deliberate, direct, and diverse. They discuss common workplace miscommunication issues, the pitfalls of platforms like Slack for neurodivergent individuals, and how managers can foster psychological safety. Chris also explores the systemic barriers that impact neurodivergent and marginalized individuals in professional spaces. They emphasize shifting away from medicalized, deficit-based narratives about neurodiversity and adopting an intersectional, affirming approach that values lived experiences. Eric and Chris conclude by reflecting on the evolving nature of work, the need for workplace wellness, and how neurodivergent individuals are often the first to recognize unsustainable work environments. Chris shares insights on fostering genuine inclusion rather than performative DEI efforts and provides strategies for improving workplace culture.

Send us a textImagine meeting a neurologist who changes not only your perspective but the entire trajectory of your family's journey. That's precisely what happened to Mike Ghesser, co-founder of CleanLogic, when his daughter Rosie was diagnosed with a neurodiverse condition at just three months old. In this heartfelt episode, we explore how that pivotal moment led Mike and his wife to become devoted, therapy-focused parents, ultimately inspiring the creation of CleanLogic—a company that champions inclusivity by offering meaningful employment opportunities to individuals with disabilities.Our conversation continues with a deep dive into the world of inclusive education. Mike shares his family's experiences moving from Los Angeles to Philadelphia to find the best resources for Rosie, highlighting the power of an educational environment where students with disabilities learn alongside their neurotypical peers. Through these stories, we emphasize the importance of focusing on abilities rather than differences and the broader societal changes needed to foster true inclusivity and accessibility in everyday life. Finally, we explore how Mike's personal journey has translated into groundbreaking employment initiatives at CleanLogic. Driven by a partnership with Isaac Shapiro and inspired by Rosie's progress, Mike discusses how the company has adapted roles to leverage the unique skills of individuals with disabilities. From sewing to manufacturing, we showcase the potential unlocked when people are given the right opportunities and support. This episode is a powerful testament to the transformative impact of shared experiences and the stories that inspire us to believe in our capacity to change the world, one inclusive action at a time.https://tonymantor.comhttps://Facebook.com/tonymantorhttps://instagram.com/tonymantorhttps://twitter.com/tonymantorhttps://youtube.com/tonymantormusicintro/outro music bed written by T. WildWhy Not Me the World music published by Mantor Music (BMI)