Diverse Thinking Different Learning: Recent Episodes

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Transitioning back to school after summer vacation can be challenging for many children, especially those who are neurodivergent. Continuing the Summer Solo Series, Dr. Karen Wilson shares seven practical, actionable strategies to help make the transition smoother.

Dr. Wilson explains why even children who are genuinely excited to return to school may still experience significant anxiety. Changes in routine, increased cognitive and sensory demands, unfamiliar environments, and shifting social expectations can create overwhelming stress before classes even begin. Understanding these challenges helps parents replace frustration with compassion and provide more effective support.

In this episode, you'll learn why gradually reintroducing routines, using visual supports, and building in decompression time can ease the transition back to school. Dr. Wilson also shares practical strategies for preparing for social and sensory challenges and partnering with educators before problems arise.

Throughout the conversation, Dr. Wilson highlights that these approaches aren't about eliminating every obstacle (as much as we would love to do that for our kids, it simply isn't possible); they're about giving children the tools and support that they need to meet those challenges with greater confidence, so whether your child is entering a new school, moving up to a new grade, or simply finding transitions in general difficult, this episode offers some practical ideas to help make the transition smoother both for kids and their caregivers!

Show Notes: [0:50] - Today's Summer Solo Series episode covers seven practical ways to help neurodivergent children transition back to school at the end of summer. [3:43] - Hear how preparation eases school-transition anxiety by reducing uncertainty for neurodivergent children. [5:26] - Remember to gradually establish routines before school begins to reduce stress and support emotional regulation. [6:34] - Dr. Wilson describes how to avoid unnecessary surprises. [8:12] - Dr. Wilson explains how visual tools and structured routines can help reduce executive functioning overload during the back-to-school transition. [10:00] - Remember to build decompression time into the day. [12:20] - Hear how to prepare proactively for social stress. [14:08] - Proactive sensory support helps children manage overstimulation before it becomes too overwhelming. [15:21] - It's important to collaborate with schools before problems even arise. [17:07] - Dr. Wilson reminds listeners that transitions are challenging because so is growth, even when it's positive.

Links and Related Resources:

• Episode 235: Why Stress Sabotages Learning and How Parents and Educators Can Help with Jerome Schultz, PhD
• Episode 251: Sensory Processing & Regulation: How Play Rewires the Brain with Dr. Allie Ticktin, MA, OTD, OTR/L
• Episode 252: How to Make the School System Work for Your Child with Stacey Shubitz
• Episode 260: How Dyslexia Impacts Mental Health (Episode 212 Re-Air)
• More Podcast Episodes

Connect with Us:

• Join Our Substack Community
• Email Dr. Wilson: drkiwilson@westlaneuro.com

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Dr. Karen Wilson continues the Summer Solo Series to address assessments and how they can be informative yet also have their fair share of shortcomings. They can be life-changing but are often misunderstood, and Dr. Wilson unpacks what psychological and educational evaluations can actually tell us, where their limitations lie, and why they should be viewed as tools for understanding rather than crystal balls that predict a child's future.

Dr. Wilson explores why so many mental health and neurodevelopmental diagnoses rely on behavioral patterns instead of definitive medical tests and how factors such as environment, development, stress, culture, and masking can influence what an assessment does or doesn't tell us. Along the way, she also shares why some children, particularly girls, gifted students, twice-exceptional learners, and others who compensate well, can appear to be thriving while masking their challenges.

The episode also examines why assessment results are not fixed for life. Children grow, demands change, coping strategies evolve, and new challenges or strengths can emerge over time. Dr. Wilson talks about why not meeting full diagnostic criteria doesn't necessarily mean everything is fine, how early signs can still guide meaningful support, and why effective interventions can affect a child's profile in positive ways.

Perhaps most importantly, Dr. Wilson talks about why a thoughtful evaluation should never reduce a child to a diagnosis, test score, or a list of weaknesses. A comprehensive assessment recognizes not only challenges but also strengths, helping families, educators, and clinicians better understand how a child learns, copes, and experiences the world. Labels can open doors to support, but they should never define a child's potential or worth.

Whether you're considering an evaluation, making sense of a recent diagnosis, or simply curious about how assessments work, this episode of the show offers practical context, reassurance, and a reminder that every child is far more complex and far more capable than any assessment could ever fully capture!

Show Notes: [1:01] - Today's Summer Solo Series episode covers assessments. [4:03] - Some children mask significant struggles, making assessments less likely to be accurate. [6:37] - Strong coping skills can delay diagnoses until life's demands outgrow a child's strategies. [9:29] - Assessment results evolve as children develop, circumstances shift, and support changes outcomes. [11:52] - Effective evaluations identify strengths as well as vulnerabilities. [14:03] - Rather than defining limitations, assessments provide a fuller picture of a child's unique profile. [16:16] - Ultimately, thoughtful assessments can lead to understanding without reducing children to diagnoses or numbers.

Links and Related Resources:

• Episode 205: Understanding ADHD Assessments
• Episode 214: Private Neuropsychological Evaluation vs. School Evaluation
• Episode 226: Is It Autism? Recognizing, Assessing & Support Children and Teens with Dr. Chandni Singh
• Episode 259: Autism and ADHD: Masking the Signs & Hidden Costs with Dr. Deanna Dow
• Child & Adolescent Assessments in Los Angeles
• Child & Adolescent Assessments in Ontario, Canada: info@mindfit.ca
• More Podcast Episodes

Connect with Us:

• Join Our Substack Community
• Email Dr. Wilson: drkiwilson@westlaneuro.com

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Dr. Karen Wilson takes on an important topic solo this episode - screen use during the summertime when kids are out of school. With routines loosened and independence increased, many tweens and teens drift toward longer, more frequent device use, and what often begins as "just a little YouTube" can quietly stretch into hours of electronic usage, whether it be gaming, scrolling, and/or late-night screen time, often negatively impacting sleep, mood, and motivation along the way.

This podcast, however, isn't here to frame screens as a simple matter of discipline or "too much time online." Dr. Wilson reframes the conversation around context, breaking down how modern digital environments (built with infinite scroll, autoplay, streaks, and algorithm-driven feeds) are intentionally designed to capture attention. For adolescents whose brains are still developing, these features can be especially effective. Plus, again, summer creates a perfect storm: less structure, more boredom, and fewer offline demands can make screens an easy default for stimulation and emotional regulation. Dr. Wilson highlights that boredom itself isn't the enemy but is often the starting point for creativity, independence, and problem-solving skills that children need to learn to build.

Importantly, she also resists overly simplistic narratives about "screen time causing everything," instead explaining how screens can worsen existing challenges such as anxiety, sleep disruption, and attention difficulties, while acknowledging some benefits of digital spaces for learning and connection for neurodivergent learners.

Come away from this episode with practical, actionable strategies for summer: building predictable daily anchors, separating active vs. passive screen use, expecting and preparing for pushback, modeling healthier tech habits, and intentionally replacing screen time with meaningful offline experiences. This isn't about perfection or fear but rather about helping kids build a balanced, developmentally supportive relationship with technology in a digital world that isn't slowing down anytime soon.

Show Notes: [0:44] - The Summer Solo Series returns with research-based episodes on children's screen use. [3:56] - Screen use is less about hours and more about context, content, and purpose. [5:52] - Hear how adolescents' developing brains make them especially vulnerable to highly stimulating digital environments. [8:43] - Dr. Wilson explains how screens amplify existing mental health challenges but are not the sole cause. [10:51] - Even schools are rethinking technology use as attention and learning concerns grow. [13:21] - Learn how effective screen management requires routines, balanced use, and acceptance of initial pushback. [15:29] - It's so important for adults to model mindful device usage themselves. [17:04] - The effects of screen usage vary widely, requiring individualized attention to each child's needs. [18:28] - In closing, remember that healthy tech relationships balance screen use with essential developmental experiences.

Links and Related Resources:

• Episode 142: How to Help Neurodivergent Kids Manage Social Media
• Episode 177: How Understanding the Adolescent Brain Helps Us Better Understand Teens
• Episode 241: How to Be a 'Screen-Smart' Parent with Jodi Gold, MD
• More Podcast Episodes

Connect with Us:

• Join Our Substack Community
• Email Dr. Wilson: drkiwilson@westlaneuro.com

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For this episode, we are replaying another episode of Diverse Thinking, Different Learning, this time episode 239, in which we sat down with Ashley Harding to discuss why it's so important to allow students time for rest, rejuvenation, and exploration of their interests outside of academics, especially during the summer months.

As a reminder, Ashley is a fourth-generation educator and is deeply committed to educational equity. She holds degrees from USC and Tufts University in Child Development, and her career spans more than a decade, during which she has supported students and families in private and independent schools and contributed to global education initiatives in South Africa and Belize. Formerly the Director of External Engagement for a national school network, she has co-authored research on disparities affecting Black and Latino males and has been featured in The Wall Street Journal. Through her organization, North Star Academics, and her roles with BEAN and CHADD, Ashley empowers students with evidence-based strategies and advocates for those with learning differences.

With summer right around the corner, this seems like the perfect time to re-air this episode, and Ashley touches upon the fact that even though academic progress remains valuable throughout the school year, summer offers a really important opportunity for students to strengthen their sense of identity, independence, and executive functioning, so, rather than filling the break with demanding academic programs, she encourages parents to instead prioritize experiences that help build confidence, self-awareness, and connection.

Our conversation stresses the importance of families (both parents and students, that is) using the summer to rest, recharge, and reconnect. Ashley recommends a gradual approach, beginning with more unstructured time in June before introducing increasingly intentional activities in July and August, such as exploring upcoming coursework, reinforcing some core skills, and establishing goals for the new school year.

We also explore the value of real-world learning opportunities such as cooking, managing money, and traveling, all of which can reinforce academic skills in meaningful ways while also supporting executive function development. Ashley emphasizes the importance of giving students, especially older ones, the space to pursue their interests and uncover new passions during the summer.

Show Notes: [3:58] - Ashley stresses that summer should prioritize rest, integration, and well-being after a year of growth.[6:52] - Colleges value students' identities, interests, and independence beyond just academics.[9:08] - Ashley points out how post-pandemic families often need recovery, balance, and time to reset.[11:36] - Ashley explains how growth involves perseverance, reflection, and preparing for new goals and identities.[14:09] - Intensive summer programs can cause burnout, making balance and rest especially important.[15:15] - Rest can help children develop balance, self-awareness, and healthy decision-making skills.[17:58] - Summer creates opportunities for family reconnection, rest, and improving mental health.[19:09] - Parents should model balance and create space for unstructured experiences.[21:47] - Dr. Wilson provides some information about a ChildNEXUS school partner, Frostig School.[23:12] - Ashley touches upon how everyday activities can help reinforce academic skills without pressure or strict expectations.[25:14] - Hear how real-world learning and flexible routines can help maintain engagement and executive functioning.[28:36] - Ashley emphasizes that extra sleep and rest are important, but consistent routines should still remain.[30:19] - Summer offers some valuable opportunities for self-reflection, confidence-building, and personal growth.[32:59] - Independence develops via practicing time management, organization, and learning from mistakes.[35:42] - Dr. Wilson asserts that families can foster confidence by celebrating growth and collaborating on summer plans.[37:43] - Summer helps families discover evolving interests and strengthen belonging via connection.[40:21] - Dr. Wilson highlights summer as a chance to reconnect and better understand children.[42:05] - Beyond a school break, summer can lead to confidence, independence, and personal growth.

Links and Related Resources: * Episode 92: Executive Functioning Skills Over the Summer with Michelle Porjes * Episode 154: Why Self-Efficacy and Self-Advocacy are Important for Diverse Learners with Ashley Harding * Episode 239: Balancing Summer Rest and Learning Support for Diverse Learners with Ashley Harding * Tricia Hersey - Rest Is Resistance: A Manifesto * Frostig School - Website * More Podcast Episodes

Connect with Us:

• Join Our Substack Community
• Email Dr. Wilson: drkiwilson@westlaneuro.com

Connect with Ashley: * North Star Academics - Website * North Star Academics - LinkedIn * North Star Academics - Facebook * North Star Academics - Instagram * Phone number: 310-853-3208

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This week on Diverse Thinking Different Learning, we are discussing the crucial challenge of supporting neurodivergent children without doing so in a way that hinders them from independence. Joining us to take on this topic is Dr. Tara Williams, founder of Innovative Collegiate Consultants. Dr. William is also a tenured Chemistry professor at College of the Canyons in California, and has spent more than ten years supporting neurodivergent students as they transition from K-12 systems, helping them build confidence and independence in academic settings.

Dr. Williams helps us understand why "helicopter parenting" is not a simple label but is actually a nuanced balance between necessary support and modeling independence, highlighting that parents often act as organizers, advocates, and reminders long before students are ready to fully take over those roles themselves. Through practical, relatable examples, we unpack how independence is gradually built through small, intentional steps rather than sudden, jarring changes.

Our conversation highlights how self-advocacy is not just about speaking up but is also about learning how to ask for help when needed, breaking down tasks, regulating emotions, and more. Dr. Williams shares helpful strategies such as "body doubling," shared study routines, and reward systems that help students stay engaged without removing responsibility from them. She also discusses how parents can begin transferring responsibility in middle school through minor, manageable tasks such as ordering food, emailing teachers, and planning assignments, gradually and gently increasing independence through high school and into college preparation.

A major focus of this episode is how executive functioning skills like time management, organization, planning, and follow-through can be strengthened with early, consistent practice, with Dr. Williams also stressing the importance of building peer support networks so that students learn to rely on classmates and study partners rather than depending solely on adults. We stress that mistakes and failure are part of the learning process and that early structure paired with increasing autonomy can really help students develop confidence and resilience.

Show Notes:

[2:21] - Dr. Williams explains how advocacy develops via gradual support, not full independence all at once. [4:57] - Hear how middle school is the key starting point for transferring responsibility from parents to students. [7:13] - Learn how gradual independence with structured, low-stakes practice can help families shift from management to support. [9:43] - Dr. Williams argues that working alongside others and practicing small help-seeking steps builds confidence and self-advocacy over time. [12:46] - Hear how respectful communication and accountability are essential skills for navigating school and real-world expectations. [13:48] - We discuss how executive functioning and self-advocacy require self-awareness, emotional regulation, and structured support. [15:59] - Dr. Williams discusses how students build lifelong independence by starting small and learning from failure. [18:16] - Structured shared work time with breaks and rewards supports focus while also preserving independence. [20:34] - Dr. Williams explains how using routines, rewards, and modeling can help students balance motivation and effort. [22:08] - We discuss how gradual independence, peer support, and early self-advocacy can improve academic success. [25:37] - Discover how early, individualized planning builds organization skills and reduces overload. [28:47] - Students should gradually take ownership of organization and time management using tools like calendars and reminders. [30:26] - Ultimately, gradual responsibility for daily tasks helps students build self-advocacy across home, school, and scheduling. [32:39] - Visual, personalized organization systems improve memory, prioritization, and overall task management. [34:02] - How can listeners reach Dr. Tara Williams?

Links and Related Resources:

• More Podcast Episodes

Connect with Us:

• Join Our Substack Community
• Email Dr. Wilson: drkiwilson@westlaneuro.com

Connect with Dr. Williams:

• Innovative Collegiate Consultants - Website
• Innovative Collegiate Consultants - Meet Tara Williams
• Innovative Collegiate Consultants - Summer Programs

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This month, we are replaying episode 212 of Diverse Thinking, Different Learning, in which Dr. Karen Wilson discusses the ways in which dyslexia can affect a child's mental wellbeing.

Even though dyslexia is commonly associated with reading and language difficulties, the emotional implications are far too often overlooked, and Dr. Wilson unpacks some of the harmful myths that have shaped the public understanding of dyslexia for decades, including the assumption that reading struggles are tied to intelligence. She explains how those misconceptions can affect self-esteem, delay diagnosis, and leave children feeling isolated or incapable.

Drawing from research and real-world examples, Dr. Wilson explores the connection between dyslexia, anxiety, depression, and social withdrawal, especially during critical school years when children are forming their sense of self. She also highlights how exhausting reading can feel for students with dyslexia, both mentally and emotionally, and why that exhausting effort is so often misunderstood. Dr. Wilson goes into the additional challenges that many children face when dyslexia overlaps with ADHD or anxiety disorders, along with the unfortunate stigma that can come from being pulled out for specialized instruction.

At the same time, however, this episode offers hope. Dr. Wilson stresses the importance of early identification, evidence-based support, and environments that help children recognize their strengths. She also shares encouraging research on resilience and self-advocacy, reminding listeners that dyslexia is only one part of a person's story, so whether you're a parent, educator, advocate, or someone living with dyslexia yourself, this episode is sure to offer research-backed insight, compassion, and a broader understanding of what support truly looks like!

Show Notes: [0:00] - May is Mental Health Awareness Month, and Dr. Wilson is re-airing an episode about children with dyslexia. [1:43] - Dr. Wilson explores dyslexia myths and their damaging effects on self-esteem and mental health. [3:56] - Hear how reading struggles, stigma, and other coexisting disorders can heighten anxiety, depression, and feelings of inadequacy. [6:39] - There is hope - early intervention, emotional support, and resilience-building help children with dyslexia thrive beyond academics. [8:58] - It's important to remember that compassionate support and evidence-based interventions can help people with dyslexia succeed emotionally and socially.

Links and Related Resources:

• Episode 115: A Family Approach to Dyslexia with Dr, Lauren
• Episode 183: Unlocking Potential: A Dyslexia Journey with Rosalin Abigail Kyere-Nartey
• Episode 208: Overcoming Dyslexia and Addressing The Reading Crisis with Sally Shaywitz, MD
• Episode 209: How the Science of Reading Can Close Literacy Gaps with Dr. Benjamin Powers
• YouTube - What Is Dyslexia
• More Podcast Episodes

Connect with Us:

• Join Our Substack Community
• Email Dr. Wilson: drkiwilson@westlaneuro.com

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We warmly welcome Dr. Deanna Dow to the podcast. ​​Dr. Dow is a licensed clinical psychologist with over two decades of experience supporting neurodivergent individuals and families. She is the founder and CEO of Spectrum Psych LA, a multidisciplinary clinic that provides assessment, therapy, occupational therapy, medication management, and community-based support, and she has trained and worked in autism clinics and research centers at major institutions including the University of Michigan, the University of North Carolina, Florida State University, and UCLA where her research has focused on early autism identification, parent-led intervention models, and co-occurring mental health concerns such as anxiety, depression, and suicidal ideation.

Dr. Dow also serves as President of the Spectrum Psych Foundation for Inclusion and Empowerment, promoting access, advocacy, and inclusive mental health care and continues to provide psychotherapy and assessment services using a strengths-based, neurodiversity-affirming approach.

In this episode, Dr. Dow helps us unpack the far too often unseen work that neurodivergent individuals put into "blending in" via masking and camouflaging. We explore how strategies such as suppressing natural behaviors, imitating peers, and adhering to social expectations can quietly shape a child's and/or adult's life. We discuss the toll that this effort can take, from drained energy and heightened anxiety to delayed or missed diagnoses, and why it's especially prevalent among girls, high-achieving students, and those with strong cognitive or verbal abilities. Dr. Dow shares with us some concrete examples of how masking shows up in classrooms, recess, and everyday social situations, highlighting subtle behaviors that often go unnoticed but signal that a child or teen could be struggling on the inside. We talk about the impact of masking on emotional well-being, academic performance, and social connections, while also addressing additional conditions such as ADHD and how overlapping symptoms can further complicate diagnoses and support systems.

We also explore the relief and empowerment that can come with later diagnoses and reframe neurodivergence as a difference rather than a deficit. This conversation is a close look at the hidden effort behind "fitting in" and what it takes to help neurodivergent individuals thrive on their own terms.

Show Notes: [3:15] - Dr. Dow explains how masking helps allow neurodivergent individuals to fit in, but the effort can often cause exhaustion and anxiety. [6:02] - Hear how children with autism or ADHD may mask behaviors, causing hidden stress and internalized anxiety. [9:14] - Dr. Dow argues that social control can drain energy, creating crashes if breaks and regulation opportunities aren't provided. [12:30] - Many kids appear fine at school but release built-up tension at home from masking effort. [13:04] - For a lot of kids, home can provide a safe space where they can unload, even if external masking still persists. [15:45] - Early assessments can help prevent anxiety, build self-understanding, and teach when masking or authenticity is beneficial. [18:12] - Dr. Dow points out how social withdrawal may reflect beyond negative feedback, not lack of motivation, and that masking can often delay diagnosis. [21:08] - Many subtle autism signs go unnoticed, so early observation and education are incredibly important for support. [24:30] - Hear how parents often feel relief after evaluation, realizing that cognitive strengths previously masked signs of autism. [25:54] - Assessment has the potential to empower youth by explaining that struggles stem from brainwiring, not personal shortcomings. [26:41] - Hear Dr. Dow explain how neurodivergence openly helps children understand their strengths and challenges. [28:43] - Dr. Deanna Dow believes that reassuring parents too much can delay recognition of differences and necessary support for kids. [30:20] - Dr. Dow explains how validating diverse behaviors can help build safety and acceptance. [33:14] - Dr. Dow argues that educators who understand neurodivergence can help students regulate, feel authentic, and promote more inclusive classrooms. [35:32] - Hear how you can get in touch with Dr. Dow.

Links and Related Resources:

• Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault
• Episode 119: Autistic Girls – Overlooked and Underrecognized with Megan Beardmore, PhD, NCSP
• Episode 196: Gifted and/or Autistic with Megan Helmen, Psy.D., L.P.
• Episode 226: Is It Autism? Recognizing, Assessing & Supporting Children and Teens with Dr. Chandni Singh
• Episode 197: Five Best Practices for Math Instruction – Dr. Sarah Powell
• More Podcast Episodes

Connect with Dr. Deanna Dow:

• Spectrum Psych

Join Our Diverse Thinking Different Learning Community:

• Substack

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We are so thrilled to have not just one guest this episode but two - Adrianne Meldrum and Heather Brand! Adrianne Meldrum founded and owns Made for Math, a fully online math center that supports students with dyslexia, dyscalculia, and other math-related learning challenges. She is a certified Multisensory Math Instructor and holds a master's degree from Bridges Graduate School of Cognitive Diversity. Adrianne lives in Arizona with her husband and three sons, where she enjoys the beautiful sunsets.

Heather Brand, M.Ed., is a licensed educator with two decades of experience teaching students from Kindergarten through 12th grade. She currently works at Made for Math, supporting learners with dyslexia, dyscalculia, and other learning differences, and holds certifications in multisensory math instruction and reading intervention. Heather is passionate about sharing practical, structured strategies that help teachers confidently support all students while making math engaging and enjoyable. In this episode of the show, we unpack why dyscalculia is so hard to identify and why it often overlaps with conditions such as dyslexia and ADHD/ADD. In fact, Adrianne and Heather talk about how many of the students whom they see arrive with multiple diagnoses, and that raises a truly important question: when a child struggles with math, what's really causing the difficulty?

Throughout our conversation, we take a look at how professionals sort through those overlapping factors, and Adrianne and Heather explain how assessments can reveal specific types of math struggles, whether they involve language, memory, sequencing, or foundational number sense, and they explain why understanding the root cause is so important.

We also talk through some real classroom scenarios and case studies that showcase how these challenges actually take place in everyday learning. From students who can perform calculations but freeze when faced with word problems, to those who mix up the direction of their work or struggle to recall math facts, all of these examples help clarify what educators and parents should watch out for.

In addition, we discuss practical strategies that can help students succeed! Adrianne and Heather share some approaches that build on understanding, strengthen math fact retrieval, and reduce the working memory load that can often overwhelm students, especially those with ADHD. They also touch upon how simple environmental changes, such as minimizing distractions and organizing information more clearly, can dramatically improve learning.

Perhaps most importantly, however, we discuss how the right kind of instruction doesn't just improve math performance. It can actually rebuild confidence and reduce the anxiety that often accompanies math struggles! Enjoy our conversation with Adrianne Meldrum and Heather Brand!

Show Notes: [3:56] - Dyscalculia is often diagnosed late and overlaps with other conditions, further complicating diagnosis. [6:44] - Early math struggles so often go unnoticed, yet they affect multiple areas alongside reading or attention difficulties. [9:50] - Students may calculate correctly but fail at word problems because of language or vocabulary challenges. [10:37] - Heather reflects on multi-diagnosed students who often show math difficulties that overlap with dyslexia, ADHD, or dysgraphia symptoms. [12:47] - When Heather assesses, she assesses whether math struggles stem from dyscalculia or other diagnoses. [15:30] - Observing students' problem-solving can help reveal specific issues such as directionality, that are separate from place value understanding. [16:49] - We hear how conceptual understanding uses visuals, while fact retrieval relies on memorization and fluency practice. [19:50] - Heather discusses how she uses cues and repetition before timed exercises, helping students get things right before they start doing them automatically. [23:47] - We hear how schema-based strategies teach students to analyze story problems, rather than linking words directly to operations. [26:23] - Heather explains and breaks down the ROMANS strategy. [29:34] - ADHD increases cognitive demands in math, making working memory and flexible problem-solving even more difficult. [30:15] - Adrianne reflects on how minimizing task switching and using visual support helps students with ADHD maintain attention and limit mistakes. [33:33] - Multiple sources for instructions can sometimes confuse students, so limiting transitions and providing frequent feedback is so important! [35:49] - Adrianne explains how reducing visual and language clutter helps protect working memory and boosts student confidence and learning ability. [37:42] - Matching instruction to a child's learning profile can drastically help increase engagement, understanding, and self-confidence! [38:19] - Adrianne highlights how evidence-based strategies benefit all students, not just those with diagnoses. [40:16] - How can listeners connect with Adrianne and Heather?

Links and Related Resources:

• Episode 59: What is Dyscalculia (AKA Math Disorder)? with Monica Grillo
• Episode 60: A Multisensory Intervention for Kids Who Struggle with Math with Adrianne Meldrum
• Episode 122: Accommodations for Students Who Struggle with Math with Adrianne Meldrum
• Episode 197: Five Best Practices for Math Instruction – Dr. Sarah Powell
• More Podcast Episodes

Connect with Adrianne & Heather:

• Made for Math

Join Our Community:

• Substack

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We are so excited to have Lynn Greenberg join us for this edition of the show. Lynn has devoted her life to being an advocate for children as a trained attorney specializing in family law and pro bono work. When her youngest son, Jonathan, was diagnosed with dyslexia and ADHD, she stepped into the role of being his advocate, using her expertise to help carve a path toward his success. The experience inspired her to support neurodivergent children more broadly, and she discusses how co-writing the children's book Robby the Dyslexic Taxi and the Airport Adventure with Jonathan became a natural next step, allowing her to create characters in whom neurodivergent children can see themselves.

We talk about how storytelling can help children recognize that learning differences are not flaws but are meaningful parts of who they are, one of Lynn's goals in writing two books with her son, and she reflects on her journey into advocacy. She discusses how teachers struggled to understand why a bright, curious kid like her son Jonathan, a boy who could memorize them in their entirety, had trouble reading stories. Eventually, he was diagnosed with dyslexia and ADHD, diagnoses that answered some questions while also opening doors to new challenges such as finding the right educational environment, understanding how Jonathan's brain processed language, and helping him see his differences as strengths rather than weaknesses.

Lynn reflects on what those early years were like for her family, including the frustration of encountering teachers who lacked training in dyslexia and the relief of discovering a specialized school that finally taught Jonathan in a way that worked for him. That experience reshaped how Lynn viewed education, advocacy, and the importance of listening closely to what children actually need.

In our conversation, Lynn talks about why storytelling can reach children in ways that traditional educational resources often can't and how thoughtful design choices (such as dyslexia-friendly fonts) make books more accessible. She also discusses why representation matters so deeply for kids who rarely see themselves reflected in stories, and she offers some encouragement for parents who are beginning their own journeys after a diagnosis.

Show Notes: [2:50] - Lynn reflects on how Jonathan's delayed milestones led to dyslexia and ADHD diagnoses. [5:39] - Hear how, after inadequate school support, a specialized program truly transformed Jonathan's confidence and reading ability. [8:31] - Lynn explains how listening to children's needs and celebrating differences helped inspire creating a dyslexia-centered children's book. [11:09] - Hear why storytelling was chosen - to help neurodivergent children feel seen, understood, and represented. [14:02] - Stories and accessible design can help kids embrace differences with understanding, empathy, and pride. [15:08] - Lynn asserts that accessible design and engaging characters help readers embrace differences as strengths and superpowers! [18:32] - Hear how classroom readings spark meaningful conversations, helping children feel seen and hopeful about their differences. [21:12] - Parents should embrace their child's individuality and seek community support. [23:25] - Lynn asserts that progress requires patience, but support and perseverance lead to growth, success, and brighter futures! [25:10] - Hear how Lynn can be reached!

Links and Related Resources:

• More Podcast Episodes
• Lynn & Jonathan Greenberg - Robby the Dyslexic Taxi and the Airport Adventure
• Lynn & Jonathan Greenberg - Suzy the ADHD Taxi and the Sightseeing Adventure

Connect with Lynn:

• Creative Cab Company's Website
• Creative Cab Company's Instagram Page
• Creative Cab Company's YouTube Page

Join Our Diverse Thinking Different Learning Community:

• Substack

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We are so happy to have Dr. Elina Veytsman join us for this episode of the show! Dr. Elina Veytsman is a licensed psychologist and the Director of Training at the UCLA PEERS® Clinic, where she leads groups for neurodivergent youth and their caregivers while also training interns, postdocs, and professionals. She earned her Psychology degrees at UCLA and UC Riverside, researching developmental disabilities and transition experiences for youth and parents, and completed her doctoral internship providing therapy, parent training, and diagnostic assessment services. Since joining the UCLA PEERS® Clinic in 2014, she has delivered the PEERS® program in multiple settings and also provides individualized PEERS services through a private practice in Los Angeles. Dr. Elina Veytsman joins us to discuss how we help neurodivergent teens and young adults explore dating in ways that are both safe and authentic to who they are. We unpack the importance of supporting relationship development for neurodivergent youth without removing their agency or individuality, and we start off by unpacking a common misconception - that autistic or neurodivergent youth are not interested in romantic relationships. In reality, many deeply want connection but may not have been given clear, explicit guidance about the social patterns that others often learn more informally.

Our conversation in this episode explores how dating skills are teachable rather than innate, and Dr. Veytsman explains that social skills such as reciprocal conversation, recognizing romantic interest, understanding boundaries, and processing rejection can be broken into concrete, observable steps. Much of the work that she discusses is grounded in research and sociological observation, with more than 75 scientific papers supporting PEERS® programming. This episode of the podcast also touches upon how social cognition, perspective-taking, and communication differences can affect dating experiences.

Safety and vulnerability are also major themes that we talk about, and we discuss risks such as online exploitation, misreading friendliness as romantic interest, and the challenge of recognizing subtle social cues. Dr. Veytsman highlights that vulnerability often comes from inexperience rather than neurodivergence itself and that education about red flags, consent, and online behavior can be very protective!

Our discussion also highlights the strengths-based philosophy behind PEERS®. Rather than changing identity or forcing conformity, the program focuses on expanding communication tools, building confidence, and supporting young people as they pursue relationships that feel meaningful to them. If you are a parent, clinician, or someone interested in how neurodivergent youth can approach dating with confidence and safety, then this episode is not one that you will want to miss!

Show Notes: [2:44] - Dr. Veytsman explains how romantic skills often begin in adolescence, starting with friendship and learning conversation, boundaries, and recognizing shared interests. [5:24] - Dating challenges could include one-sided conversations, so the program first teaches reciprocal communication before introducing relationship-specific skills. [7:10] - Dr. Veytsman discusses how limited peer learning and social cue misunderstanding can increase vulnerability to online exploitation. [10:23] - Hear how perspective-taking and social cognition can be strengthened like a muscle with structured practice of social thinking and empathy skills. [12:20] - Early training in communication, risk awareness, and perception helps build meaningful relationships by improving social understanding and behavior awareness. [13:42] - Vulnerability often arises from limited experience; explicit education helps youth recognize manipulation, red flags, and online safety risks. [16:41] - The PEERS® program is a strengths-based, neurodiversity-respecting, and skill-building dating / social development program for neurodivergent youth! [17:11] - Preparation, coaching, and education help autistic youth build healthy relationships via learning consent, rejection, safety, and partner recognition. [19:21] - We learn that approximately 70% of participants involve parents learning to coach social skills while respecting individuals' goals. [22:52] - Hear how the program truly promotes neurodiversity, teaches social tools for connection, and encourages personal choice rather than masking. [25:16] - Dating education covers rejection, boundaries, consent, and flirting as observable, research-grounded behaviors. [27:59] - We further learn how flirting and interest are taught via low-risk signals such as eye contact, smiles, and reciprocal conversation exchanges. [30:44] - Hear why online profiles should present clear, positive, authentic information and use profile-specific messages to initiate meaningful contact. [33:13] - Caregivers can help reinforce skills with praise-based feedback, homework practice, and shared interest activities. [36:57] - Evidence shows that PEERS® improves dating behavior, confidence, social participation, and relationship skill use across research studies! [40:08] - How can Dr. Veytsman be contacted?

Links and Related Resources:

• More Podcast Episodes
• Episode 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson
• Jane and Terry Semel Institute for Neuroscience and Human Behavior - UCLA PEERS® Clinic

Connect with Dr. Elina Veytsman:

• Center for Pediatric Neuropsychology
• Email: eveytsman@pediatricneuropsych.com

Join Our Community:

• Substack

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Join us for this episode of Diverse Thinking, Different Learning as we welcome Liz Angoff Ph.D. to the podcast. Dr. Angoff is a Licensed Educational Psychologist and Diplomate in School Neuropsychology who offers assessment and consultation services for children and families in the Bay Area, California. She wrote the Brain Building Books series and Our Brains, which help neurodivergent children better understand, appreciate, and advocate for their unique minds. Learn more about Dr. Liz and her work at her Explaining Brains website.

Throughout our conversation, we talk about how when one child in a family is identified as neurodivergent, the focus understandably shifts to evaluations, therapies, and advocacy, but what about the sibling who is watching it all unfold, quietly forming their own explanations about meltdowns, extra appointments, and uneven attention? We discuss why children are natural "meaning makers" and what can happen when adults leave gaps in the story. Dr. Angoff explains her approach to sharing diagnoses - starting with asking the neurodivergent child for permission before telling a sibling.

Dr. Angoff also walks us through how to translate assessment results into language that kids can actually use, including her "highways and construction projects" metaphor for strengths and challenges. Hear how this shared framework reduces blame, increases empathy, and helps siblings see both themselves and each other more clearly. We also address the real questions siblings ask: Why does my brother get more attention than I do? Is this my fault? Does that mean I have it too?

Dr. Angoff offers some practical scripts for validating those feelings while reinforcing a powerful message: attention may shift, but love is absolutely not divided. The conversation also covers privacy and how to treat a diagnosis as the child's story to share, as well as how to equip siblings with the language to explain differences to friends without making them responsible for managing everything.

Perhaps most importantly, this episode of the show really reframes these talks as an ongoing process rather than a one-time thing. As children grow, their questions change, and so should the conversation. If you're raising neurodivergent kids and want every child in your family to feel informed, valued, and included, this discussion with Dr. Liz Angoff will surely give you the language, perspective, and practical tools to start!

Show Notes: [2:40] - Dr. Angoff talks about how inviting kids into diagnostic conversations naturally raises questions about siblings. [3:00] - Without clear explanations, siblings often invent their own stories regarding what's happening. [3:43] - Early conversations can help reshape harmful narratives and prevent siblings from forming inaccurate roles. [6:00] - Dr. Angoff reflects on how families work best when kids own their story and guide what others learn. [9:36] - Dr. Angoff asserts that concrete, age-appropriate examples can help siblings grasp complicated diagnoses. [10:54] - Dr. Angoff discusses how using shared brain metaphors leads to empathy and mutual understanding between siblings. [13:08] - Highlighting strengths and "construction projects" can help siblings respond with empathy. [16:04] - Dr. Angoff explains how shared brain language reduces blame while ensuring that every child's needs matter. [19:04] - Dr. Angoff explains how openness and reassurance can help siblings feel valued despite unequal attention. [22:03] - Even when attention shifts, love remains constant and intentional! [23:23] - Dr. Angoff asserts that honest conversations can help prevent siblings from believing that they matter less. [25:30] - Families protect diagnostic privacy while equipping siblings to respond confidently! [28:54] - Descriptive explanations of behaviors can help siblings understand and support each other! [29:19] - Dr. Angoff believes that siblings should share responsibility for advocacy while also seeking adult help when overwhelmed. [30:58] - Conversations around diagnosis should happen gradually, focusing on practical and present needs. [33:04] - Hear how stories, visuals, and resources can help families explain neurodiversity in accessible ways. [34:00] - Dr. Angoff believes that empowering language around neurodivergence helps support positive family narratives and understanding.

Links and Related Resources:

• More Podcast Episodes
• Episode 137: Helping Kids Understand Their Amazing Brains with Dr. Liz Angoff

Connect with Dr. Angoff:

• Explaining Brains
• Dr. Angoff's Books

Join Our Community:

• Substack

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Please join us in welcoming Leslie Catlett, MS, OTR/L to the podcast! Leslie is the founder of The Penmanship Lab, where she helps children develop confident, functional handwriting skills that support real learning. As a pediatric occupational therapist and mom of two, she approaches handwriting challenges by looking beyond neatness to understand the deeper factors affecting each child. Leslie specializes in working with children with ADHD, dysgraphia, dyslexia, and autism, creating individualized, engaging strategies that make writing more accessible and meaningful. She holds a Master's degree in Occupational Therapy from the University of Wisconsin–Madison and is deeply committed to inclusive, strengths-based learning environments.

In our conversation, we discuss the complexity of handwriting and why it's so often misunderstood, with Leslie explaining that handwriting isn't just a fine motor task but a full-body, brain-heavy activity that involves posture, attention, memory, sensory processing, and emotional regulation all at the same time. For neurodivergent learners, including children with ADHD, dysgraphia, dyslexia, or autism, handwriting can be truly exhausting, frustrating, and even overwhelming, and it's rarely a matter of laziness or lack of effort.

We discuss the misconceptions that slow progress signals a lack of motivation or that kids will simply "grow out of it," and why traditional practice alone often makes matters even worse. Leslie highlights how occupational therapy addresses handwriting differently by building foundational skills first, from posture and core strength to visual motor coordination and sensory regulation, before layering on handwriting itself. Progress isn't just about neater writing; it shows up first as reduced frustration, more confidence, and increased endurance.

In our conversation, we also talk about practical ways parents and educators can support handwriting and fine motor development at home, with Leslie highlighting the importance of short, successful practice sessions, movement breaks, and incorporating skills into play via crafts, cooking, outdoor activities, or even Lego building. Leslie also discusses when it's time to seek professional help, pointing out that handwriting struggles often impact self-esteem, school performance, and emotional regulation.

We explore the purpose behind the Penmanship Lab itself, with Leslie having created it to provide one-on-one support for children who aren't getting enough guidance in school and to help parents feel empowered rather than guilty when their child struggles. She shares how addressing handwriting early can support not only academic success but also everyday independence, from buttoning shirts to tying shoes. Our conversation offers a practical guide for anyone wanting to understand, support, and celebrate children's unique learning needs!

Show Notes: [2:30] - Handwriting is complex - requiring motor, sensory, attention, memory, and endurance skills simultaneously. [5:19] - Hear how dysgraphia stems from neurological differences, so practice alone doesn't improve handwriting without foundational support. [8:42] - Leslie discusses how handwriting engages the brain differently than typing, often improving confidence and emotional regulation first. [10:56] - Leslie explains how short, playful activities and motor work strengthen handwriting skills and maintain student engagement. [13:19] - Hear how early intervention can help prevent frustration. [16:16] - Short, daily handwriting practice improves skills, confidence, and behavior without causing parental blame. [18:32] - Leslie reveals how The Penmanship Lab fills gaps schools leave, providing one-on-one handwriting support for literacy development. [20:10] - Daily self-care tasks rely on fine motor skills, linking handwriting to broader functional independence.

Links and Related Resources:

• Episode 39: Why Fine Motor Skills Matter with Jennifer Morgan
• Episode 219: Understanding Dysgraphia: Signs, Strategies, and Support for Struggling Writers

Connect with Leslie:

• The Penmanship Lab's Website
• Email: thepenmanshiplab@gmail.com

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I am so happy to welcome Dr. Ellen Braaten back for her third time on the show! In case you missed those episodes and/or need a refresher, Dr. Ellen Braaten is the founding director of the Learning and Emotional Assessment Program at Massachusetts General Hospital and an associate professor at Harvard Medical School. She is a prolific researcher and author whose work focuses on ADHD, learning disorders, child psychopathology, processing speed, intelligence, and children's motivation, including bestselling books for parents and professionals. Deeply committed to public education, she frequently speaks on child mental health topics and contributes to both local and national media.

In our conversation, we talk about why unmotivated kids rarely fit neatly into a single category, with Dr. Braaten explaining that children may struggle with motivation for a variety of reasons, such as cognitive overload, emotional fatigue, repeated failure, or even a lack of clear identity. She also explains why framing these challenges as brain-based skills, rather than personal failings, can help change the way parents and clinicians respond. We also discuss the narrowing of opportunities in schools today, why kids need space to discover their own strengths beyond academics and athletics, and how uncomfortable emotions such as shame, anxiety, or regret can silently block motivation.

Dr. Braaten's workbook is designed not just for children but for the adults supporting them, and she shares how parents, teachers, and therapists can use its activities to spark meaningful conversations, assess where a child gets stuck, and offer guidance without shame. It's about collaboration, not enforcement, and about helping kids take ownership of their growth while navigating setbacks safely.

This episode of the show will surely resonate with anyone supporting tweens and teens, whether you're a parent, educator, or clinician, and offers strategies to help young people (and even adults) rediscover what matters to them, reclaim their motivation, and move forward with confidence!

Show Notes: [2:09] - Hear how Dr. Ellen Braaten realized poor motivation affects everyone, especially during stressful, sleep-deprived times. [5:40] - Motivation consists of initiation, persistence, and desire, and can be treated as a learnable skill. [7:56] - Dr. Braaten discusses how kids today struggle to find identity due to overwhelming choices and early specialization pressures. [9:52] - Dr. Braaten argues that strengths extend beyond academics and sports, yet schools rarely provide opportunities to explore diverse talents. [11:51] - Hear how setbacks, injuries, or missed guidance can lead to regret. [13:44] - Breaking motivation into initiation, intensity, and persistence can help kids, parents, and clinicians clarify obstacles. [16:28] - Dr. Braaten points out how even small changes, like better sleep, improve motivation. [18:04] - Parents should balance support and independence, empowering children while preventing guilt or overwhelming hovering. [21:18] - Anxiety and post-pandemic habits have reduced face-to-face engagement, creating cycles that undermine motivation. [23:04] - Dr. Braaten's workbook is best used with adults as guides, sparking conversations about identity and priorities. [26:05] - Hear how to contact Dr. Braaten.

Links and Related Resources:

• Episode 61: Slow Processing Speed with Dr. Ellen Braaten
• Episode 107: How to Motivate Kids Who Couldn't Care Less with Dr. Ellen Braaten
• Dr. Ellen Braaten & Hillary Bush - The Motivation Mindset Workbook: Helping Teens and Tweens Discover What They Love to Do

Connect with Dr. Ellen Braaten:

• Dr. Ellen Braaten's Website

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We are joined in this episode by Stacey Shubitz, K-6 literacy consultant, a former elementary school teacher, and the co-founder of the Two Writing Teachers blog and podcast. Her forthcoming book, Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future, empowers parents to navigate the special education system.

In this episode, we talk openly about what it really takes to support a child with learning challenges in today's school system. Drawing from decades of experience on both sides of the table, Stacey shares why she wrote Make the School System Work for Your Child with Disabilities and what she wishes someone had told her when she was first trying to make sense of evaluations, IEP meetings, and endless paperwork.

Our conversation centers on some of the practical mindset shifts that can help change everything for families, with Stacey explaining why leading with a child's strengths and not just their needs is so important for confidence and motivation. She also addresses disability language head-on, discussing why it is that naming disability isn't limiting but instead opens doors to services, legal protections, and access that families often don't realize they're entitled to.

Throughout the episode, we highlight how knowledge of data, timelines, rights, and documentation can shift the power dynamic and help parents advocate more effectively. We offer some concrete guidance on when to push for evaluations, why waiting too long can do a lot of harm, and how to ask for progress data without feeling confrontational. Stacey also shares what makes IEP meetings feel collaborative instead of adversarial, from simple preparation strategies to small human touches that ease tension. Communication comes up again and again: how approaching teachers with curiosity, clarity, and respect can lead to better outcomes for kids!

Stacey also speaks candidly about burnout, emotional exhaustion, and why joy isn't optional but protective. This conversation offers reassurance, realism, and a clear-eyed look at how parents can show up informed, empowered, and grounded while advocating for their children.

Show Notes: [2:32] - Hear how Stacey's experiences with IEPs inspired her to help other parents. [4:04] - Stacey describes leading with strengths, not just challenges or disabilities. [6:03] - Highlighting positives alongside challenges helps children see themselves as capable. [9:42] - Stacey argues that children should know their rights and services so that they can advocate for themselves. [12:49] - It's so important for parents to monitor progress, request data, and push for evaluations when their child isn't advancing. [14:58] - Stacey adds that it's also essential to advocate firmly and request evaluations when interventions aren't producing results. [16:20] - Preparing for meetings with clarity, human touches, and understanding who's present can help make discussions more productive. [19:44] - Coming to meetings prepared with documents in advance helps balance power and supports advocacy. [23:04] - Stacey discusses how reviewing IEPs in advance can help ensure more effective teacher interactions. [25:00] - Approaching teachers with curiosity and gathering accurate information helps promote calm, productive conversations around school. [28:18] - Stacey gives an example of how being open about personal struggles allows teachers to provide better support for children. [30:33] - Stacey asserts that assuming positive intentions about teachers helps lead to collaboration and avoids unnecessary conflict. [32:07] - Stacey wishes that she had known sooner how important it is to read the procedural safeguards book to understand parental rights and timelines. [34:12] - Stacey expresses that she has learned that intentionally curating joy and connection can help prevent burnout. [37:05] - Joy is a legitimate form of intervention.

Links and Related Resources:

• Stacey Shubitz - Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future
• Episode 164: 5 Keys to Productive IEPs with April Rehrig
• Episode 238: Dismantling DEI and the Department of Education: How Changes Impact Your Child with Vickie Brett & Amanda Selogie
• Episode 246: Accommodations, Modifications, or Remediation? How to Know What Your Child Really Needs with Amy Cushner

Connect with Stacey Shubitz:

• Stacey's Website
• Email: stacey@staceyshubitz.com
• Stacey's Substack
• Two Writing Teachers Website

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We happily welcome Dr. Allie Ticktin to Diverse Thinking Different Learning! Dr. Ticktin is dedicated to helping children and their families thrive through sensory-based play, having founded Play 2 Progress and writing Play to Progress, introducing parents to all eight senses and offering practical ways to support them at home. Blending child development science with playful learning, Dr. Ticktin focuses on building kids' confidence and supporting their growth across emotional, social, physical, and academic areas. At the core of her philosophy is the belief that empowering parents from the very beginning is the best way to set children up for lifelong success!

Throughout our conversation, we explore the topic of sensory processing and sensory motor integration - often misunderstood but nevertheless foundational to how children learn, regulate, and thrive. Dr. Ticktin, an occupational therapist and author, explains that sensory processing involves more than just the five basic senses, that there are actually eight senses that children need to effectively process, including the "hidden" senses of vestibular, proprioceptive, and interoceptive!

Dr. Ticktin highlights the fact that sensory issues are not simply behavioral problems but are rather neurological differences in how a child's brain processes sensory information. This can manifest in various ways, from being overly sensitive to certain textures to having trouble regulating emotions and attention. She stresses the importance of reframing these challenges as differences in sensory processing, rather than just automatically resorting to labeling them as "bad behavior."

As we discuss, an especially important part of supporting children with sensory needs is teaching them to recognize and communicate their needs, and Allie discusses "body tools" - often referred to as fidget spinners or sensory toys - and how empowering children to identify and use whatever tools help them self-regulate can dramatically improve their ability to focus, learn, and interact socially.

Our discussion also covers how sensory integration therapy can positively affect not just motor skills but also social-emotional functioning, with Dr. Ticktin reflecting on how she has seen children learn to self-regulate and even start advocating for their sensory needs and those of their peers. Our discussion provides you with a comprehensive overview of sensory processing, its importance in child development, and effective strategies for supporting children with sensory needs via a collaborative approach based on children's strengths!

Show Notes: [2:29] - Sensory processing involves eight senses, not just tactile experiences such as messy play. [5:10] - Dr. Ticktin argues that a child's sensory system forms the unseen "roots" supporting all higher developmental skills. [7:05] - Some kids struggle to filter irrelevant sensory input, resulting in classrooms feeling overwhelming. [9:08] - Dr. Ticktin points out that many "bad behaviors" actually stem from unsatisfied sensory needs. [11:28] - Dr. Ticktin explains how "body tools" can help children self-regulate, reducing behavioral issues via sensory support. [13:30] - Sensory inputs can raise or lower excitement depending on how the child processes them. [17:38] - Misread behaviors in daily tasks might signal underlying sensory-motor challenges. [18:22] - Hear how sensory issues can appear as rough play, clumsiness, withdrawal, or shutdowns. [21:09] - Dr. Ticktin argues that self-regulation often crosses over with sensory needs. [24:49] - Young kids may tantrum from sensory overwhelm because they lack the language to explain their feelings. [25:12] - Dr. Ticktin explains how teaching kids to "empty their bucket" prevents overload, very similar to adults managing stress. [28:33] - Learn how play-based therapy strengthens sensory foundations with purposeful activities appearing as simple play. [31:54] - Excessive screen time limits ideation, rendering open-ended, unscheduled play especially important for development. [33:25] - Consistent family involvement is so important, since progress relies on using tools beyond therapy sessions. [36:14] - Dr. Ticktin encourages listeners to buy her book.

Links and Related Resources:

• Episode 42: Understanding Sensory Processing Disorder with Courtney Duckworth-Harris, MA, OTR/L
• Episode 72: Prioritizing Co-Regulation and Self-Regulation in Communication with Danielle G. Kent M.S., CCC-SLP
• Episode 221: Would a Behavioral Aide/Shadow Help My Child?
• Episode 233: Body-Based Interventions for Neurodivergent Students with Megan Beardmore, PhD, NCSP
• Allie Ticktin - Play to Progress: Lead Your Child to Success Using the Power of Sensory Play

Connect with Dr. Allie Ticktin:

• Play2Progress Website
• Phone: (323) 782-3331

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We are happy to welcome back Jaime Porras for this episode! Jaime Porras is the District Vice President for Fusion Academy, overseeing nine campuses across Los Angeles and Santa Barbara. With more than two decades in education (including fourteen years at Fusion), he has held roles from teacher to Head of School and is passionate about fostering student-centered, relationship-driven learning environments. He holds an MA in Education with a focus on Social Justice from Antioch University Los Angeles and a BA in English from Ohio State University. A proud Buckeye and Culver City resident, Jaime enjoys sports, travel, literature, and discovering the best tacos in L.A., where he lives with his wife and daughter.

Jaime joins us for this episode to discuss how the 1:1 learning model at Fusion Academy has become increasingly important in recent years as students have faced growing challenges with anxiety and depression, and disengagement. He explains that the pandemic drastically worsened many students' struggles with executive functioning and social anxiety but how, in a 1:1 setting, Fusion is able to provide a safe, supportive space where students can rebuild their confidence and reconnect with learning. By removing the pressure and comparison of a traditional classroom, students feel safer to take risks, make mistakes, and grow.

Jaime highlights the importance of building a strong mentor-student relationship in which the teacher can truly understand and cater to each individual's unique needs, interests, and learning style, a personalized approach that also helps address issues around executive functioning, as Fusion teachers break down assignments into manageable steps while also explicitly modeling positive behaviors and social-emotional skills. Jaime notes that the 1:1 environment allows students the space to process feelings of failure in a healthy way without judgment from their peers.

At the same time, Fusion works to build a sense of community and belonging via shared social spaces and activities, although the focus remains on creating an environment customized for each student's needs. Jaime believes that this model will only become more important in the years ahead as schools grapple with the lasting impacts of the pandemic on student mental health and engagement.

Our conversation highlights how the 1:1 approach at Fusion Academy empowers students to rebuild their confidence and reconnect with their strengths even in the face of significant challenges. As the education landscape continues to evolve, this model may serve as an important blueprint for supporting the diverse needs of today's learners!

Show Notes: [2:27] - Jaime describes how post-pandemic isolation worsened student anxiety and depression while boosting demand for 1:1 learning. [5:59] - 1:1 environments reduce social pressure and allow teachers to address each student's unique needs. [9:00] - Jaime stresses that individualized settings can lead to belonging, safety, and feelings of mattering. [12:08] - Learning begins with love and rapport, creating trust before taking on executive functioning challenges. [14:01] - Jaime explains how executive functioning develops with maturity, so Fusion Academy celebrates incremental progress. [17:11] - Jaime notes how 1:1 settings allow students to process failure safely and quickly recover. [19:41] - Fusion removes traditional school obstacles, focusing on individualized support without judgment. [22:37] - 1:1 learning suits kids who need safety, personalization, and emotional comfort. [23:08] - Jaime highlights Fusion's flexibility to adjust instantly for each student's needs. [25:21] - Jaime compares Fusion's structure to private lessons that separate focused learning from broader social experiences. [27:46] - Small-group environments let students more easily build real friendships and resolve conflicts. [29:48] - Jaime criticizes traditional schools for pressuring kids into activities that adults rarely pursue. [31:53] - Hear Jaime share a student's gradual growth from isolation to leadership, proving that patience and personalization can lead to confidence. [35:19] - Jaime predicts that 1:1 education will shape all schooling by highlighting growth over conformity. [38:30] - Where can Jaime be reached?

Links and Related Resources:

• Episode 52: How a 1:1 Instruction Model Helps Students with Jaime Porras and Vailet Yarijanian
• Episode 154: Why Self-Efficacy and Self-Advocacy are Important for Diverse Learners with Ashley Harding
• Episode 189: The Private School Option for Kids with Learning Differences with Collette Bowers Zinn
• Episode 243: From Inclusion to Belonging: Creating Neurodiversity-Affirming Schools with Amanda Morin

Connect with Jaime Porras:

• Fusion Academy Website

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For this edition of the show, we warmly welcome Joan Green! Joan Green, M.A., CCC-SLP, is a speech-language pathologist, assistive technology specialist, and founder of Innovative Speech Therapy in the Washington, DC area. For nearly 40 years, she has helped people of all ages (especially neurodiverse learners) use technology to enhance communication, learning, and independence. Passionate about accessibility and innovation, Joan also educates families and professionals on how everyday tech and AI can change our daily lives.

Our conversation explores how technology, including AI-powered tools, can be used to help support neurodivergent students in learning, communicating, and thriving, with Joan explaining that her passion for this work began in the 1980s when she saw how early computer software could dramatically improve outcomes for her adult patients with neurological conditions. She then expanded her focus to helping families and students, motivated in part by her own experiences as a parent. We highlight how many accessibility features and free tools built into common devices and platforms can provide incredibly crucial support for students who struggle with reading, writing, organization, or focus, with Joan stressing the importance of tailoring solutions, whether it's adjusting text-to-speech settings or finding the proper app or extension. She cautions against oversimplifying the process, as each student's needs are unique.

Our discussion also touches upon the complex role of AI and advanced technology in education. Joan sees tremendous potential for AI to personalize learning and free up teachers to focus on higher-level instruction. She also voices some concerns about overreliance on it. Her approach is to position AI as a "thought partner" that can enhance and augment human learning rather than replace it.

Throughout the conversation, Joan also shares some practical tips and resources, including her free 15-minute consultations and her ongoing Tech Life Inner Circle program, which provides weekly training and collaborative problem-solving sessions. Our conversation in this episode truly highlights the power of technology to bridge gaps and amplify the voices of neurodivergent students - but only when used with intention and mindfulness!

Show Notes: [2:31] - Hear how Joan began using early computer software with stroke patients and saw technology speed up recovery. [5:11] - Joan stresses the importance of beginning with free, built-in assistive tools such speech-to-text, read-aloud, and captions. [7:45] - Hear how Joan helps people choose the right reading and speech tools and offers free tech consultations. [11:17] - Joan believes that AI can aid in learning when used thoughtfully, but worries about shortcuts and privacy concerns. [13:32] - While Joan values AI as a creative learning tool, she also stresses the importance of actual understanding and critical thinking. [15:02] - AI can be a great way to personalize learning. [17:04] - Hear how Joan uses AI to personalize lessons around students' interests while still thinking critically herself. [18:55] - Joan explains how she offers collaborative one-on-one tech sessions, which identify struggles. [20:47] - Joan runs the very affordable Tech Life Inner Circle, providing weekly tutorials, recordings, and live tech brainstorming. [23:53] - Tech Possibility Academy teaches essential, easy-to-implement tools for parents, educators, and lifelong learners. [26:42] - Joan stresses technology's necessity for independence while also acknowledging its downsides. [29:39] - Where can Joan be reached?

Links and Related Resources:

• Episode 142: How to Help Neurodivergent Kids Manage Social Media
• Episode 177: How Understanding the Adolescent Brain Helps Us Better Support Teens
• Episode 241: How to Be a 'Screen-Smart Parent with Jodi Gold, MD

Connect with Joan Green, M.A., CCC-SLP:

• Innovative Speech Therapy Main Website
• Tech Life Inner Circle
• IST Tech Savvy Solutions Facebook Group

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Joining us for this episode of Diverse Thinking Different Learning is Dr. Viannae Nelkin. Dr. Viannae Nelkin is a board-eligible pediatric neuropsychologist and founder of The Children's Neuropsychology Center. She earned her master's and doctorate in clinical psychology, training at top institutions including Children's Hospital Los Angeles, Cedars-Sinai, Johns Hopkins All Children's Hospital, and Children's Hospital of Orange County. Her work focuses on early intervention, neurodiversity-affirming care, and empowering families to help their children thrive. Deeply committed to supporting children with neurological and genetic conditions, she will soon return to Cedars-Sinai Medical Center to continue her specialized work. ​​This conversation explores understanding the brain's remarkable ability to grow and adapt (its neuroplasticity) and how it can help shape how parents, educators, and clinicians support children with learning differences. Rather than viewing assessments as an endpoint, we discuss how each evaluation is a starting point or a roadmap revealing a child's unique learning profile and potential for growth.

Dr. Nelkin describes neuroplasticity as the brain's superpower, an ongoing ability to form and strengthen neural pathways throughout life. She explains that learning differences are not signs of inability but are rather reflections of how differently each brain processes information. Through this lens, interventions aren't "fixes" for broken systems but are instead workouts for the brain - strategic ways to build new connections and reinforce weaker ones.

Throughout our conversation, we highlight why early intervention is so important. The first few years of life are a critical window for development when neural connections form rapidly and learning experiences leave lasting imprints. However, families are too often told to "wait and see," delaying support until challenges have really taken a toll on a child's confidence, motivation, and emotional well-being. Dr. Nelkin highlights that early intervention can change that trajectory and can help kiddos not only catch up academically but also develop resilience and self-assurance.

Our discussion challenges the stigma surrounding assessment and diagnosis. We stress that an evaluation doesn't define a child's limits but rather brings their strengths and needs to light so that educators and parents can customize support. We also discuss the incredible importance of collaboration between neuropsychologists, teachers, and caregivers. As Dr. Nelkin reminds us, the most powerful word in a child's journey is "yet" - they haven't mastered it yet, but with the right support, their potential is truly limitless!

Show Notes: [2:33] - Dr. Viannae Nelkin highlights the importance of neuroplasticity to focus on children's potential rather than labels. [4:00] - Dr. Nelkin offers a comprehensive definition of neuroplasticity. [6:13] - We learn why Dr. Nelkin regards interventions as extra workouts for the brain. [9:20] - How can neuroplasticity be nurtured? [11:12] - Dr. Nelkin regards neuroplasticity as the brain's superpower. [14:14] - Dr. Nelkin argues for reframing stigma around assessments and collaborating between neuropsychologists, teachers, and parents. [17:42] - Early academic intervention helps diverse learners catch up and prevents later mental health struggles. [20:20] - Building strong early learning foundations can help prevent future academic difficulties. [21:57] - Dr. Nelkin explains how early educators can identify learning differences and apply strengths-based interventions to help kids. [24:12] - Dr. Nelkin loves helping very young children. [26:53] - Hear how specialists support children's learning at different stages using evidence-based strategies. [29:33] - Dr. Nelkin reiterates the importance of early intervention. [33:51] - Dr. Nelkin explains how learning and emotional challenges affect development. [36:48] - Assessments help reveal why a child struggles and provide parents with hope and understanding. [37:30] - Dr. Nelkin highlights and explains the importance of the power of "yet."

Links and Related Resources:

• Episode 185: Late Diagnosis: Why Did I Get Missed? with Dr. Monica Blied
• Episode 203: ADHD and the Gut-Brain Connection: Exploring Integrative Treatments with Sara Langley, MSN, PMHNP-BC
• Episode 214: Private Neuropsychological Evaluation vs. School Evaluation
• Episode 215: How to Support Students Who Struggle with Reading Comprehension - with Dr. Emily Levy
• Episode 233: Body-Based Interventions for Neurodivergent Students with Megan Beardmore, PhD, NCSP

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• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our "When Struggles Overlap" Live Webinar
• Email Dr. Wilson: drkiwilson@childnexus.com

Connect with Dr. Viannae Nelkin:

• Dr. Viannae Nelkin's ChildNEXUS Page
• The CNPC Website

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We happily welcome Dr. Adi Soffer to Diverse Thinking Different Learning this week! Adi Soffer, PsyD is a licensed psychologist who works with children, teens, and families, and she combines family structure therapy with evidence-based practices to help families strengthen communication, establish healthy boundaries, and deepen emotional connections. Passionate about guiding parents and children through challenges such as anxiety, behavioral issues, and major life changes, Dr. Soffer offers care via her private practice, Kesher Psychological Services. She sees clients in Los Angeles and provides virtual sessions throughout California and Florida.

When a child is struggling with learning, behavioral, or emotional challenges, the focus is often on finding the right therapy for the child. However, as Dr. Adi Soffer explains, this approach may be missing an important piece - the family system. She firmly believes that families function as interconnected systems, and when one member is struggling, the whole system feels the impact. By shifting the focus from fixing the child to strengthening the entire family system, families can reduce stress, improve relationships, and lead to better outcomes for kids and teens. Dr. Soffer outlines her approach to family systems therapy, bringing the entire family into the first session, not just "the identified patient." Instead of discussing the child's problems, she asks questions about the family's dynamics, traditions, and what they would like to change. This allows her to observe the family's communication patterns, boundaries, and power dynamics. She also highlights the importance of understanding the family's structure and communication style, as these factors can deeply impact a child's emotional well-being and behavior.

Dr. Soffer explains how poor communication, conflict avoidance, or unclear expectations can contribute to ongoing stress at home, which in turn affects the child. By working with the family, however, she helps them develop healthier communication and set clear expectations and boundaries. This, in turn, can reduce the child's anxiety and stress, as they no longer have to worry about the unpredictability of their home environment.

We also explore how the family systems approach shifts when working with teenagers, who are often pushing for more independence, with Dr. Soffer discussing the importance of balancing the teen's need for autonomy with the family's need for involvement and how this can create an environment of empathy and connection within the family. Overall, we highlight the powerful impact that a family systems approach can have on supporting children and teens struggling with various challenges. By addressing the entire family system, therapists can create lasting change and help the whole family thrive.

Show Notes: [3:03] - Hear how Dr. Adi Soffer begins therapy by including the entire family system rather than isolating the child. [6:43] - Dr. Soffer observes family dynamics via structured activities, games, and collaborative drawing. [9:32] - Family therapy examines communication, boundaries, and where each member fits in the relational hierarchy. [12:21] - Dr. Soffer makes the case that clear routines and consistent boundaries reduce chaos and help children feel secure and less anxious. [14:29] - Parents often unintentionally reinforce anxiety by teaching children that the world is frightening. [16:27] - Therapy highlights how children's struggles often reflect parental triggers and emotional challenges. [19:29] - Removing the "identified patient" label eases a child's burden and reduces family pressure. [20:13] - Dr. Soffer argues that constant focus on negative behavior teaches children to internalize damaging beliefs about themselves. [22:02] - Teens need both autonomy and clear parental boundaries to be successfully independent. [25:28] - Families begin to align as a team when therapy highlights shared responsibility and individual identity. [27:39] - Dr. Soffer explains how emotional Jenga can help parents model vulnerability and normalize healthy emotional expression for children. [30:27] - Hear how a teen realized that his parents' feelings mattered too after returning from a month away. [32:34] - Dr. Soffer argues that parents build resilience by balancing support with boundaries and not over-accommodating their kids. [35:09] - A parent's real role is preparing children to face failure, rejection, and life's challenges. [36:18] - It's important for children to face discomfort and uncertainty instead of being shielded by anxious parents. [39:18] - Dr. Soffer asserts that focusing on family strengths can transform household dynamics and improve the overall atmosphere. [40:38] - How can Dr. Soffer be reached?

Links and Related Resources:

• "Anxiety and the Family"
• Episode 167: From Surviving to Thriving: A Mom's Hierarchy of Needs and Well-Being with Leslie Forde
• Episode 202: How Low-Demand Parenting Can Reduce Stress and Support Neurodivergent Youth with Dr. Roseann Capanna-Hodge

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our "When Struggles Overlap" Live Webinar
• Email Dr. Wilson: drkiwilson@childnexus.com

Connect with Adi Soffer, PsyD:

• Kesher Website
• Dr. Soffer's LinkedIn Page
• Dr. Soffer's Facebook Page
• Dr. Soffer's Instagram Page

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For this episode of the show, we are joined by Amy Cushner! Amy has dedicated more than 30 years to the Shelton School and a lifetime to advocating for neurodivergent individuals, infusing passion, humor, and wisdom into every stage she graces. From classrooms in Dallas to conferences in China, she has become a sought-after voice championing inclusive, strengths-based approaches across both education and business..

In this episode, Amy breaks down the important differences between accommodations, modifications, and remediation in the education system, explaining how these terms are often used interchangeably but have distinct purposes that can significantly impact a child's learning journey. Amy discusses the historical context, which traces back to Thomas Jefferson's vision for public education and the challenges of the "Goldilocks effect," ensuring the right fit for every student. She highlights why it's so important to understand the "magic number" that determines when remediation is provided, highlighting that the need for support does not disappear just because a student falls short of the threshold.

Amy stresses the importance of understanding important distinctions as they have major implications for a student's educational journey, particularly when it comes to college and career choices, and she also emphasizes the crucial role of early intervention and the empowerment of students to self-advocate, using visual cues and clear communication about their accommodations.

Throughout our conversation, Amy shares some valuable insights and practical advice for parents and educators, highlighting the need for a collaborative approach and the recognition that every child's learning journey is unique.

Show Notes: [3:21] - Amy Cushner traces public education's evolution from Jefferson to modern challenges in individualized learning. [6:54] - Students often get accommodations when remediation or intervention is truly required. [7:12] - Amy criticizes rigid "magic number" cutoffs for remediation, calling them unfair and financially motivated. [9:13] - Accommodations, Amy explains, provide classroom access without altering expectations or content. [11:18] - Amy contrasts accommodations with modifications, which lower expectations to match processing or cognitive challenges. [13:54] - Amy highlights knowing accommodation vs. modification and likens it to learning another country's customs. [15:12] - Remediation can help develop missing skills caused by neurological learning differences, not intellectual deficits. [17:31] - Research shows us that remediation builds entirely new neural pathways, effectively rewiring students' brains. [20:17] - When schools won't fund remediation, parents have to seek external diagnoses and licensed therapists. [23:19] - Hear how true remediation requires trained therapists. [26:45] - Remediation needs to be paired with accommodations like audiobooks for full access. [27:39] - Amy explains how modifications alter curriculum expectations, influencing future school and college options. [30:02] - Amy suggests that teachers can use accommodations across the board to help build learning from the ground up. [32:32] - Starting instruction too high frustrates students, while accommodations let them build confidence gradually. [34:59] - Educational advocates help parents navigate laws, testing, and school obligations, helping to ease parental burdens. [38:10] - Timely intervention prevents years of lost learning caused by eligibility cutoffs. [41:21] - Amy encourages early remediation and teaching children to self-advocate for their accommodations. [44:29] - Honest conversations can help kids avoid developing inaccurate, damaging narratives about struggles. [45:48] - Amy reframes nonstandard brains as strengths that offer unique ways of seeing the world. [47:02] - What is the best way to get in touch with Amy Cushner?

Links and Related Resources:

• "How to Initiate a Special Education Assessment"
• Episode 109: "IEP and 504 Plan Q&A with Vickie Brett and Amanda Selogie"
• Episode 164: "5 Keys to Productive IEPs with April Rehrig"
• Episode 218: "Understanding IEPs and 504 Plans: Which One Is Right for Your Child? - Marisol Chianello"

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our "When Struggles Overlap" Live Webinar
• Email Dr. Wilson: drkiwilson@childnexus.com

Connect with Amy Cushner:

• Amy's LinkedIn Page
• Phone: 972-855-8949
• Email: amy@aceservice.org

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Joining us for this episode of Diverse Thinking Different Learning is Rana Lustyan! Rana Lustyan is the founder of Growing Minds Coaching, where she helps students with learning differences develop confidence, independence, and academic achievement. She combines strength-based coaching, neuroscience-informed methods, and practical executive function tools to create personalized routines that last.

Rana shares her personal journey with ADHD and how it inspired her to help students, especially girls and young women, build the essential life skills needed for lasting confidence and independence. She explains that executive functioning coaching is distinct from educational therapy or tutoring; it is a dynamic, strengths-based approach that helps individuals develop practical skills around planning, organization, time management, task initiation, and more.

Rana's POSITIVE acronym outlines the key areas of focus, from prioritizing goals to evaluating progress! The coaching process involves an in-depth intake to understand the student's unique challenges and strengths, followed by weekly 45-minute sessions and regular accountability check-ins. Rana highlights the importance of building trust and meeting the student where they are, often sharing her own experiences to help them feel understood and supported.

Rana's approach includes periodic family team meetings to celebrate wins and address any additional concerns, with the ultimate goal of autonomy and equipping students with the tools to manage their lives independently. She also discusses the phasing-out process, where support is gradually reduced as the student gains confidence and mastery.

Whether struggling with procrastination, perfectionism, or emotional regulation, Rana's executive functioning coaching can be helpful, especially for girls and young women with ADHD.

Show Notes: [3:02] - Rana explains how executive function coaching builds strengths-based strategies for planning, time management, autonomy, and lifelong resilience. [6:33] - Girls often go undiagnosed with ADHD, masking symptoms through perfectionism, overwork, and internal hyperactivity. [8:54] - Acronyms such as POSITIVE help students remember EF skills such as planning, self-advocacy, and initiation. [11:39] - Task initiation, time management, and visualization strategies support students in overcoming procrastination and distractions. [14:36] - Intake sessions can help gather detailed family, academic, and personal context to build trust and customize coaching. [16:14] - Rana argues that students gain confidence via productive first sessions and ongoing check-ins between weekly meetings. [18:45] - As a coach, Rana validates feelings while guiding students toward solutions parents often mishandle. [20:55] - Executive function struggles may include procrastination, perfectionism, rigidity, emotional regulation issues, and burnout risks. [23:56] - Misinterpreting EF challenges as laziness or lack of motivation delays vital support, especially for girls. [25:19] - Rana argues that family team meetings celebrate student wins, build autonomy, and align goals between parents and children. [28:24] - Rana’s 16-session model promotes autonomy via flexible, individualized coaching cycles. [31:07] - EF coaching normalizes struggles, strengthens family bonds, and equips students for lifelong growth. [34:43] - Rana offers resources and consultations through Growing Minds Coaching’s website and direct email contact!

Links and Related Resources:

• Episode 11: Executive Functioning 101
• Episode 99: Straight Talk About ADHD in Girls with Dr. Stephen Hinshaw
• Growing Minds Coaching - Executive Functioning Skills Coaching: What Parents Should Know
• Growing Minds Coaching - Downloads & Worksheets

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our “When Struggles Overlap” Live Webinar
• Email Dr. Wilson: drkiwilson@childnexus.com

Connect with Rana Lustyan:

• Rana's ChildNEXUS Profile
• Rana’s Instagram Profile

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Joining us for this episode of Diverse Thinking Different Learning is Leslie Forde! ​​Leslie is the CEO and Founder of Mom’s Hierarchy of Needs® and soon-to-be published Author of Repair with Self-Care: Your Guide to the Mom’s Hierarchy of Needs. Her business provides evidence-based tools to help moms reclaim their time and well-being from the never-done-list while also helping employers retain working parents and caregivers.

Since March of 2020, over 3,700 parents have participated in her research study (the longest-running of its kind) on the pandemic’s ongoing impact on work, care, and wellness. With more than twenty years in senior leadership and a decade focused on media and technology in childcare, eldercare, mental health, and education, Leslie is a sought-after speaker and consultant. She advises organizations such as HubSpot, Merck, Scholastic, and the Barr Foundation on how to retain and support parents, caregivers, and people of color. Our conversation explores the growing crisis of parental stress and maternal mental health, which has been made so much worse by a perfect storm of factors such as the lasting impacts of the COVID-19 pandemic, rising costs, shortages in healthcare and childcare resources, and the unique challenges faced by parents of neurodivergent children.

Leslie shares some insights from her extensive research on the topic, explaining how parents, especially mothers, are struggling to balance the demands of caregiving, household management, and careers, often at the expense of their own well-being. The guilt, shame, and lack of flexibility in the workplace make it especially difficult for many parents to ask for the support that they desperately need.

Leslie highlights the critical importance of parents, especially mothers, prioritizing self-care even in small ways to build resilience and model healthy behaviors for their children. She provides practical tips such as identifying a daily "anchor" activity and being mindful of decision fatigue to help parents carve out time for their own mental, physical, and emotional needs.

Our conversation also goes into the direct connection between parents' mental health and their children's wellbeing, and how, by supporting parents, we can have a profound impact on the whole family. This conversation offers a powerful and timely exploration of the parental mental health crisis, with practical insights and solutions that can make a real difference for families! Want a deeper dive into today’s topic? Join Karen and Leslie for a ChildNEXUS & Mom’s Hierarchy of Needs Joint Discussion; register here!

Show Notes:

[2:41] - Leslie argues that rising costs, long wait times, and poor support leave families emotionally and financially strained. [4:15] - Leslie points out how coordinating specialists, schools, and daily routines creates an overwhelming, often invisible burden. [6:13] - Mothers face worsening burnout as post-pandemic losses strip away time, resources, and support systems. [9:58] - Social conditioning and low workplace safety pressure women into overcommitment despite exhaustion and caregiving needs. [12:55] - Leslie asserts that many workplaces equate commitment with overwork, leaving parents afraid to ask for flexibility and support. [15:03] - Leslie points out how parents often feel isolated and ashamed when children struggle academically or socially. [17:39] - Many mothers feel trapped without partner support or financial means. [20:51] - Leslie asserts that ignoring self-care leads to burnout that harms health, family, and career stability. [23:46] - Exhausted parents struggle to engage with energetic children, straining relationships and shared activities. [25:47] - Leslie argues that parenting requires constant exhausting micro-adjustments, like juggling trains on endlessly shifting tracks. [28:36] - Dr. Wilson recommends Leslie’s book for guidance. [29:11] - Leslie advises parents to establish a daily anchor habit and reduce fatigue around making decisions. [32:57] - Dr. Wilson points out that it's important to support parents of neurodivergent children while also encouraging their own self-care practices. [33:28] - Leslie agrees and reports that post-pandemic self-care has declined as responsibilities have increased and systems have become more strained. [36:48] - Leslie praises Karen’s guidance for parents while emphasizing time management and self-care as very important. [38:10] - What is the best way to reach Leslie?

Links and Related Resources:

• Episode 151: Parenting with ADHD: Insights and Inspiration with Holly Blanc Moses
• Episode 167: From Surviving to Thriving: A Mom’s Hierarchy of Needs and Well-Being with Leslie Forde
• Episode 202: How Low Demand Parenting Can Reduce Stress and Support Neurodivergent Youth with Dr. Roseann Capanna-Hodge
• Leslie Forde - Repair with Self-Care: Your Guide to the Mom’s Hierarchy of Needs®

Connect with Us:

• Register for "Thriving Together Supporting Your Child and Yourself" with Leslie Forde and Dr. Karen Wilson

• Get on our Email List

• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Email Dr. Wilson: drkiwilson@childnexus.com

Connect with Leslie Forde:

• Email: leslie@momshierarchyofneeds.com
• Mom’s Hierarchy of Needs® Website
• Mom’s Hierarchy of Needs® on Instagram
• Mom’s Hierarchy of Needs® on Facebook
• Mom’s Hierarchy of Needs® on Twitter
• Mom’s Hierarchy of Needs® on Pinterest
• Mom’s Hierarchy of Needs® on LinkedIn

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We are happy to welcome Amanda Morin to the show this week! Amanda is a neurodivergent advocate for neurodiversity, an award-winning author of six books, an early childhood expert, and a nationally recognized speaker who is passionate about building accessible and inclusive spaces for neurodivergent people. Drawing on her background in learning and child development, Universal Design for Learning (UDL), special education, advocacy, and mental health, she translates complex information into clear, practical insights for parents, educators, and employers striving to design inclusive content, programs, and strategies that make the world more accessible for everyone. In our discussion today, Amanda unpacks the concept of "neurodiversity-affirming" schools - classrooms that go beyond just "including" neurodivergent students and instead actively celebrate and empower them. She explains how a neurodiversity-affirming approach involves letting go of rigid structures and control and instead creating flexible, "controlled chaos" environments in which all students can learn and thrive in the ways that work best for them, benefitting not just neurodivergent students but, again, all learners!

Amanda also highlights the importance of using especially precise and affirming language, distinguishing between "neurodivergent" (those whose brains process information differently) and the broader "neurodiverse" (the natural diversity of all minds). She also discusses how naming and understanding differences, rather than avoiding them, can go a long way toward destigmatizing neurodivergence.

Perhaps especially crucially, Amanda explores the "double empathy problem," the idea that communication challenges often stem from a two-way lack of understanding rather than just deficits in the neurodivergent individual, and she shares some practical strategies for bridging this gap, such as narrating facial expressions and using visual cues. As the new school year approaches, this conversation is sure to offer some invaluable insights for educators seeking to create truly inclusive, strengths-based classrooms that empower all students to do their best!

Show Notes: [3:06] - Amanda Morin highlights moving beyond “inclusion” toward belonging, creating flexible, student-centered learning environments. [6:43] - Neurodiversity-affirming practices benefit all students by gradually rethinking classrooms to embrace every mind. [9:37] - Just like biodiversity, neurodiversity means different minds adapt uniquely but remain equally valid. [11:25] - Amanda explains neurodivergence as brain-environment interactions that require supportive accommodations. [13:21] - Stigma is a major barrier to neurodivergent students’ mental health and persistence. [14:14] - Naming diagnoses openly helps students replace self-blame with understanding. [17:00] - Hiding diagnoses often leads children to form harmful, inaccurate stories about themselves. [18:24] - Amanda urges giving kids language to explain their struggles instead of adopting negative labels. [20:08] - Amanda touches upon the double empathy problem in which communication requires adjustment between neurodivergent and neuro-normative people. [23:44] - Teachers can model narrating emotions and expressions to reduce students’ stress around social cues. [24:06] - Hear how Amanda uses a “battery activity” to help students visualize and communicate their energy levels. [27:12] - Amanda encourages urges describing behavior neutrally rather than judging it as “good” or “bad.” [30:13] - Hear how Amanda prefers “neuro-normative” over “neurotypical” because it avoids implying a single correct way of being. [32:37] - Amanda highlights a project reframing IEPs around strengths and motivation, not just deficits and skills gaps. [35:37] - Amanda encourages small classroom changes that affirm neurodivergent students’ agency and sense of belonging. [37:52] - Amanda invites educators to connect!

Links and Related Resources:

• Emily Kircher-Morris & Amanda Morin - Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported
• Episode 168: 5 Tips for Supporting Neurodivergent Youth
• The Understood Blog - “Academia to action: Parents of neurodivergent kids need answers”

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our “When Struggles Overlap” Live Webinar
• Email Dr. Wilson: drkiwilson@childnexus.com

Connect with Amanda Morin:

• Amanda’s Website
• Email Amanda: amanda@amandamorin.com
• Phone: 1-207-907-9182

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Joining us for this episode of Diverse Thinking Different Learning is Barbara Arrowsmith-Young! Barbara is a pioneering author and innovator in neuroeducation, known for applying neuroplasticity to improve cognitive function. Since 1978, her work has helped individuals with learning difficulties, brain injuries, addiction, and age-related decline, and it is now used worldwide. She shares her groundbreaking journey in her bestselling book The Woman Who Changed Her Brain and her TEDx talk, and continues advancing research as Director of the Arrowsmith program.

In this episode of Diverse Thinking Different Learning, Barbara shares her deeply powerful journey of overcoming significant learning difficulties she faced from a young age. Growing up in the 1950s, Barbara was labeled as "slow" and was told by her teachers not to have high expectations for her academic future, but despite the challenges, her mother's determination and Barbara's resilience allowed her to learn how to read, write, and do basic math, although she continued to struggle with comprehension and processing language.

As an adult, Barbara had an epiphany after reading the work of neuropsychologist Alexander Luria. She discovered that the root of her learning difficulties was due to specific areas of her brain that were underperforming, so inspired by research on neuroplasticity, she set out to create cognitive exercises that could strengthen those weaker brain regions. She reflects in this episode on how, to her amazement, the exercises led to a huge change in her cognitive abilities, allowing her to fully engage in conversations, understand complex concepts, and more.

Barbara discusses how she was determined to share this life-changing approach, founded the Arrowsmith School, and developed the Arrowsmith Program, which has now helped thousands of students around the world. She passionately advocates for integrating neuroscience and cognitive training into education, empowering all learners to enhance their brain's capacity and unlock their full potential.

If you enjoy this episode, you will have the wonderful opportunity to learn more about Barbara's work during a live webinar on September 17th, 2025. Don't miss this chance to dive deeper into the power of neuroplasticity and how it can transform the lives of students who struggle with learning differences!

Show Notes:

[2:36] - Barbara Arrowsmith-Young reflects on having been labeled "slow" in grade one, internalizing shame before learning disabilities were even recognized. [4:38] - Despite intense effort and her mother's support, Barbara masked her difficulties with memorization and compensation. [7:32] - Barbara points out how brain imaging reveals students with learning difficulties overuse their strengths to compensate. [10:48] - Many students experience intense despair from persistent, misunderstood learning challenges. [11:17] - Barbara opens up about having struggled with suicidal ideation in eighth grade. [14:25] - Even though there is longstanding research, many schools still neglect brain-based approaches to learning. [15:13] - Hear how Barbara’s father instilled belief in problem-solving and how Alexander Luria’s work revealed the source of her struggles. [18:06] - Newly inspired by neuroplasticity research, Barbara designed clock-based brain exercises to help stimulate specific neural regions. [21:06] - Hear how mastering four-handed clocks transformed Barbara’s comprehension. [22:53] - Barbara created Arrowsmith School to help integrate brain-based learning into mainstream education. [25:31] - Real change requires targeted brain exercises and not just accommodations. [26:50] - Barbara finds immense joy in witnessing cognitive transformation and improved mental health in her students. [29:05] - Arrowsmith lowers cortisol and anxiety while supporting recovery from learning difficulties. [32:07] - Hear how Barbara developed diverse cognitive programs to enhance brain function. [35:43] - Barbara urges education to embrace neuroplasticity early, believing that cognitive growth leads to empathy and future problem-solvers.

Links and Related Resources:

• Barbara Arrowsmith-Young - The Woman Who Changed Her Brain: And Other Inspiring Stories of Pioneering Brain Transformation
• Barbara’s TEDx Talk
• Take the Cognitive Questionnaire to Receive a Report on Your Unique Learning Profile
• Free “Shaping Our Brain” Webinar Series
• For Those Interested in Research

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia
• Register for Our “When Struggles Overlap” Live Webinar
• Email Dr. Wilson: drkiwilson@childnexus.com

Connect with Barbara Arrowsmith-Young:

• Arrowsmith - Website
• Barbara’s ChildNEXUS Profile

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We are very excited to welcome Jodi Gold, MD of The Gold Center to the show this week. Dr. Jodi Gold is a board-certified pediatric and adult psychiatrist with expertise in child and adolescent pharmacology, reproductive psychiatry, psychotherapy for mood and anxiety disorders, and the impact of digital technology. She has earned multiple awards from esteemed organizations, including NIMH and AACAP. From 2006 to 2012, she led the child and adolescent psychiatry outpatient department at Weill Cornell and has since taught and mentored at both Cornell and Columbia. Dr. Gold is also the author of the acclaimed book Screen-Smart Parenting, which offers guidance on balancing children's digital media use.

While raising kids in a world full of tech can feel like a constant balancing act (especially when every headline warns of the harmful effects of digital overload), Dr. Gold offers a refreshing perspective on parenting in the digital age. Rather than prescribing rigid rules or causing/worsening parental anxiety, she advocates for a very thoughtful, flexible approach that stems from empathy, honesty, and consistency.

Dr. Gold recontextualizes the conversation around screen time, encouraging parents to focus less on hours and more on habits. She stresses that the same principles that guide good parenting offline, such as structure and communication, apply online as well. What is most important, she argues, isn’t perfect control but rather presence. Parents don’t need to be tech experts to be effective; they just need to stay curious, open, and willing to engage with their kids’ digital lives.

Hear strategies for building trust and setting healthy boundaries that match each child’s developmental stage and personality. Dr. Gold highlights the importance of understanding your own digital behaviors too, since kids are always watching and also often imitating what they see. From gaming and social media to group texts and YouTube spirals, this episode encourages parents to stay connected and involved without becoming overbearing or checked out.

Show Notes: [2:25] - Dr. Jodi Gold argues that fear and shame get in the way of effective parenting, but staying engaged online and offline builds trust. [4:06] - Parents need to align tech rules with their own habits and use an authoritative but balanced parenting style. [7:10] - Dr. Gold encourages parents to follow their child's digital interests with curiosity and focus on resilience, not just restriction. [9:12] - Many parents understand school schedules but overlook how their kids use devices day-to-day. [11:18] - Knowing your child’s social context can help you determine whether tech isolates or supports them. [14:09] - Dr. Gold points out how parents of younger kids tend to engage more with tech use. [16:16] - Tailoring tech rules to each child’s needs is important, especially for children with ADHD and/or anxiety. [18:45] - Dr. Gold observes that kids today are fearless digital natives, so parents must stay present and observant even when not experts. [20:20] - How kids use tech is more important than how long; they need focus rather than just limits [21:58] - It's important to combine empathy with structure and to use tech as a reward. [24:53] - Parents should set honest limits around screen time without guilt, using structure and self-awareness. [26:49] - Dr. Gold believes that occasional screen use is okay; just be honest about your own usage, and stay involved in your child’s life. [28:14] - Strong parent-child communication and self-awareness can help kids manage digital life and mental health. [31:21] - Parent the digital world the same way you parent offline - based on your values, not on fear.

Links and Related Resources:

• Episode 142: How to Help Neurodivergent Kids Manage Social Media
• “Clarifying Gray Areas in Family Tech Use: Separating Red Herrings from Red Flags”
• “Family Tech Use Part 2: Resolving Common Dilemmas”
• "Smart Screen Parenting"
• “How to Be a ‘Screen Smart’ Parent”
• Jodi Gold, MD - Screen-Smart Parenting: How to Find Balance and Benefit in Your Child's Use of Social Media, Apps, and Digital Devices

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia
• Email Dr. Wilson: drkiwilson@childnexus.com

Connect with Jodie Gold, MD:

• The Gold Center - Website
• Dr. Gold’s Page on The Gold Center
• Dr. Gold’s Instagram Page
• Email: info@thegoldcenters.com
• Phone: 212-729-6410

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We have not just one but two guests for you this week - Dr. Steve Truch and Devan Kublik! Steve has over 50 years of experience in education, beginning as a junior high school English teacher and then working as a school psychologist, ultimately founding The Reading Foundation clinics across North America to provide one-on-one therapy for students with learning difficulties. He is the primary author of the Discover educational programs used at the clinics and has written several books and articles on reading and cognitive assessment. His work reflects a continued commitment to aligning educational methods with current research, particularly in the science of reading.

Devan Kublik holds a Bachelor of Arts in Linguistics and has been with The Reading Foundation since 1999, currently serving as Director of Standards across all locations. She has held leadership roles in multiple clinics and has contributed to nearly every aspect of the organization, including training, program development, and student assessment. Outside of work, she enjoys traveling, reading, and mountain activities.

In our conversation, we discuss the issue of reading proficiency among U.S. students, where only 35% of 4th graders are considered proficient readers. We explore how reading instruction methods have changed and evolved over time, from the whole language method to the current emphasis on the science of reading and phonics. Dr. Truch explains how the speech-to-print method, focusing on teaching the phonemic structure of words and their corresponding visual representations, can be a more effective way to help students learn to read.

Devan also highlights the importance of "dosage” (the intensity and duration of intervention) in speeding along the process, especially during the summer when students are not constrained by the school schedule. She shares how the Reading Foundation's programs offer individualized and immersive instruction customized to each student's unique needs, often leading to remarkable changes in their confidence and academic performance.

Devan and Dr. Truch stress that while reading instruction has been a longstanding challenge for the education system, solutions that are backed by research are available, and that the key is connecting families with the right resources to help their children overcome reading difficulties and unlock their full potential. So, whether your child is a reluctant reader or has faced persistent challenges, this episode offers valuable insights and a glimmer of hope.

Show Notes: [2:55] - Dr. Truch argues that teaching methods for reading often ignore science and harm struggling learners. [5:20] - Traditional phonics rules are inconsistent, but speech-to-print offers a more logical alternative. [8:49] - Dr. Truch adds that teaching children sound-to-spelling connections can lead to better results than relying on abstract rules. [12:11] - Summer can accelerate reading gains for struggling students via structured but individualized intervention. [15:46] - Proper intervention speeds along progress, especially when it is intensive, customized, and monitored. [18:04] - Summer also allows for customized literacy support based on a student’s specific needs. [19:14] - Dr. Truch points out how effective reading intervention depends on both program dosage and using the correct method. [21:37] - Untreated reading struggles often leave lasting emotional damage, sometimes even resembling symptoms of PTSD. [23:29] - When parents lack the training to lead interventions, both they and the children can get frustrated. [25:45] - Rapid emotional changes happen once children experience early success via reading intervention. [27:24] - Early, focused instruction can boost lifelong success for struggling readers, as is backed by data and expert recognition. [30:01] - Hear how, with the right tools, one shy girl gained confidence and began reading aloud at school. [32:17] - Dr. Truch explains how targeted assessments can help pinpoint delays.

Links and Related Resources:

• Episode 27: Why We Need to Support Parents Whose Kids Struggle with Learning with Maria Fagan Hassani
• Episode 208: Overcoming Dyslexia and Addressing The Reading Crisis with Sally Shaywitz, MD
• Episode 215: How to Support Students Who Struggle with Reading Comprehension – with Dr. Emily Levy
• “Reading with Your Child: Teaching Key Concepts and Building Habits of Mind”

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with the Guests:

• The Reading Foundation - Website
• The Reading Foundation LA’s Page on ChildNEXUS
• Email: office@readingfoundation.com

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We are happy to welcome Ashley Harding to the podcast this episode. Ashley is a fourth-generation educator and is deeply committed to educational equity. She holds degrees from USC and Tufts University in Child Development, and her career spans more than a decade, during which she has supported students and families in private and independent schools and contributed to global education initiatives in South Africa and Belize. Formerly the Director of External Engagement for a national school network, she has co-authored research on disparities affecting Black and Latino males and has been featured in The Wall Street Journal. Through her organization, North Star Academics, and her roles with BEAN and CHADD, Ashley empowers students with evidence-based strategies and advocates for those with learning differences.

Ashley discusses how parents can reframe the summer from a "deficit mindset" to an "opportunity mindset" for their children, stressing the importance of balance and allowing students time for rest, rejuvenation, and exploration of their interests outside of academics.

She explains that while academic growth is incredibly important during the school year, the summer months provide a critical window for students to develop their identity, independence, and executive functioning skills, and she encourages parents to avoid overwhelming children with intensive academic programs and instead focus on activities that build upon confidence, self-reflection, and a sense of belonging.

Our conversation highlights the need for families (both parents and students) to take time for rest and reconnection over the summer, with Ashley suggesting a plan that gradually transitions from unstructured free time in June to more purposeful activities in July and August, such as previewing curriculum, reviewing foundational skills, and setting new goals for the upcoming school year.

We also discuss the importance of real-world learning experiences such as cooking, budgeting, and travel, which can naturally reinforce academic concepts while also nurturing executive functioning abilities. Ashley stresses the importance of allowing children, especially older ones, the freedom to explore their interests and discover their passions during the summer months.

This episode of the show provides a thoughtful and balanced approach to supporting students' overall development during the summer break, with a focus on building upon resilience, independence, and a renewed sense of purpose for the next academic year!

Show Notes: [3:03] - Ashley Harding highlights summer as a time for rest and emotional integration after academic growth. [5:53] - Ashley points out how colleges tend to value well-roundedness, which begins with developing personal interests as early as middle school. [8:12] - Especially post-COVID, students and families need rest to recover from years of ongoing emotional exhaustion. [10:27] - Ashley believes that June should involve winding down, celebrating growth, and gently preparing for the next school year. [13:10] - Immediate academic intensity post-school year can overwhelm neurodivergent kids in need of rest. [14:20] - Ashley urges families to teach kids balance by allowing rest as an act of resistance. [17:02] - Summer is such an important time for families to rest, reconnect, and nurture mental health together. [18:12] - Children ultimately model behavior from parents, so truly resting teaches them balance over productivity. [22:14] - Ashley argues that fun, low-pressure activities such as cooking can help kids grasp and retain math concepts more effectively. [24:17] - Ashley likes reminding families to do as much real-world, practical learning as possible. [27:37] - Kids may need more sleep and rest, but they do still benefit from consistent routine and structure. [29:20] - Summer offers kids space for self-reflection and growth beyond just grades and academic pressure. [31:35] - Ashley points out how summer is ideal for reinforcing key executive functioning skills like memory, time management, and planning. [33:36] - Allowing kids to self-monitor can help build confidence and resilience. [36:44] - Unstructured time helps parents rediscover their children and builds upon a deeper sense of belonging at home. [39:23] - Summer is such a gift because it offers time to reconnect, regroup, and learn more about your growing child!

Links and Related Resources:

• Episode 92: Executive Functioning Skills Over the Summer with Michelle Porjes
• Episode 154: Why Self-Efficacy and Self-Advocacy are Important for Diverse Learners with Ashley Harding
• Frostig School - Website

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Ashley:

• Ashley’s Page on ChildNEXUS
• North Star Academics - Website
• North Star Academics - Instagram Page
• Phone: 310-853-3208

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We are excited to welcome back guests Vickie Brett and Amanda Selogie of the Inclusive Education Project.

Vickie Brett is a bilingual attorney who advocates for families' legal rights via the Inclusive Education Project, with a focus on empowering monolingual Spanish-speaking families. Dedicated to supporting clients facing challenges in the education system, she actively contributes pro bono work via the Los Angeles Superior Court and UCI Law School’s Special Education Law Project.

Amanda Selogie holds a background in Child and Adolescent Development and law, with a strong focus on civil rights and educational advocacy. Through her work with the Inclusive Education Project and various community roles, she promotes inclusive education and empowers children with disabilities and their families.

They join the show for this episode to discuss the current potential threat to educational equity in the United States. Political pressures are mounting to dismantle the Department of Education and roll back diversity, equity, and inclusion (DEI) initiatives, and Amanda and Vickie reveal what’s truly at risk for vulnerable students and their families.

The conversation clarifies how efforts to get rid of the Department of Education gain dangerous momentum via legislation tying special education funding to anti-DEI policies, threatening critical services such as mental health programs, independent educational evaluations, and vocational training, all supports that many schools already struggle to maintain. We even highlight real-world impacts, like a San Diego vocational program losing funding despite the clear needs of its students.

We also expose some common misconceptions behind “education returning to the states,” showing how dismantling federal oversight damages protections against discrimination. The episode stresses the fact that federal funds remain a lifeline, especially in states reliant on them, and that cuts will only deepen existing inequities, further widening the gap between students who get support and those who don’t.

Our conversation also highlights how these changes create anxiety and confusion for families with Individualized Education Plans (IEPs) and 504 accommodations, and Vickie and Amanda warn that insufficient resources push children away from education and toward the prison system.

The episode closes with a clear call to action: please make your voice heard to legislators at every level, as this can help impact the future of education. Vickie and Amanda share some practical tools and strategies for advocacy, stressing that the fight to protect equitable education is ongoing and impacts everyone, regardless of whether you live in a blue state or a red state!

Show Notes: [3:33] - Republicans seek to dismantle the Department of Education using bills and budget changes, mostly stalled. [6:55] - Vickie asserts that federal oversight is important because local systems often fail, so families must engage more in IEPs. [9:01] - Criticism of the Department ignores state control and risks losing discrimination protections. [11:51] - Amanda points out that many opponents rely on federal education funds, complicating efforts to cut that funding. [13:57] - Proposed funding changes would allow states to pool IDEA money, risking cuts to mental health and after-school programs. [15:21] - Vickie offers a real-life example of San Diego students facing grants being shifted away from vocational programs. [17:12] - COVID grant freezes worsen teacher shortages while a Supreme Court case threatens public education funding. [20:41] - Vickie laments that the preschool-to-prison pipeline worsens. [23:48] - Amanda assures listeners that everything that the Trump administration has done since January has been to benefit the wealthy. [25:56] - Expelling struggling preschoolers worsens inequity, and dismantling DEI erases protections for neurodiverse children. [28:35] - Head Start funding is sadly insufficient and only partially protected. [31:28] - Learn about an app called 5 Calls, which makes it easier than ever to make phone calls to your representatives. [33:46] - Vickie argues that building parent networks and supporting advocacy groups strengthens efforts against education attacks. [36:25] - Amanda adds that laws require inclusive education and that parents need to advocate locally to protect programs.

Links and Related Resources:

• Episode 90: Why You Need to Review IEP and 504 Plans Over the Summer with Vickie Brett and Amanda Selogie
• Episode 157: What Dyslexia Screening in Schools Means for Your Child with Vickie Brett and Amanda Selogie
• 5 Calls
• NAACP - “Know the Issues”

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Vickie & Amanda:

• Inclusive Education Project - Website
• Inclusive Education Project - Podcast
• Inclusive Education Project - Instagram Page

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Joining us this week is returning guest Eric Endlich, Ph.D. Dr. Endlich is a clinical psychologist and founder of Top College Consultants®, which specializes in guiding neurodivergent students through the college application process. An advocate and expert in the field and a neurodivergent adult himself, he co-teaches a UC Irvine course for educational consultants, manages a large Facebook group for parents of neurodivergent students, and serves on advisory boards related to autism and neurodiversity.

Dr. Endlich joins us this week to discuss the far too often overlooked challenges that neurodivergent students face when transitioning from high school to college. While gaining admission is one big challenge, the real challenge is succeeding once on campus, and Dr. Endlich sheds some light on some of the key differences between being college-capable and college-ready, highlighting the fact that students with learning and thinking differences are typically at much higher risk of not completing their degrees.

We also explore some practical strategies to help students prepare for the increased independence and self-advocacy required in college life, with topics including building executive functioning skills in high school, the value of gap years, and how parents can gradually transition from being advocates to coaches. Dr. Endlich even talks about how to find the right college fit and make the most of on-campus resources, especially for students needing accommodations and support programs.

Whether your teen is just starting high school or gearing up for college in the upcoming fall season, this episode of the podcast truly provides some practical insights into how to foster independence!

Show Notes: [2:39] - Dr. Endlich asserts that too many students focus too much on getting into college rather than graduating from it. [4:43] - Success in college requires more than just academic capability; independence and self-management skills are also important. [6:36] - College demands greater self-organization and disability accommodation compared to high school. [8:57] - Dr. Endlich argues that parents should shift from advocating for their child to empowering their independence. [10:26] - Gradually transferring daily responsibilities helps students build independence before college. [13:02] - Taking a gap year can improve college preparedness and help prevent academic burnout. [15:10] - Dr. Endlich adds that gap years can strengthen a student's portfolio and develop valuable life skills. [18:02] - Consider the long-term value of a degree and explore financial aid options. [19:51] - Dr. Endlich points out how skill development can happen during high school, gap years, or throughout college. [22:44] - Even if colleges lack support, external programs can provide assistance and guidance. [25:26] - Visiting various colleges helps students identify their preferences and find the right fit. [28:09] - It's also important to make visits to dining halls and have meetings with support staff, helping to reveal the college's suitability. [31:02] - Even without campus visits, virtual tours and accepted-student events can also offer some valuable insights. [34:58] - Bridge programs help students acclimate to college life before the official start. [36:28] - Dr. Endlich states that carefully managing the application process and having backup plans can help reduce anxiety.

Links and Related Resources:

• Episode 83: What Students with Disabilities Should Do When Starting College with Eric Endlich, Ph.D
• Episode 126: Why Self-Awareness and Self-Determination are Important for College Success with Elizabeth Hamblet
• Episode 156: To Test or Not to Test (ACT/SAT) in the Test-Optional Era with Annika Guy
• Episode 190: Should Your Teen Take a Gap Year? with Julia Rogers
• Top College Consultants® - Getting Into College Is the Easy Part
• Top College Consultants® - 6 Reasons to Consider a Gap Year

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Eric Endlich, Ph.D:

• Eric Endlich, Ph.D’s LinkedIn Page
• Top College Consultants®
• Email: eric@topcollegeconsultants.com
• Phone: (833) WE-APPLY (toll free)

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We warmly welcome Dr. Ryan DeLapp to Diverse Thinking Different Learning to discuss how to help teens manage and overcome racial stress. Dr. Ryan C.T. DeLapp is a licensed psychologist and the founder of the REACH program at The Ross Center, specializing in helping individuals cope with racial and cultural stress. With more than ten years of research and clinical practice, he has developed evidence-based treatments to build resilience in teens and adults. Dr. DeLapp has also authored more than twenty publications and delivered over 100 presentations on assessing and treating racial and cultural stress. His insights are also compiled in his workbook, Empower Yourself Against Racial and Cultural Stress.

Dr. DeLapp joins us for this episode to discuss the challenges young people face when coping with racial and cultural stress. Drawing from his experience working with teens and young adults in the Bronx, Dr. DeLapp shares how his REACH program (Racial, Ethnic, and Cultural Healing) was born from a need to address the emotional and psychological impacts of discrimination, particularly during the social upheavals of 2020.

Dr. DeLapp breaks down three types of stress: emotional, agency, and identity stress. He explains why it is so crucial to identify and address each one, and he highlights the fact that stressors related to race and culture often go unrecognized, manifesting instead as behavioral issues like school refusal or disengagement. Our conversation also covers practical approaches to helping young people recognize and manage their experiences with cultural stress. Via storytelling and community involvement, Dr. DeLapp’s methods encourage youth and caregivers to build resilience.

This episode of the show also stresses the importance of celebrating cultural identity, not just addressing stress, with Dr. DeLapp advocating for community-driven healing and support that go beyond crisis management, highlighting empowerment via knowledge and cultural pride.

This episode is essential listening for educators, caregivers, and anyone invested in the mental well-being of young people navigating cultural stress.

Show Notes: [2:44] - Dr. Ryan DeLapp reveals how he created the REACH program to address cultural stress affecting youth and adults. [5:25] - Dr. DeLapp's book helps young people recognize and manage the impact of racism and cultural stress. [7:34] - Emotional, agency, and identity stress are examined. [10:34] - Dr. DeLapp encourages clinicians to explore cultural stress as a root cause of problematic behaviors. [13:10] - Dr. DeLapp designed the book to empower youth and families to help them articulate racial stress. [14:48] - Inspired by racial coping models, the book guides youth to clarify, cope, and heal effectively. [17:46] - Dr. DeLapp asserts that community healing involves using support networks to take on racial and cultural stress. [19:51] - Bridging generational divides helps adults empathize with youth facing cultural stress. [22:02] - Storytelling leads to solidarity among communities of color by sharing diverse experiences. [25:05] - Dr. DeLapp argues that educators need to reflect on cultural stress to better support their students. [28:48] - Celebrating cultural heritage can ultimately build pride (not just resilience) against discrimination. [30:54] - Thriving means embracing strengths while healing from and coping with cultural stress.

Links and Related Resources:

• Episode 54: Managing Family Stress and Anxiety with Dr. Stephanie Mihalas
• Episode 75: How to Raise Justice-Minded Kids with Dr. Traci Baxley
• Episode 132: Social Justice: A Framework for Equity in Education with Charles A. Barrett, PhD, NCSP
• Ryan C.T. DeLapp - Empower Yourself Against Racial and Cultural Stress: Using Skills from the REACH Program to Cope, Heal, and Thrive

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Ryan DeLapp:

• The REACH Program
• The Ross Center - Ryan DeLapp, PhD
• Dr. Ryan DeLapp’s LinkedIn Page

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We are happy to welcome Dr. Jerome "Jerry" Schultz to Diverse Thinking Different Learning this week. Dr. Schultz is a clinical neuropsychologist and lecturer at Harvard Medical School with nearly four decades of experience working with children and young adults with learning and behavioral challenges. A former special education teacher and author of Nowhere to Hide, he has held academic positions at several universities, directed multiple clinics, and maintained a private practice in Wellesley, MA for over three decades. He holds degrees from Ohio State and Boston College and completed a postdoctoral fellowship in pediatric neuropsychology at Tufts Medical Center.

Dr. Schultz joins us today to talk about stress - not your everyday kind of frustrations, but the kind that keeps kids awake at night and makes school feel unbearable. Dr. Schultz discusses the significant impact of stress on children’s learning and behavior, revealing the difference between tolerable stress, which is manageable, and toxic stress, which can disrupt a child’s ability to think and learn effectively. We explore how toxic stress can alter brain function, leaving children in a constant state of alert and fear, making everyday tasks like schoolwork feel overwhelming.

As we dig into the science behind stress, Dr. Schultz offers some great insights into how to help kids build confidence and resilience, highlighting the importance of framing challenges in a way that helps kids see their own strengths and capabilities. He also discusses how well-meaning encouragement (such as “I know you can do this!”) can backfire by actually adding pressure, and with real-life examples, including strategies for parents and educators, we reveal how small changes in approach (such as helping kids break tasks into manageable pieces or allowing time for a quick break) can lead to a more productive and less stressful learning environment.

This episode of the show offers strategies that can help children overcome stress and set them up for long-term success, both in and out of the classroom.

Show Notes: [2:37] - Dr. Schultz explains that stress is a natural response that helps protect us from perceived danger, though it’s evolved. [4:36] - Stress varies between individuals, with toxic stress being long-term and damaging to mental health. [7:07] - Learn how stress impacts learning and how well-meaning encouragement can backfire by increasing pressure on struggling kids. [10:58] - Parents and teachers need practical strategies to support kids experiencing stress. [11:28] - Dr. Schultz discusses how kids' reactions to tasks depend on their belief in success. [14:59] - Rating task difficulty and ability helps kids assess challenges and match them with their capabilities. [16:41] - To recap, Dr. Schultz explains that matching task difficulty and confidence helps kids manage stress and build self-esteem via success. [19:23] - When students feel overwhelmed, breaking tasks into smaller parts can help reset their confidence and mindset. [21:54] - Success enhances brain chemistry, while failure creates a negative mindset that can heighten stress. [23:53] - Dr. Schultz gives an example of coaches using video feedback to correct errors. [25:47] - Dr. Schultz argues that a student's readiness and willingness to complete a task depend on timing and emotional state. [28:31] - Increased pressure on teachers and difficult curricula contribute to stress in both students and educators. [31:06] - Meditation in schools improves behavior and academics, offering students an important time to relax. [33:07] - Dr. Schultz points out that engaging kids in creating their own relaxation strategies helps them more effectively manage stress.

Links and Related Resources:

• Episode 8: Mindfulness with Dr. Kathleen Carroll-Wray
• Episode 28: Why We Need to Celebrate and Continue to Build Our Kids’ Resilience
• Episode 54: Managing Family Stress and Anxiety with Dr. Stephanie Mihalas
• Jerome J. Schultz - Nowhere to Hide: Why Kids with ADHD and LD Hate School and What We Can Do About It

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Jerome Schultz, PhD:

• Dr. Schultz on Understood
• Dr. Schultz on LinkedIn

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This week on Diverse Thinking Different Learning, we welcome Dr. Aditya Nagrath. Dr. Nagrath is the founder of Elephant Learning Mathematics Academy and helps students overcome math anxiety, rapidly advancing their skills with just ten minutes of practice a few times a week. He holds a PhD in Mathematics and Computer Sciences and has over three decades of experience as a software engineer, entrepreneur, author, and speaker, working on a wide range of projects from atomic clocks to mobile apps.

Dr. Nagrath joins us for this episode to discuss mathematics anxiety - where it comes from, how it’s misunderstood, how to address it and more. A child’s early struggles with math are not always just academic but are also emotional and potentially even life-changing. Dr. Nagrath draws from his rich background in math, computer science, and education to help us break down why so many students begin falling behind in math as early as kindergarten and how early delays often snowball into years of lost confidence, missed opportunities, and career shifts away from math-intensive fields.

This isn’t just about numbers or curriculum, however. As Dr. Nagrath explains, math anxiety is often rooted in beliefs such as “I’m not a math person” - beliefs that can trigger lifelong avoidance and reinforce themselves with every uncomfortable encounter with numbers. This is truly a vicious circle that hinders growth and learning well into adulthood.

The conversation challenges the common misconception that disliking math is harmless. How early numeracy can actually influence language development, how adult comments can unconsciously pass limiting beliefs to children, and why literacy-focused initiatives may be unintentionally crowding out math readiness.

Dr. Nagrath also tells us about Elephant Learning, a tech-based platform that adapts to each student’s comprehension level and uses gamified learning to rebuild mathematical confidence from the ground up. This episode serves as a reminder that math isn’t just a subject but a gateway and that what we do (or, for that matter, don’t do) in the earliest years can shape far more than just test scores.

Show Notes: [2:22] - Dr. Aditya Nagrath explains how working with Elephant Learning revealed that minor complaints often mask deeper math anxiety. [5:05] - The belief that "I'm not a math person" stalls effort and future academic/career opportunities. [7:09] - Similar to AI training, learning depends on the meanings that we assign to experiences and challenges. [9:53] - Hear how Dr. Nagrath defines mathematics anxiety. [12:11] - Dr. Nagrath argues that many students' unresolved early math gaps snowball, derailing STEM careers and impacting the economy. [15:48] - Dr. Nagrath also asserts that Algebra is essential because it introduces written mathematics that are needed for interpreting the modern world. [17:40] - Hear how preschool math practice improves children's future reading, writing, and speaking abilities. [19:41] - Dr. Nagrath uses a basketball analogy to demonstrate that practicing math is essential because no alternative "game" exists. [21:46] - Dr. Nagrath explains that Elephant Learning builds math skills by meeting students at their comprehension level with gamified learning. [24:01] - By mapping standards to age levels, Elephant Learning helps students visualize progress. [27:18] - Because of deeply rooted self-doubt, overcoming math anxiety later in life tends to be more difficult. [28:44] - Dr. Nagrath stresses that problem-solving, like basketball, improves with practice rather than innate intelligence. [31:00] - Modern demands require deeper, language-like mathematical understanding.

Links and Related Resources:

• Episode 59: What Is Dyscalculia (AKA Math Disorder)? with Monica Grillo
• Episode 60: A Multisensory Intervention for Kids Who Struggle with Math with Adrianne Meldrum
• Elephant Learning
• Elephant Learning - K-12 School Solutions
• Treating Mathematics Anxiety: Inclusive Strategies for Working with Students Exhibiting Mathematics Anxiety

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Aditya Nagrath, PhD:

• Dr. Nagrath’s LinkedIn Profile
• Email: anagrath@elephantheadsoft.com
• Phone: 303.919.6071

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Joining us this week on Diverse Thinking Different Learning is Dr. Megan Beardmore. Dr. Beardmore is a licensed school psychologist with expertise in assessing and treating children, adolescents, and young adults with neurodevelopmental conditions such as autism, ADHD, and learning disabilities, as well as co-occurring anxiety and depression. She received her training at the University of Arizona, completed a postdoctoral fellowship at The Help Group, and worked at UCLA’s Center for Autism Research. She uses evidence-based therapies such as CBT, DBT, mindfulness, and breathwork to support emotional regulation and foster the mind-body connection.

Dr. Beardmore returns from episode 119 to discuss what happens when traditional behavior strategies or even well-known talk therapies simply are not working and to explore what is really going on inside the bodies and brains of neurodivergent kids when emotions run high.

Dr. Beardmore helps us unpack the science behind emotional dysregulation. With real-world examples, she breaks down how the autonomic nervous system shapes behavior and why interventions that start with the body rather than the brain can often reach kids when logic and language are not working.

Hear how body-based techniques like exhaling, rocking, and self-hugging can offer immediate access to safety and regulation, with our bodies often recognizing safety or danger before our brains even catch up. Also, learn why telling an upset child to “calm down” rarely works.

Perhaps most strikingly, Dr. Megan Beardmore shares how small, everyday movements and sensory experiences can help both kids and adults move out of stress and into deeper connection. It’s not about elaborate plans or complicated therapies; it’s about practical and easily accessible tools that speak the body’s language. Whether you're a caregiver, educator, or clinician, this episode offers a refreshing perspective on supporting emotional regulation through science, empathy, and some surprisingly simple strategies.

Show Notes:

[0:07] - The nervous system greatly influences emotional regulation, especially in neurodivergent students, and Dr. Megan Beardmore joins us to address this. [3:15] - Dr. Beardmore explains that, like a seesaw, the autonomic nervous system seeks balance between stress response and calm. [6:50] - Recognizing behaviors as nervous system responses helps caregivers reframe them as unintentional and not defiant. [8:53] - Since 80% of signals travel body-to-brain, somatic techniques calm emotional overload effectively. [11:38] - Somatic tools, Dr. Beardmore explains, bypass logic, offering kids faster emotional regulation when reasoning is not accessible. [14:27] - Hear how deep breaths and movement-based strategies calm the nervous system by signaling safety. [17:53] - Parents can use these tools to regulate themselves and their child’s nervous system during struggles. [18:32] - Learn how adults modeling self-regulation help children through mirror neurons. [19:39] - To emerge from a “freeze state,” movement, grounding, and heat gradually increase energy and activation. [22:48] - Accessible strategies that don't require fancy equipment help provide immediate support for nervous system regulation. [23:12] - Simple actions like humming or gargling stimulate the vagus nerve, improving nervous system regulation. [26:41] - Being mindful integrates body awareness and breathing to help manage stress, allowing thoughts to pass naturally. [29:49] - There are various tools which support nervous system health, tailored to body needs in different stress responses. [31:05] - Dr. Beardmore touches upon how curiosity around body responses assists with self-regulation. [34:26] - Asking “How do you feel?” can help kids connect strategies with emotional regulation. [36:22] - Dr. Beardmore argues that empowerment ultimately comes from regulating stress without external tools.

Links and Related Resources:

• Episode 72: Prioritizing Co-Regulation and Self-Regulation in Communication with Danielle G. Kent, M.S., CCC-SLP
• Episode 119: Autistic Girls Overlooked and Underrecognized with Megan Beardmore, PhD, NCSP
• Episode 168: 5 Tips for Supporting Neurodivergent Youth

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Megan Beardmore:

• Spectrum Psych
• Dr. Beardmore’s Instagram Page
• Email: meganbeardmore@spectrumpsychla.com
• Phone: 424.248.9563

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We are doing a reairing this week of episode 80 of Diverse Thinking Different Learning in which we talked with Dr. Barry Prizant. This episode is being revisited at a perfect time because this is Autism Awareness and Acceptance Month. In this episode, Dr. Prizant helps us understand why it’s important to stop labeling certain behaviors in children as intentional defiance or difficulty.

Dr. Barry Prizant is a speech-language pathologist with nearly five decades of experience working with individuals with autism and their families. He serves as a Visiting Scholar at Brown University and directs Childhood Communication Services, and he is widely published, including The SCERTS Model as well as multiple books and over 130 scholarly works. Dr. Prizant has delivered more than 900 presentations worldwide, including twice at the United Nations, and he has received many awards for his contributions to the field.

The truth (as Dr. Prizant discusses) is that challenging behaviors are not always just the child being deliberately defiant for the sake of it. It is sometimes the child’s way of dealing with anxiety and/or emotional overwhelm, and Dr. Prizant discusses this alongside insights from his book Uniquely Human: A Different Way of Seeing Autism. Encouraging us to reconsider how we interpret challenging behaviors, he suggests that we not try to eliminate these actions but rather try to better understand the reason(s) behind them. Dr. Prizant stresses the fact that real progress comes not from suppressing behaviors but from nurturing a child’s strengths, enhancing their abilities, and providing a supportive environment. After all, in doing so, children can begin to display more positive behaviors and enjoy a greater sense of well-being. Throughout the conversation, we also explore why it's important to take a closer look at children’s interests and passions which are far too often misunderstood or undervalued and how we can use those passions as gateways to growth and learning, so whether you are a parent, teacher, or caregiver, this episode offers valuable insights into how to connect with and support children in more empowering ways.

Show Notes: [0:05] - Karen announces a new podcast schedule and reintroduces Dr. Prizant’s episode on kids' passions. [4:35] - Dr. Prizant highlights his book’s update and its alignment with evolving autism advocacy. [6:09] - Decades of developmental training helped shape Dr. Prizant’s strength-based, human-centered view of autism. [8:14] - Understanding autistic behavior requires empathy and rejecting interpretations such as “noncompliance.” [10:05] - Dr. Prizant urges professionals to self-reflect and further explore the reasons behind challenging behaviors. [12:31] - Dr. Prizant argues that children cannot learn or connect effectively when overwhelmed emotionally. [15:50] - Echolalia and personal interests can be strengths that lead to communication, connection, and self-esteem. [19:06] - Passion-based learning can evolve into broader knowledge when adults nurture and expand children's interests. [22:47] - Dr. Prizant points out how dismissing a child's passion shuts down connection. [24:13] - Children's deep interests can enrich families and communities, even guiding future career aspirations and expertise. [26:21] - Nurturing a child’s interests can lead to connection, skill development, and social engagement. [29:37] - Some fascinations in childhood fade, but others evolve into lifelong passions or hobbies. [31:47] - Highlighting a child’s strengths can reshape peer perception and lead to more inclusion. [34:42] - Karen praises Uniquely Human for transforming fear and uncertainty into understanding and hope. [35:19] - Dr. Prizant now narrates his audiobook and co-hosts a podcast with an audio engineer who has autism.

Links and Related Resources:

• Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber
• Episode 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson
• Episode 80: Turning Kids’ Passions and Enthusiasms into Superpowers with Barry Prizant, Ph.D., CCC-SLP
• Uniquely Human: Updated and Expanded: A Different Way of Seeing Autism by Barry Prizant, Ph.D.

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Barry Prizant:

• Dr. Prizant’s Website
• Dr. Prizant’s LinkedIn Page
• Dr. Prizant’s Facebook Page
• Uniquely Human Podcast

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We are so happy to be welcoming Victoria Waller, Ed.D. back to the podcast this episode. ​​Dr. Waller is a seasoned reading specialist and educational therapist with more than four decades of experience helping children with learning differences, especially ones who teachers have sadly given up on. She is the author of Yes! Your Child Can, a finalist for the Foreword Reviews Best Book of the Year in 2022, and has received multiple accolades for her contributions to education. Holding advanced degrees in reading and learning differences, she has shared her expertise nationwide and internationally via speaking engagements and on over 45 podcasts.

Dr. Waller joins us in this episode of Diverse Thinking Different Learning to discuss how unlocking a child’s potential isn’t about forcing them to fit a mold but is rather about tapping into what makes them come alive. She shares how she has spent decades helping children build on skills via their passions and interests. Whether it be a fascination with roller coasters, an obsession with Google, a deep love for history, or even love for Taylor Swift, it is Dr. Waller's belief that real learning happens when students engage with subjects that excite them.

Dr. Waller shares remarkable stories of students who transformed their academic struggles into strengths simply by pursuing their interests in creative, hands-on ways. With everything from connecting a child with the Google VP to bringing another face-to-face with an amusement park executive, she proves that meaningful learning truly goes far past just textbooks and standardized testing. She explains why creativity isn’t just about making art but is also about problem-solving, emotional regulation, and thinking critically in ways that traditional education often overlooks.

She also offers advice for parents and educators on how to recognize a child’s strengths, incorporate their interests into learning, advocate for early support, and teach with creativity. Dr. Victoria Waller’s insights move to challenge conventional approaches to education, showing that every child (regardless of their learning profile) has the potential to thrive when given the right opportunities, so if you have ever wondered how to help a struggling student find their spark, this conversation is full of practical insights!

Show Notes:

[2:14] - Dr. Victoria Waller reflects on having realized early in her career that children with learning differences have remarkable strengths. [5:29] - Encouraging children's passions, like cooking or technology, can help unlock their potential and boost confidence. [8:18] - Dr. Waller offers an example of how finding and supporting children's interests can lead to engagement, making learning enjoyable and meaningful. [11:02] - Creativity extends beyond just art and enhances problem-solving, executive functioning, and cognitive flexibility. [12:18] - Dr. Waller argues that every child has a passion, and recognizing it can help reveal their unique intelligence and abilities. [13:27] - Hear about how a non-reading seven-year-old became an expert on U.S. presidents via creative learning. [16:25] - Allowing children to choose how they learn can lead to motivation and meaningful outcomes. [17:10] - Encouraging creativity with everyday materials such as Amazon boxes can boost confidence and engagement in learning. [19:53] - Hear how a child fascinated by Matchbox cars learned by engaging with experts and real-world experiences. [21:38] - A student who was once labeled "disabled" became a trucking company president, truly showcasing the power of passion-based learning. [24:14] - Dr. Waller highlights using children's passions such as music, to teach phonics. [26:34] - Dr. Waller highlights customizing education to students' interests, using Taylor Swift's music as an example. [29:21] - In encouraging creativity in classrooms, Dr. Waller suggests using simple materials to spark children's curiosity. [31:46] - Dr. Waller recommends keeping a box of various items for kids to use for exploration and creativity. [33:53] - Creativity ultimately fosters engagement, critical thinking, and confidence by aligning interests with learning processes.

Links and Related Resources:

• Episode 28: Why We Need to Celebrate and Continue to Build Our Kids’ Resilience
• Episode 69: How Games Can Help Kids Learn with Stephanie Pitts
• Episode 81: Yes! Your Child Can with Victoria Waller, Ed.D
• Victoria Waller Ed.D. - Yes! Your Child Can: Creating Success for Children with Learning Differences
• Dr. Victoria Waller’s Workbook

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Waller:

• Dr. Waller’s Website
• Email: drvictoriawaller@gmail.com
• Dr. Waller’s Page on ChildNEXUS
• Dr. Waller’s Instagram Page
• Dr. Waller’s Facebook Page
• Dr. Waller’s Twitter Page

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We are honored to welcome returning guest Michelle Porjes to the show for this episode. Michelle is a licensed educational psychologist and credentialed school psychologist in California with over twenty-five years of experience in education. She holds advanced degrees in Educational and School Psychology from the University of Denver and the University of South Florida, specializing in learning, emotional, and behavioral assessments, as well as teacher coaching and program development. Michelle runs an executive function practice and has authored two e-books on the topic.

Michelle joins us in this episode to explore strategies for supporting students in developing essential skills throughout the school year, sharing some practical insights into how families can structure time management, organization, and planning around the academic year.

In this episode, we discuss the rhythm of the school year and how certain executive functioning skills are more important at specific times, such as reassessing schedules in March and April, preparing for standardized tests, and managing the demands of spring sports and performances. Michelle highlights helpful strategies for building habits like checking supplies, updating calendars, and ensuring work is completed and submitted.

Throughout our discussion, Michelle highlights key techniques such as "show me, don’t tell me” and the importance of self-regulation, especially during stressful periods. She also stresses that executive functioning isn’t just a skill for students but is important for adults too as they take on tasks and effectively manage their time.

This episode offers valuable tools for improving executive functioning and reducing stress, helping students and adults balance demands while staying organized and focused. Be sure to check out Michelle’s book Navigating the Yearly Calendar, and we hope that you enjoy this conversation!

Show Notes: [2:41] - Michelle points out that executive functioning is essential for everyone, with strategies improving over time and varying throughout the year. [5:28] - The school year has a rhythm and consistent tasks like updating calendars help maintain organization. [7:33] - Michelle explains that March and April are key for reassessing schedules, and stresses having consistent study blocks. [11:01] - In April, check supplies, clean backpacks, and focus on self-regulation to help manage stress. [12:42] - Revisiting schedules and using executive functioning skills are important for maintaining organization and balance. [15:32] - Even during vacations, check school tasks to avoid surprises and to balance responsibilities with fun. [18:11] - Tasks aren’t done until shown, and students often need guidance to ensure completion, especially during testing. [19:28] - Michelle argues that standardized testing is important for colleges, teaching time management, and task completion skills. [22:11] - Michelle adds that a structured homework process, self-regulation, and proper preparation are key to performing well. [25:08] - Real success is about balancing priorities and managing time, not just completing tasks. [27:48] - Michelle points out that self-reflection and breaking tasks into smaller pieces can help improve executive functioning. [29:45] - Michelle addresses procrastination, stressing that it often stems from anxiety or avoidance. [31:49] - Accountability can help fight procrastination by addressing underlying issues. [34:43] - Coaching teaches executive functioning skills and provides individuals with guidance on how to apply strategies effectively. [37:11] - Coaching varies per individual, but ongoing support is important for lasting success.

Links and Related Resources:

• Episode 68: Getting Through the Mid-School Year Slump with Michelle Porjes
• Episode 92: Executive Functioning Skills Over the Summer with Michelle Porjes
• Michelle Porjes - Navigating the Yearly Calendar: Executive Functioning Month by Month: Guidebook
• What Is Executive Functioning?

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Michelle:

• Michelle’s Website
• Michelle’s Page on ChildNEXUS

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For this episode of Diverse Thinking Different Learning, we are excited to welcome two guests - Kristin Lombardi, MA, BCBA and Christine Drew, PhD, BCBA-D! Kristin Lombardi, MA, BCBA, is a behavior analyst specializing in helping children and families build independent living skills through her private practice in Locust Valley, New York. With expertise in special education, psychology, and behavior analysis, Kristin supports individuals from early childhood through young adulthood, customizing her approach to a range of developmental and support needs.

Dr. Christine Drew, PhD, BCBA-D, is an Assistant Professor of Special Education at Auburn University, where she teaches both graduate and undergraduate students. She is involved in Auburn’s inclusive higher education program for students with intellectual disabilities, and before transitioning to academia, she led a middle school behavior program, gaining hands-on experience in supporting students with diverse needs.

We touch upon topics in this episode such as how parents and educators can help children with learning challenges develop real independence rather than unintentionally reinforcing dependence. Kristin and Christine are the co-authors of Spectrum of Independence, and they discuss the shift from focusing on deficits to recognizing potential. They challenge the common instinct to always step in and do things for children, explaining why that approach, while well meaning, can actually hold them back.

The conversation offers some practical strategies that are grounded in behavioral science, including how to break down complex tasks into small, achievable steps. They share real-life success stories, illustrating how small changes can ultimately lead to big transformations. Whether it's brushing teeth, getting dressed, or prepping for college, helping them become more independent starts with small, everyday moments.

Parents who worry that they’ve waited too long to start are sure to find reassurance and a clear starting point, with this discussion also highlighting the role of the home environment in reinforcing new skills and making independence a natural part of daily life.

With a focus on empowerment over enablement, this episode offers a thoughtful, science-backed guide for anyone supporting a neurodivergent child on the path to greater autonomy!

Show Notes:

[2:33] - Hear how Kristin realized the need to bridge the gap between K-12 and inclusive higher education. [3:44] - Christine explains how students with neurodiversity struggle with independence in college due to not having early prep. [6:39] - Hear how a parent mistakenly believed that her child was independent with medication, unaware of her hidden support. [9:09] - Kristin and Christine wrote Spectrum of Independence to help parents fade out support from early childhood. [12:08] - Some students rely on parental presence for routines, making college independence difficult. [14:03] - Many parents lack access to therapists, so the book guides them in teaching life skills to their children. [17:06] - The book focuses on daily routines and the importance of developing skills early. [19:13] - Christine explains how to break down complex routines into steps, making skill-building easier. [22:43] - Breaking tasks down into smaller steps is common in education but overlooked at home. [23:04] - Kristin stresses the need for teaching self-care skills at home rather than relying solely on schools. [25:01] - Christine warns against creating dependency by always assisting children instead of helping them gain independence. [27:15] - Neurotypical children develop independence early, while those with developmental disabilities may require more parental involvement. [28:24] - Parents should gradually reduce their assistance, as sudden independence can be overwhelming. [30:58] - Teaching children to plan ahead for privacy after showering is very important for independent living. [33:45] - It is never too late to teach independence, but prerequisite skills must be developed first. [34:58] - Christine emphasizes starting small by focusing on one daily routine to gradually build independence.

Links and Related Resources:

• Episode 83: What Students with Disabilities Should Do When Starting College with Eric Endlich, Ph.D
• Episode 125: Does Your Teen Need a Transition Assessment? with Dr. Gwen Palafox
• Kristin Lombardi & Christine Drew - Spectrum of Independence: How to Teach Your Neurodiverse Child Daily Life Skills

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with the Guests:

• Spectrum of Independence Website

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We are excited to have Samantha Levy, PhD join the show again this week to discuss Functional Neurological Disorder (FND). Dr. Samantha Levy is a clinical psychologist specializing in youth with chronic pain disorders. She uses a biopsychosocial approach to address both physical and emotional struggles, working with children, families, and parents to help them align the mind and body for improved functioning. Dr. Levy also runs parent groups, writes a parenting blog for Creative Healing for Youth in Pain, and works as a psychologist for Whole Child LA. Functional neurological disorder (FND) is a condition in which often debilitating neurological symptoms appear without a clear medical cause, and this episode helps make some sense of FND, from the ways it manifests (paralysis, seizures, sensory disruptions) to the underlying emotional and psychological factors that ultimately shape it.

We explore why FND tends to surface in individuals with a history of anxiety, depression, trauma, and/or other medical conditions and how social media and peers, particularly during the COVID-19 pandemic, have played a role in its seeming to be more common. In this episode, you will gain insight into how staying calm, validating emotions, and avoiding reinforcement of symptoms can help support recovery.

Dr. Levy helps us understand that treatment for FND is not a one-size-fits-all approach. We discuss the importance of a multidisciplinary approach instead, including individual therapy to address emotional triggers, physical therapy to rebuild control over the body, and family therapy to create a stable support system. We also stress how schools and healthcare providers play a key role in recovery, and we explore strategies to ensure that the right team is in place.

This episode of the podcast ultimately offers a message of hope – that FND can feel overwhelming, but with the right interventions, many children see significant improvement, and the experience can even lead to personal growth for the entire family!

Show Notes:

[2:46] - Dr. Levy explains how FND causes real neurological symptoms without medical explanation and has historically been misdiagnosed. [4:49] - FND can involve paralysis, sensory loss, and/or seizures, resulting from the brain misinterpreting signals. [7:14] - FND often affects individuals with anxiety and can spread via social influence. [10:13] - Dr. Levy discusses how pandemic-related stress and social media exposure contributed to FND symptoms. [12:22] - Dr. Levy argues that identifying emotional, physical, and environmental triggers for FND episodes helps prevent and reduce symptoms. [15:14] - To avoid reinforcing FND symptoms, parents should minimize attention during non-epileptic episodes. [18:45] - Professional guidance is very important for parents who have children with FND. [19:19] - Encouraging open emotional expression helps children with FND take on triggers. [22:43] - Therapy for teens with FND tends to address anxiety, trauma, and coping strategies. [25:22] - Dr. Levy discusses how physical therapy, guided imagery, and emotional validation help teens with FND regain body confidence. [28:38] - Dr. Levy reflects on how a child’s FND episodes decreased significantly after shifting family dynamics. [30:32] - Overprotectiveness can actually worsen FND symptoms, so teens should maintain safe, independent activities. [33:39] - Parents should seek support themselves because their stress can worsen their child's FND symptoms. [35:45] - Dr. Levy points out that FND can be a wake-up call, prompting families to develop healthier ways to handle emotions. [38:00] - Dr. Levy reflects on how a girl’s involuntary kicking symbolized suppressed anger, stressing a need for emotional expression. [41:27] - Various resources such as reactive programs and CHIP webinars help provide support for FND treatment.

Links and Related Resources:

• CHYP’s Website
• Dr. Samantha Levy, PhD - “Navigating a Functional Neurological Disorder (FND) Diagnosis in Children: Understanding, Coping, and Finding Support”
• Episode 220: How to Support Children and Teens with Chronic Pain with Dr. Samantha Levy

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Samantha Levy:

• CHYP’s Website
• CHYP - Our Team

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We are joined this week by Dr. Meredith Gansner. Dr. Gansner is a child psychiatrist at Boston Children’s Hospital and an instructor of Psychiatry at Harvard Medical School, specializing in high-risk digital media use in teens. She has received multiple research grants, including a K23 career development award from the National Institute on Drug Abuse, and she is an active member of the American Academy of Child and Adolescent Psychiatry media committee. Her first book, Teen Depression Gone Viral, explores the challenges of treating adolescent depression in the digital age.

In this episode, Dr. Meredith Gansner discusses depression in teens, something that has been on the rise especially in today’s digital age. She sheds some light on how adolescent depression often looks different from adult depression, sometimes showing up as irritability, aggression, or even physical symptoms like headaches and stomach pain. She helps us break down why it’s so important for parents to recognize these signs early on and seek professional support instead of just dismissing them as typical teenage behavior. Dr. Gansner also examines the relationship between social media and mental health. While some teens find support online, others are exposed to harmful content that can reinforce unhealthy coping mechanisms and worsen or even cause poor mental health. She offers some practical advice on improving digital media literacy, setting boundaries, and developing safety plans to help young people engage with the internet and social media in a way that is not detrimental to their well-being.

Dr. Gansner also discusses effective treatments for teen depression, stressing a multi-faceted approach including lifestyle changes, therapy, and medication when appropriate. She also clarifies the differences between suicidal thoughts and non-suicidal self-injury, offering guidance on how parents and caregivers can respond with the right level of support. With a focus on family-based strategies, this conversation with Dr. Meredith Gansner helps provide insightful information for anyone looking to strengthen emotional resilience in today’s teenagers!

Show Notes:

[2:13] - Dr. Gansner reflects on initially feeling optimistic about addressing mental health in youth online but grew frustrated. [5:56] - The youth mental health crisis peaked during COVID and remains a pressing issue. [6:23] - Depression is a physiological illness with many contributing risk factors. [8:03] - Teen depression often manifests as irritability or anger, making it harder for parents to recognize. [11:29] - Some children with depression experience physical symptoms like headaches or stomachaches. [13:08] - Hear about the inspiration behind the title of Dr. Gansner’s book. [15:53] - Social media spreads both helpful and harmful information about depression, requiring careful oversight and guidance. [18:32] - Social media can both support and worsen teens' mental health, creating harmful echo chambers. [19:26] - Dr. Gansner feels that rather than banning social media, teaching digital literacy can help children take on harmful content. [21:40] - Teaching teens responsible internet use with guidance, like learning to drive, helps ensure safer engagement. [24:43] - What are some of the best ways to treat depression in teens? [27:31] - Parents often struggle to differentiate suicidal thoughts from non-suicidal self-injury in teens. [28:05] - Dr. Gansner explains that non-suicidal self-injury involves self-harm without suicidal intent, often as a distress signal or coping mechanism. [31:21] - Simply telling teens to "just stop" self-harm can lead to shame, worsening depression and leading to a harmful cycle. [33:17] - Improving sleep is important for teens' emotional resilience, helping prevent impulsive decisions and risky behaviors. [36:58] - Parents limiting their own screen use helps depressed teens feel supported and less isolated. [38:38] - Be sure to get Dr. Gansner’s book at a discounted price here! Links and Related Resources:

• Episode 131: Cognitive Behavior Therapy for Kids and Teens with Dr. Shadab Jannati
• Episode 148: How Sleep Affects Academic Performance and Mood
• Episode 160: The Sleep-Deprived Teen with Lisa Lewis
• Episode 169: The Science of Exercise and the Brain with Dr. John Ratey
• Discount on Teen Depression Gone Viral

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Meredith Gansner:

• Boston Children’s Hospital - Meredith Gansner

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This week on the podcast, we are happy to have Dr. Chandni Singh on the show. Dr. Singh is a licensed clinical psychologist with more than a decade of experience in diagnosing Autism Spectrum Disorder (ASD) and other neurodevelopmental conditions in children, adolescents, and young adults. She is committed to providing evidence-based assessments and tailored treatment recommendations, and she strongly focuses on serving culturally and ethnically diverse communities. At West LA Neuropsychology, PC, she specializes in early diagnostic evaluations for young children and comprehensive assessments for school-aged children with neurodevelopmental challenges and co-existing mood disorders. While assessments can feel overwhelming for parents and educators who suspect that a child might be autistic, Dr. Chandni Singh breaks down the assessment process, from recognizing early signs to understanding why some children are diagnosed later than others. She explains how social and emotional challenges often become more noticeable as kids get older and why autistic traits can be mistaken for anxiety, ADHD, or other conditions.

Dr. Singh also sheds some light on the gold standard tools used in evaluations, including the ADOS (Autism Diagnostic Observation Schedule), which creates structured social scenarios to observe how a child interacts. We discuss the importance of gathering input from multiple sources such as parents, teachers, and the children themselves to get a full picture of their strengths and challenges.

This episode of the podcast also explores the lived experiences of autistic children and teens, with Dr. Singh highlighting the role of masking, where kids adjust their behavior to fit in but often experience exhaustion and distress as a result. She also discusses the impact of cultural background on both receiving and understanding an autism diagnosis.

Show Notes:

[3:04] - Dr. Singh explains how autism diagnoses are often delayed because early strengths can mask challenges. [5:03] - Social difficulties in children can stem from autism, ADHD, anxiety, or overlapping conditions. [8:50] - Autistic teens often withdraw socially, reinforcing isolation, low mood, and struggles in school. [10:45] - Parents often seek autism assessments after noticing persistent behavioral, emotional, or communication challenges. [13:44] - Dr. Singh points out how increased school refusal often signals deeper emotional or social struggles. [16:13] - Dr. Singh discusses and explains the ADOS (Autism Diagnostic Observation Schedule). [19:57] - One-on-one evaluations can provide important insights into a child's social world and emotional experiences. [22:35] - Comprehensive autism assessments include IQ tests, behavioral observations, and parent-teacher scales. [25:05] - Cultural background, values, and parenting styles shape families' understanding of autism. [27:01] - Dr. Singh discusses how families and schools increasingly embrace neurodivergence, reducing stigma. [30:43] - Many parents seek guidance on supporting their child's development rather than just seeking a diagnosis. [31:34] - Providing support includes therapy, and school and community recommendations customized to individual needs. [34:12] - Autism support tends to focus on therapeutic tools, school accommodations, and social skills. [38:24] - Autism assessments can strengthen parent-child relationships by leading to understanding.

Links and Related Resources:

• Episode 119: Autistic Girls - Overlooked and Underrecognized with Megan Beardmore, PhD, NCSP
• Episode 185: Late Diagnosis: Why Did I Get Missed? with Monica Blied
• Episode 205: Understanding ADHD Assessments

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Chandni Singh:

• West LA Neuropsychology, PC - Website
• Email: ​​drchandnisingh@westlaneuro.com
• Email: chandnisinghpsyd@gmail.com

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This week on the podcast, we welcome Shelley Woon to the conversation. Shelley is a dedicated educator and school leader with over three decades of experience supporting students, families, and staff in overcoming learning challenges. She holds a Master of Education in Leadership, has specialized qualifications in Special Education and Reading, and serves as Head of School at Arrowsmith School and Superintendent of Special Education. Shelley values the brain-learning connection and is committed to helping others unlock their potential.

Shelley joins us to explore how we can move beyond compensatory strategies and actually strengthen cognitive function for students who have dyslexia, ADHD, and other learning challenges. We discuss why depending only on accommodations can actually limit students’ career opportunities and how interventions that are rooted in neuroplasticity can actually rewire the brain. She explains the Arrowsmith approach, which involves targeting cognitive weaknesses via specific exercises designed to create real, measurable improvements in reading, writing, and executive function.

We also take on common skepticism around cognitive training. With so many programs that promise miracles, how can parents and educators separate science-backed interventions from empty claims? Shelley shares research that supports neuroplasticity-based learning, and she gives us real-world success stories from students who have greatly improved their academic abilities through structured training.

Show Notes: [2:52] - Shelley transitioned from focusing on accommodations to addressing cognitive challenges. [4:15] - Accommodations help, but actual progress comes from strengthening cognitive skills. [6:28] - Shelley discusses how ignoring learning disabilities can hinder careers and mental health, even with accommodations. [8:51] - We learn that Arrowsmith identifies cognitive deficits and uses neuroplasticity-based exercises to improve reading and writing. [10:04] - Shelley explains how neuroplasticity enables the brain to rewire itself. [13:52] - Addressing learning difficulties requires not just accommodations but also cognitive training. [15:01] - The Arrowsmith program develops cognitive functions by integrating supportive technology. [18:53] - Cognitive training can improve executive functioning, but programs like Arrowsmith are and should be evidence-based, [21:52] - It is reiterated that the Arrowsmith program improves learning capacity using neuroplasticity for academic and cognitive success. [23:02] - In Arrowsmith classrooms, Shelley discusses, students engage in individualized cognitive exercises customized to their needs. [25:52] - Shelley further explains that teachers guide students with personalized feedback. [27:33] - Education is evolving with neuroplasticity and integrating technology. [29:14] - Improving cognitive functions can improve multiple skills, sometimes yielding unexpected benefits in daily life. [31:33] - We learn how cognitive training such as sports practice requires mastering basic skills. [35:23] - Shelley shares how she can be contacted online.

Links and Related Resources:

• Unleashing the Power of Neuroplasticity (Webinar Series)
• Shelley Woon - “Overcoming Dysgraphia and Dyslexia with Neuroplasticity”
• Barbara Arrowsmith-Young - The Woman Who Changed Her Brain: How I Left My Learning Disability Behind and Other Stories of Cognitive Transformation

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Shelley Woon:

• Arrowsmith’s Website
• Email: shelley.woon@arrowsmith.ca

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Following up on last week’s episode, we are joined once again by Lance Steinberg, M.D. to further discuss the complex issue of medicating children with conditions like ADHD, anxiety, and depression, and if you missed part 1 of the discussion, be sure to go back and listen to that before diving into part 2!

In this continuation of our discussion, Dr. Steinberg sheds more light on the approach that is required when considering medication, stressing that a thoughtful evaluation is important before immediately jumping to medical solutions.

Dr. Steinberg offers some insights into the FDA-approved medications, why it's important to adhere to age guidelines, and the differences between stimulant options. Dr. Steinberg also explores balancing managing side effects while optimizing benefits, the use of non-stimulant alternatives, and the possibility of off-label treatments for unique situations.

The conversation touches on the variety of medication forms available and why it is necessary to customize treatments to each child's needs, taking into account academic, social, and psychological factors. Dr. Steinberg’s practical advice on starting with low doses, monitoring progress, and adjusting strategies offers a great perspective on this important part of mental health care for youth.

Show Notes: [1:20] - Karen stresses that it's important to take a thorough, holistic approach before considering ADHD medication for children. [2:08] - Dr. Lance Steinberg discusses why understanding FDA age limits and medication safety for ADHD treatment is important. [5:34] - Stimulant medications are generally highly effective for ADHD. [8:32] - Dr. Steinberg advises starting ADHD medication at low doses in order to minimize possible side effects. [11:28] - Regular evaluation is important when managing ADHD treatment via medications. [13:27] - Non-stimulant and off-label medications can also be effective for ADHD, especially with comorbid conditions. [16:16] - Dr. Steinberg discusses the effectiveness and side effects of off-label medications like Modafinil for motivation. [19:03] - Dr. Steinberg talks about structured support for executive functioning. [21:37] - Intervention requires a holistic approach and involves therapists, coaches, and team communication. [24:00] - Dr. Steinberg stresses careful medication management for neurodiverse individuals. [26:04] - He touches upon combining stimulants and non-stimulants for ADHD treatment. [29:18] - Dr. Steinberg warns about the careful combination of SSRIs and stimulants due to potential electrical abnormalities.

Links and Related Resources:

• Episode 105: Medication Helps But is Not a Magic Potion for ADHD with Syed Naqvi, MD
• Episode 173: Why Treating Symptoms Isn’t Enough for Child Wellbeing with Hokehe Eko, MD MPH FAAP
• Episode 203: ADHD and the Gut-Brain Connection: Exploring Integrative Treatments with Sara Langley, MSN, PMHNP-BC

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Lance Steinberg:

• Lance Steinberg, MD's Website
• Phone: 818-224-3540
• Email: steinberg.practice@gmail.com

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We are joined this week by Lance Steinberg, M.D. Dr. Steinberg is an expert in psychopharmacology, specializing in conditions such as OCD, ADHD, and autism. He has taught internationally and at institutions like UCLA, earning multiple awards for his outstanding teaching. He completed his medical training at Dartmouth, UCLA, and Stanford, and he currently practices in Calabasas, Encino, and Valencia.

Dr. Steinberg joins us today in this first part of a two-part episode to discuss managing medication for youth with conditions such as ADHD, anxiety, and depression. We discuss the important factors parents should consider when considering medication for their children.

Dr. Steinberg also stresses why it's important to consider various elements such as family dynamics, the impact of education, and medical history in planning treatment. We cover why it's important to go through a careful process to accurately diagnose and create personalized interventions for each child.

Dr. Steinberg shares his holistic perspective, including insights from psychology, neurology, and education to provide a well-rounded view of a child's needs. This conversation is packed with valuable information for parents, educators, and healthcare professionals. Again, it is the first part of a two-part series; so be sure to tune in next week when we will dive even deeper into some strategies for managing medical treatment!

Show Notes: [0:08] - This episode discusses medication for ADHD, anxiety, and depression in young people. [2:21] - Dr. Lance Steinberg explains his interest in psychiatry, focusing on the connections between medicine, neurology, and education. [5:16] - Hear how Dr. Steinberg enjoys helping patients, emphasizing considering factors for effective treatment. [6:32] - When determining if medication is appropriate, Dr. Steinberg explains why a holistic approach is important. [9:12] - Dr. Steinberg highlights the need to rule out coexisting issues via thorough history-taking. [11:38] - Dr. Steinberg discusses the impact of medical issues and substances on ADHD-like symptoms. [15:00] - Dr. Steinberg acknowledges Dr. Wilson's reputation for being an open-minded individual in assessing ADHD symptoms. [15:50] - Treatment ultimately differs if the issue is sleep apnea or ADHD without a sleep component. [18:57] - Dr. Steinberg stresses the importance of executive functioning in managing ADHD. [22:16] - Environmental adjustments can enhance learning and self-esteem for kids with ADHD. [25:42] - Lance appreciates Karen's concise approach to considering factors before medication. [28:48] - Careful medication choices must account for medical status, family history, and potential side effects.

Links and Related Resources:

• Episode 105: Medication Helps But is Not a Magic Potion for ADHD with Syed Naqvi, MD
• Episode 173: Why Treating Symptoms Isn’t Enough for Child Wellbeing with Hokehe Eko, MD MPH FAAP
• Episode 203: ADHD and the Gut-Brain Connection: Exploring Integrative Treatments with Sara Langley, MSN, PMHNP-BC\

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Lance Steinberg:

• Dr. Steinberg's Website
• Phone: 818-224-3540
• Email: steinberg.practice@gmail.com

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We are joined for this episode by Dr. Jyoti Mishra to help us discuss an incredibly important and timely topic - the impact of wildfires on mental health. Dr. Mishra is an Associate Professor of Psychiatry at UC San Diego, the founder of NEATLabs, and co-director of the UC-wide Climate Change and Mental Health Initiative. Dr. Mishra specializes in climate trauma, resilience, digital health interventions, and precision psychiatry, with her work featured in major media outlets like CNN, TIME, and NPR.

In this episode, we explore how natural disasters (such as the recent wildfires in Southern California) not only devastate homes and communities but also cause psychological trauma, with Dr. Mishra sharing her insights from studying the 2018 Camp Fire in Northern California, where her team uncovered alarming rates of PTSD, anxiety, and depression – all symptoms that can last for years even after the disaster itself is over.

Our conversation touches upon the concept of "fire brain," a state of cognitive hyperarousal that mirrors PTSD and can impair focus, decision-making, and emotional regulation. Dr. Mishra also sheds some light on the unique vulnerability of children, whose mental and emotional well-being can be deeply affected by wildfire smoke and the disruption of their routines.

Beyond individual struggles, we also highlight the collective trauma experienced by entire communities, including those indirectly impacted, and we discuss the importance of fostering resilience through community support, shared routines, and acts of kindness. Dr. Mishra explores how even just small acts of kindness and compassion such as offering hugs or participating in community fundraisers can lead to healing.

This timely conversation truly stresses the need to address mental health in the wake of climate-related disasters, so whether you have experienced a wildfire firsthand or want to better support those who have, this episode offers insights and actionable steps to help individuals and communities recover.

Show Notes: [3:50] Dr. Jyoti Mishra’s research explores how the brain and environment (including climate) shape mental health. [6:14] - Her study of the 2018 Camp Fire revealed high rates of PTSD, anxiety, and depression that persist long-term. [7:57] - We learn how wildfire survivors experience "fire brain” which is marked by distractibility, hyper-arousal, and impaired decision-making for months. [11:57] - Wildfire smoke affects children’s breathing, cognition, and emotions, requiring adults to provide stability. [14:19] - Dr. Mishra touches upon the difficult balance between physical safety and social connection. [16:57] - Wildfire recovery requires community-wide healing via collective support, shared routines, and working toward a sense of normalcy. [20:00] - Supporting each other during crises leads to resilience and promotes long-term mental well-being. [23:20] - It's important to address both visible and invisible wildfire impacts. [25:11] - Highlighting positive narratives and community support can transform disaster recovery into shared growth. [28:54] - Dr. Mishra points out how preparing for future disasters requires mindfulness and planning with community leaders. [32:25] - Post-trauma recovery should involve small steps, mindfulness, and self-compassion. [35:03] - Everyone can make a difference by serving others, even with small acts of kindness.

Wildfire / Mental Health Resources:

• Disaster Distress Helpline: 1-800-985-5990 (available 24/7)
• CalHOPE
• LACPA’s Disaster Response Committee
• Bounce Back Organization
• Pro Bono Therapy for Los Angeles Wildfires (1)
• Pro Bono Therapy for Los Angeles Wildfires (2)
• Parent Guidelines for Helping Children Impacted by Wildfires
• Parent Guidelines for Helping Children Impacted by Wildfires (en Español)
• Wildfires: Tips for Parents on Media Coverage
• Wildfires: Tips for Parents on Media Coverage (en Español)

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Jyoti Mishra:

• Jyoti’s Instagram Page
• NEATLabs Website
• Email: jymishra@health.ucsd.edu
• UC Climate Resilience Course
• The Little Brain (Book)
• Listen Up Kids! Our Climate Changing (Book by Jyoti’s Son Ayan)

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This week, Lisa Topp, M.S., BCBA joins us to talk about the role of behavioral aides or "shadows" in schools, focusing on how they help children with unique behavioral challenges thrive in the classroom. Lisa is a board-certified behavior analyst with a master's in Applied Behavior Analysis and more than a decade of experience in private practice. She provides 1:1 support for children and teens with autism, ADHD, anxiety, and other behavioral challenges, along with parent coaching.

In this episode, we dive into the types of challenges that might indicate a need for a behavioral aide, such as social conflicts, difficulty accessing the curriculum, or challenging behaviors such as refusing to participate. Lisa addresses some of the most common concerns from parents, especially around the stigma of having a shadow in the classroom, sharing how a well-designed support system can improve a child's behavior and relationships with classmates.

Our conversation also touches upon the nuances of securing an aide in public vs. private schools and the importance of advocating for children's needs. Lisa highlights why it's important to monitor progress and ensure that children gain independence over time. She also talks about strategies like visual schedules and reinforcement systems to help children stay on track.

By the end of this episode, parents are sure to have a better understanding of how behavioral aides can make a huge difference in their child’s educational experience and how they can best take on the process of getting the right support in place.

Show Notes: [2:33] - Behavioral aides support children in various school activities, addressing issues such as challenging behaviors. [5:53] - The stigma around classroom shadows is ultimately outweighed by their benefits. [7:38] - Lisa discusses how public and private schools differ in their approach to providing shadows. [10:07] - Some schools don't approve shadows for children, which creates further challenges for families looking for support. [12:52] - Lisa argues that children usually appreciate shadow support. [15:07] - Lisa explains how families and shadows meet to make child-friendly introductions and discuss the support plan. [17:32] - Some children need long-term shadow support. [19:23] - The need for a shadow in high school often indicates significant challenges that require academic support or a new school placement. [21:42] - To address struggles, Lisa assesses skills, collaborates with teachers, and occasionally involves additional specialists. [24:49] - Understanding underlying learning challenges helps address behaviors and reduces anxiety, preventing further issues. [25:35] - Lisa discusses how adjusting assessments, such as offering oral tests, helped a student with dysgraphia excel despite writing struggles. [27:39] - Assessments ultimately seek to find the best support, track progress and involve parents in home strategies. [29:03] - Hear how Lisa observes family dynamics, creates plans, and uses visual schedules to support children at home. [30:34] - Learn how proactive strategies can help prevent challenging behaviors. [33:48] - Lisa argues that consistent planning across home and school, along with advocacy, is important to support children.

Links and Related Resources:

• Episode 210: Challenging Behaviors or Communication? How Parents Can Respond with Dr. Andrew Kahn
• Episode 218: Understanding IEPs and 504 Plans: Which One Is Right for Your Child? - Marisol Chianello

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Lisa:

• Lisa’s Website
• Phone: 310-709-2885
• Email: toppaba@gmail.com

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Dr. Samantha Levy joins us this week to discuss the challenges of supporting kids with chronic pain. Samantha is a clinical psychologist specializing in youth with chronic pain disorders, using a biopsychosocial approach to address both physical and emotional challenges. She also supports parents through individual sessions, group facilitation, and a parenting blog for Creative Healing for Youth in Pain, while working with Whole Child LA. In this episode, we discuss the complexities of chronic pain and explore its neurological nature and the effects that it has on one's body, mind, and family dynamics. Dr. Levy explains the difference between acute and chronic pain, highlighting how the latter often persists even after healed injuries, creating a cycle of anxiety and misunderstood suffering.

Our conversation goes into common causes of chronic pain in children and teens, including the interplay of biological, psychological, and social factors. We talk about how these can contribute to the development of pain around puberty, and Dr. Levy highlights the emotional and social burden that this puts on kids, with children often withdrawing from school, friends, and activities which, of course, only worsens their pain and mental health.

With practical advice, Dr. Levy shares how treatment can address the root causes via a more holistic approach, including psychotherapy and mindfulness. She also discusses the importance of family support, the idea of "backward parenting," and strategies to reintegrate children into daily activities such as modified school accommodations.

Finally, Dr. Samantha Levy offers insights for caregivers, encouraging them to prioritize their own well-being via self-care and support networks!

Show Notes: [2:19] - Dr. Levy explains how acute pain alerts us to harm, while chronic pain creates anxiety and misunderstood distress. [4:51] - Chronic pain is a neurological condition that causes changes in the brain, often making it invisible. [6:06] Chronic pain is typically viewed holistically and includes biological, psychological, and social factors. [8:43] - Things like puberty, stress, and social complexities can make it even more difficult for kids to manage chronic pain. [11:16] - Kids with chronic pain are often perfectionists, emotionally sensitive, and/or tend to internalize stress. [14:47] - Chronic pain leads to isolation which then affects daily life, school, and relationships. [15:20] - Chronic pain ultimately impacts every aspect of a child's life, worsening mental health and often resulting in isolation. [18:54] - Isolation, anxiety, and chronic pain often create a vicious cycle that's further affected by family dynamics and support. [19:30] - Samantha explains how medical trauma from misdiagnosis or mistreatment leaves many kids feeling hopeless and resistant to new treatments. [21:02] - Strategies such as a team approach, psychotherapy, and/or mindfulness can help break the chronic pain cycle. [24:23] - Recovery from chronic pain involves re-engaging in activities and a shift in the approaches that parents are used to taking, [27:02] - Dr. Levy discusses how backward parenting encourages connection and avoids pressuring progress. [29:17] - Dr. Levy feels that parents must acknowledge discomfort and anxieties to support their child's recovery. [32:09] - Samantha argues that advocating for accommodations such as extra time and modified schedules helps kids with chronic pain. [35:19] - Physical accommodations, such as flexible bathroom breaks or desk signals, ultimately support kids with chronic pain! [36:57] - Dr. Levy points out how caregivers of children with chronic pain need self-care, therapy, and activities that offer healing.

Links and Related Resources: * CHYP’s Website * CHYP’s YouTube Channel * Fact Sheet: Chronic Pain in Children and Adolescents

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

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This week, we discuss the complexities of dysgraphia, a neurodevelopmental disorder that can greatly affect written expression. We are joined by Natasha Gray, founder of Spark Learning in the Caribbean. We unpack dysgraphia and what it is and highlight its varied types and how it often overlaps with other challenges such as ADHD and dyslexia.

Natasha explains the different ways that dysgraphia can manifest and discusses some of the warning signs such as illegible handwriting, avoidance of writing tasks, and challenges with spelling and spacing. Natasha also shares her insights into the neurological and motor components behind these struggles, and she highlights why it's important to understand each child’s individual needs.

Our conversation offers strategies and advice for parents and educators to support children with dysgraphia, with Natasha discussing the role of occupational therapy in developing fine motor skills and classroom accommodations such as typing out assignments and providing extra time for written tasks. We tackle common challenges, such as how to address fatigue and pain caused by writing, and Natasha offers some ways to build on patience and understanding in educational environments.

If you’re a parent, teacher, or someone eager to learn about supporting neurodivergent children, this episode is filled with expert advice, actionable strategies, and a compassionate approach to navigating dysgraphia!

Show Notes: [2:59] - Dysgraphia varies widely and affects writing speed, expression, and presentation differently in each child. [4:44] - Natasha addresses dyslexic dysgraphia which impacts spelling, handwriting, and articulation despite strong verbal skills. [7:11] - Lexical dysgraphia in older children and adults stems from weak mental visualization of words. [8:43] - Writing difficulties in dysgraphia include poor spacing and dexterity, requiring customized accommodations. [11:46] - Dysgraphia often co-occurs with dyslexia, sharing sound-symbol association and written expression challenges. [12:58] - Natasha explains how children with dysgraphia often avoid writing and require patience, support, and therapy from teachers and parents. [15:30] - Natasha highlights the importance of improving children's fine motor skills in order to improve their handwriting. [17:05] - Natasha uses techniques such as practicing letter formation, strengthening exercises, and spacing tools to improve writing skills. [19:46] - Older children and adults can benefit from functional handwriting tasks, multisensory techniques, and assistive technology. [22:17] - ​​Assistive tools and accommodations can help individuals demonstrate knowledge despite writing challenges. [24:53] - Natasha asserts that writing simple notes or emails helps adults improve skills, confidence, and vocabulary. [26:38] - Practicing low-pressure writing builds important skills for students and supports struggling adults in workplaces. [29:05] - Natasha stresses the need for teachers to have empathy and to intervene with custom solutions.

Links and Related Resources: * Episode 39: Why Fine Motor Skills Matter with Jennifer Morgan * Episode 175: How to Support Students Who Struggle with Writing with Shanna Trombetta * Coping with Executive Function Deficits in the Context of Writing

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Natasha: * Spark Learning’s Website * Spark Learning’s Instagram Page

Natasha C. Gray M.Ed., B.Sc., Dip.Ed., Cert.(Dyslexia) Board Certified Cognitive Specialist BPS Test User No. 398326

Spark Learning Suite #3 Gertz Plaza Upper Collymore Rock St. Michael Barbados Phone:1-246-825-8697 Email: sparkthelearning@gmail.com

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In this episode, we had a wonderful conversation with Marisol Chianello, TIGER Director at Learning Rights Law Center where she empowers parents of children in special education through the "Know Your Rights" program. With a legal career that began in 2005, Marisol has worked with many nonprofits advocating for marginalized groups, and she also currently serves as the President of the Rotary Club of Mental Health and Wellness.

Marisol joins us for this episode to help us break down the differences between IEPs (Individualized Education Plans) and 504 plans, two essential tools that help children with disabilities receive the support they need in school. She explains how a 504 plan ensures students with disabilities receive necessary accommodations like providing Braille for blind students or access to elevators for those with mobility issues. An IEP, however, provides more specialized educational services, such as speech therapy or learning support, intended to help children make academic progress.

Our conversation also explores how different disabilities (ranging from ADHD to learning disorders like dyslexia) might align with either plan and what steps parents should take if they believe that their child might need extra support.

Marisol also delves into the legal safeguards that come with IEPs, empowering parents to advocate for their children’s needs in IEP meetings. With practical advice on how to request an IEP, prepare for meetings, and ensure that children receive the required assessments, this episode is a must-listen for parents who want to navigate the educational system with confidence!

Show Notes:

[2:42] - Marisol explains the difference between a 504 plan and an IEP. [5:37] - It's common for parents to misunderstand the IEP and 504 plan, associating certain conditions with each. [8:35] - Marisol encourages parents to trust their instincts, communicate concerns with the school, and collaborate to determine the best action plan. [10:18] - A good starting point is to request an IEP in writing, outlining concerns, and carefully reviewing the assessment plan. [13:02] - Marisol reiterates that schools must assess students suspected of disabilities, while IEPs address all school-related challenges. [16:45] - An IEP or 504 plan is necessary when a child's ability to function in school is impacted. [17:51] - Marisol points out how IEPs offer more protections for parents, including consent and participation. [20:49] - It's common for parents to be unaware of their involvement in IEPs and the rights they have. [21:23] - Marisol argues that parents are equal team members in IEP meetings and should confidently speak up for their child. [23:05] - Marisol recommends reviewing records and assessments before the IEP meeting. [26:21] - IEPs should also highlight a child's strengths! [29:33] - Parents can request assessments in a child's second language, especially for bilingual or immersion students. [30:30] - Marisol adds that the assessment should be in the child’s primary language as determined by an appropriate assessment. [32:17] - Don't allow fear or stigma to prevent you from seeking help; early intervention greatly benefits the child's progress! [34:42] - The TIGER program empowers parents through education and community.

Links and Related Resources:

• Learning Rights Law Center
• Learning Rights Law Center - TIGER Program
• Learning Rights Law Center - Education Rights Clinic
• How to Initiate a Special Education Assessment
• Navigating Parent-Teacher Conferences with Neurodivergent Kids: Tips and Questions
• Episode 217: Assessing Learning Differences in Bilingual Students & Students in Dual Language Programs with Dr. Vindia Fernandez

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

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Joining us for this episode of the podcast is Dr. Vindia Fernandez, who has been on the show before back in episode 3. Dr. Fernandez earned her Ph.D. in clinical psychology from the University of Houston and completed her APA-accredited internship and fellowship at UCLA, specializing in neurodevelopmental issues like autism, ADHD, and learning disabilities. As founder of the Center for Pediatric Neuropsychology and director at UCLA’s Cultural Neuropsychology Program, her focus is on culturally appropriate evaluations for Latino/a children and teaching social skills to neurodiverse youth.

Dr. Fernandez discusses how bilingualism in children is often misunderstood and that it’s usually good for cognitive development. She also elaborates upon some red flags when it comes to identifying possible learning disabilities such as dyslexia and how her procedures differ depending on whether or not the bilingual child is in an English-only classroom or if the child is in a dual language immersion program. She reflects on some of her frustrations around how bilingual children are assessed and what she hopes to see change in the future.

While we have certainly seen great strides and progress in this area, there is still much work to do, such as honoring heritage languages, increasing integration, and identifying problems earlier. Dr. Fernandez is a wealth of knowledge on this topic, and her passion truly shines through.

Show Notes: [2:40] - Assessing bilingual children is a true passion for Dr. Fernandez. [3:44] - She feels that bilingualism in children is often misunderstood. [5:22] - Learning another language is incredibly dynamic and complex and is different for every child. [7:06] - Vindia reflects on a recent change of more children engaged in dual language immersion programs. [9:55] - What red flags should be paid attention to that don’t tend to be problems with monolingual children? [13:11] - Vindia explains why her procedures differ depending on whether the bilingual child is in a dual language immersion program. [15:46] - Vindia explains why assessments might need to be done in both of a child’s languages. [18:07] - What role do language disorders play in bilingual children? [21:28] - We ultimately want these children to be confident and to reach milestones. [24:15] - “You teach to the skill that you want to see improvement in.” [27:16] - Dr. Fernandez mentions that 50-75% of behavior therapy involves parents. [30:55] - She gives some helpful advice to parents.

Links and Related Resources: * Episode 3: Neuropsychological Evaluations Through a Cultural Lens with Dr. Vindia Fernandez * Episode 214: Private Neuropsychological Evaluation vs. School Evaluation * How to Initiate a Special Education Assessment

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Vindia Fernandez: * Dr. Vindia Fernandez’s Website * Dr. Fernandez’s ChildNEXUS Page * Email: center@pediatricneuropsych.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc. or the host, Dr. Karen Wilson.

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This week, we had an engaging and enlightening discussion with Dr. Ashley Smith about teen anxiety. Dr. Ashley Smith is an award-winning licensed psychologist and expert in anxiety, and we explore the critical differences between stress and anxiety, the various factors that are causing the surge in teen anxiety, and actionable strategies for parents and educators to support teens who are struggling.

Dr. Ashley highlights the importance of distinguishing typical adolescent stress from pervasive anxiety that disrupts daily life, and she discusses the role of societal shifts like technology, social media, and recent global events in shaping teens' mental health, alongside challenges like academic pressure. She also offers some practical advice on recognizing hidden signs of anxiety, such as perfectionism, avoidance, and emotional dysregulation.

Our conversation also uncovers how modern culture, including the “good vibes only” mindset and misinformation on social media, impacts teens' ability to process their emotions, with Dr. Ashley highlighting early intervention and equipping listeners with tools to help teens build resilience, from modeling healthy coping strategies to encouraging bravery in the face of adversity.

Whether you're a parent, educator, or caregiver of teens who suffer from anxiety, this episode provides valuable insights into supporting teens through challenges while fostering their psychological strength.

Show Notes: [2:23] - Anxiety, Dr. Ashley explains, acts as a warning system, but excessive anxiety can disrupt functioning and become a disorder. [5:45] - Dr. Ashley stresses the importance of early intervention for anxiety; it worsens over time and increases the risk of depression and suicide. [7:39] - Anxiety shows up in various ways, including aggression, perfectionism, and avoidance. [10:23] - Phones aren't inherently bad, but social media use can worsen anxiety through comparisons, cyberbullying, and sleep disruption. [12:17] - Dr. Ashley argues that technology and social media have amplified teen anxiety, with factors like COVID-19 and social inequality contributing. [15:14] - Anxiety and depression often exist in tandem, with societal pressures and heavy workloads increasing teens' stress. [18:00] - Anxiety should not be used as an excuse for inaction; building resilience and equipping teens with tools is very important. [19:26] - It's so important for parents to help kids manage anxiety, teach coping skills, and encourage being brave. [22:42] - Modeling anxiety strategies shows kids how to cope, but therapy can offer further support. [23:52] - Ashley points out that Cognitive Behavioral Therapy (CBT) and Acceptance and Commitment Therapy (ACT) are effective treatments for anxiety. [26:38] - Parents should approach therapy conversations gently, understanding that their teen may not recognize their anxiety. [27:24] - Treating teen anxiety can involve parents using strategies like SPACE, focusing on calm, non-judgmental conversations. [30:21] - Parents of teens with anxiety often feel isolated and judged, but Dr. Ashley encourages listeners that support groups can help. [32:57] - To manage social anxiety, parents should limit exposure to social media to prevent unnecessary stress.

Links and Related Resources: * Anxiety Mini-Course for Parents * Episode 131: Cognitive Behavior Therapy for Kids and Teens with Dr. Shadab Jannati * Episode 153: Understanding Obsessive-Compulsive Disorder (OCD) with Dr. Jesse Spiegel * ADAA * SPACE Treatment * Dr. Ashley Smith - The Way I See It: A Psychologist’s Guide to a Happier Life * Jonathan Haidt - The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Dr. Ashley Smith: * Ashley’s Website * Ashley’s Instagram Profile * Ashley’s TikTok Profile * Email: drashley@drashleysmith.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc. or the host, Dr. Karen Wilson.

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This week we sit down with Dr. Emily Levy, founder and director of EBL Coaching, to explore the complexities of reading comprehension, a skill crucial for learners of all ages. While phonics and decoding often dominate discussions around reading challenges, Dr. Levy highlights the often-overlooked significance of comprehension, explaining that it’s the very essence of why we read.

Tune in to learn about common signs parents notice when their children struggle with comprehension and how these challenges often emerge as students transition from "learning to read" to "reading to learn." Dr. Levy shares actionable strategies, such as the tri-colored highlighting method, which helps students become active readers by identifying topics, main ideas, and key details.

From auditory techniques for younger learners to practical interventions for high school students tackling complex subjects, Dr. Levy emphasizes the importance of tailored, research-based approaches. She also addresses how attention challenges like ADHD can compound comprehension issues and offers ways to adapt strategies accordingly. So whether you're a parent, educator, or simply curious about enhancing reading skills, this episode provides valuable insights into fostering a lifelong love of reading and learning.

Show Notes: [1:52] - Many students struggle with reading comprehension, especially during the grade 3 to 4 transition. [4:25] - Research-based strategies like tri-colored highlighting help students actively engage and comprehend material. [6:30] - Dr. Levy discusses how younger students benefit from auditory-focused comprehension strategies, while older students apply strategies to coursework. [8:50] - Teaching students to form mental images while reading significantly enhances their comprehension skills. [10:21] - With the right methods, most students show reading progress within a month, aided by multimedia tools. [12:29] - Dr. Levy argues that active reading strategies improve focus and comprehension but are customized for each child's needs. [14:24] - Parents can enhance comprehension by reading together, asking questions, and encouraging discussions about content. [16:43] - Engaging struggling readers with topics they enjoy builds confidence and fosters a love for reading. [19:12] - Emily points out how encouraging regular reading and providing classroom accommodations supports comprehension and standardized test performance. [22:42] - One-on-one multisensory tutoring supports students who struggle with reading.

Links and Related Resources: * EBL Coaching - Website * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider

Connect with Us: * Get on our Email List * Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc. or the host, Dr. Karen Wilson.

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Listen in to dive into a topic this week that often confuses parents, educators, and professionals alike: the differences between neuropsychological assessments, psychoeducational evaluations, and school-based assessments. Listen as Karen breaks down the purpose, scope, and key distinctions of these evaluations. We begin by exploring the reasons why families might seek assessments, from academic struggles to behavioral or emotional challenges, and even to identify giftedness. Learn how school-based evaluations focus on academic impact and eligibility for accommodations, while neuropsychological assessments offer a comprehensive view of a child's brain functioning, including cognitive abilities, emotional well-being, and social skills. You can also expect to hear how evaluations provide a middle ground, often focusing on learning profiles and classroom support.

Whether you’re a parent trying to understand your child’s struggles, an educator seeking clarity, and/or a fellow professional navigating these assessments, this episode provides essential guidance to help determine the best path forward!

Show Notes: [0:53] - Parents often seek evaluations to understand their child's academic or behavioral challenges. [3:08] - Assessments can explore emotional, social, cognitive, or processing factors impacting school performance and peer interactions. [6:02] - School-based evaluations determine eligibility for school-based support but do not provide medical diagnoses like ADHD. [8:38] - We learn how neuropsychological assessments offer a detailed analysis of cognitive, academic, behavioral, and emotional functioning. [11:38] - Children benefit from neuropsychological assessments to address unexplained struggles or track cognitive changes over time. [14:16] - Discover how neuropsychological assessments explore broader brain-behavior relationships. [16:55] - Psychoeducational assessments emphasize academic skills and learning profiles. [18:24] - In closing, parents can seek help from practitioners to determine the most suitable evaluation for their child.

Links and Related Resources: * How to Initiate a Special Education Assessment * Episode 113: Demystifying the Assessment Process * Episode 205: Understanding ADHD Assessments

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Listen in as we discuss executive functioning and unpack its critical role in managing daily life and long-term success. There are the three core executive functions - inhibitory control, working memory, and cognitive flexibility – and they form the foundation for skills like organization, planning, and emotional regulation.

Hear compelling research that highlights the lifelong impact of executive functioning, including studies linking early skill development to improved academic, social, and career outcomes. We also discuss interventions that can significantly enhance these skills, with surprising findings that reveal that practicing mindfulness with movement, such as Tai Chi produces the strongest results.

Discover practical insights and evidence-based strategies for supporting neurodivergent individuals - and anyone looking to strengthen their executive functioning skills. Whether you're a parent, educator, or simply curious, this episode offers invaluable tools for fostering growth and resilience.

Show Notes: [0:48] - Hear about a recent presentation on executive functioning interventions at a summit on neurodivergence in Los Angeles. [2:06] - Executive functioning involves applying problem-solving skills for goals, with core functions such as inhibitory control. [5:06] - Cognitive flexibility fosters perspective-shifting, enabling problem-solving, planning, and decision-making in daily life. [7:45] - Strengthening executive functions early enhances academic performance, societal opportunities, and long-term success. [10:18] - Research shows impulse control predicts better adulthood outcomes than IQ, gender, or social class. [13:52] - Movement-based mindfulness practices like Tai Chi and Taekwondo most effectively improve executive functioning skills. [16:54] - Non-computerized cognitive training excels due to in-person interaction, boosting executive functioning outcomes. [20:06] - Sports improve executive functioning through attention, self-regulation, and social bonding while fostering joy. [23:34] - Multimodal approaches to executive functioning training reduce inequality and enhance skills across diverse populations.

Links and Related Resources: * What Is Executive Functioning? * Be the Executive-in-Charge * Coping with Executive Function Deficits in the Context of Writing * Episode 11: Executive Functioning 101 * Episode 12: Executive Functioning Support for Struggling Learners with Hannah Ross

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today, we’re exploring a crucial yet often overlooked topic: the impact of dyslexia on mental health. Dyslexia affects nearly 20% of people in the United States, yet its influence goes far beyond reading challenges. Many don’t realize the deep connection between dyslexia and mental health issues like anxiety, depression, and self-esteem struggles. Misunderstandings and stigma can lead to feelings of isolation, particularly in children who face early reading difficulties. This episode explores how misconceptions contribute to mental health challenges and why addressing these issues is so important.

We’ll also discuss how co-occurring challenges like ADHD and anxiety can make individuals with dyslexia even more vulnerable. Proper interventions not only improve reading skills but also build resilience and boost self-esteem, creating a foundation for positive mental health outcomes.

Show Notes: [1:20] - Research shows that up to 20% of people in the United States have dyslexia.

[2:09] - For years, dyslexia has been misunderstood. There is no link between dyslexia and intelligence.

[3:04] - Children who struggle early in reading are more prone to experience social anxiety and depression.

[4:25] - Many children with dyslexia often have co-occurring challenges like ADHD and anxiety disorders. This makes them even more vulnerable.

[5:50] - With proper interventions, not only can we improve reading skills, but we can boost self-esteem and resilience in children with dyslexia.

[6:31] - Early intervention and diagnosis make a big difference, but common myths and misconceptions slow things down.

[8:21] - Dyslexia is a part of a person’s identity but it's not the whole story. Understanding dyslexia is important to understanding its impact on mental health.

Links and Related Resources: * What is Dyslexia? * Episode 208: Overcoming Dyslexia and Addressing the Reading Crisis with Sally Shaywitz * Episode 209: How the Science of Reading Can Close Literacy Gaps with Dr. Benjamin Powers * Episode 115: A Family Approach to Dyslexia with Dr. Lauren * Episode 183: Unlocking Potential - A Dyslexia Journey with Rosalin Abigail Kyere-Nartey

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety or Dyslexia

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today, we’re exploring the transformative power of music therapy with our guest, Samantha Foote, a board-certified Neurologic Music Therapy Fellow and Positive Discipline Parent Educator. Samantha brings her expertise to support neurodivergent individuals and their families by blending creativity with therapeutic intervention. With her approach, she uses music not just as a tool for expression but as a dynamic medium to accomplish non-musical goals such as enhancing social skills, emotional regulation, and fostering positive behavior. Samantha explains how music therapy intersects with occupational, speech, and behavioral therapies, providing an approach that encourages cognitive engagement in neurodivergent individuals of all ages.

In this episode, Samantha shares her journey into music therapy, explaining how her passion for music and psychology led her to this unique field. She illustrates how music therapy can create opportunities for clients, and shares anecdotes of children and adults alike experiencing success. Whether it’s helping clients develop confidence, manage anxiety, or learn calming strategies, Samantha’s work demonstrates music’s ability to stimulate multiple parts of the brain. We’ll also hear about a typical session, from the range of music styles used to the ways her interventions adapt to each client's needs. Samantha even shares resources and programs for those who might not have access to formal music therapy.

Show Notes: [2:32] - Samantha explains how she found herself in the unique field of music therapy, which for her was the perfect blend of music and psychology.

[3:45] - Music therapy is using music to accomplish non-musical goals, like building social and emotional skills. Music accesses many parts of your brain.

[5:40] - Especially for neurodivergent individuals, music is an excellent tool for stimulating cognitive function.

[6:53] - Samantha describes an example of a non-verbal student who receives music therapy to supplement speech therapy and his successes.

[8:46] - There are many ways that music has given students opportunities to do things they’ve never been able to do before.

[10:02] - Music therapy supports emotional regulation and flexible thinking.

[12:32] - Learning social skills through music is impactful, especially for neurodiverse individuals who struggle to understand social cues.

[15:40] - Samantha describes a typical session with clients and small groups, including what kinds of music she uses.

[17:32] - The interventions vary greatly per client and group.

[18:53] - Samantha also works with adults. Music therapy has helped clients with confidence struggles and anxiety.

[21:29] - There is a process for music therapists to follow to become board certified.

[22:57] - Samantha shares some programs and resources for those who don’t have access to music therapy.

[26:21] - Music helps learn calming strategies.

About Our Guest: Samantha is a board-certified Neurologic Music Therapy Fellow and leverages the power of music to support neurodivergent individuals. She is also a Positive, Discipline Parent Educator, providing parents and caregivers with positive, effective parenting strategies while raising their neurodivergent children.

Connect with Samantha: * Email: Samantha@boisemusictherapycompany.com * Every Brain is Different Podcast

Links and Related Resources: * Episode 29: How Art and Music Can Improve Mood, Decrease Anxiety, and Empower Today’s Youth with Dr. Brette Genzel-Derman

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome back! In this episode, we’re diving into the world of managing challenging behaviors—a topic every parent can relate to. We often think of behavior as just an action, but today’s guest, Dr. Andrew Kahn, highlights that behavior is a form of communication. By reframing how we understand what our children are trying to express through their actions, we can open up new possibilities for positive outcomes for both parents and children. This shift in perspective can be a powerful tool for responding to even the most challenging behaviors in ways that support growth and connection.

Dr. Kahn also emphasizes the role of self-regulation, a skill that is valuable for both parents and children. Dr. Kahn describes how parents can model self-regulation by managing their own emotions first, taking a moment to pause before addressing a challenging behavior.

Listen on for practical advice on adjusting expectations and being realistic about the consequences we set for our children. This episode is full of insights to empower you as a parent in handling challenging behaviors with empathy, patience, and in a way that allows your child the room to fall and learn.

Show Notes: [1:56] - Understanding a child’s behavior can lead to more positive outcomes for parents and children. Behavior is communication.

[3:02] - As adults, it is hard for us to remember the frustration and other emotions associated with not being understood as children.

[4:44] - When people are upset, especially children, they revert to the behavior of a younger child, which creates frustration for parents.

[7:01] - Self-regulation can be a primary barrier to being able to think and problem solve.

[8:54] - Taking a moment to regulate your emotions as a parent is a form of modeling, as long as you return to the moment and explain.

[10:44] - There’s no instruction manual, and parenting a child with learning differences certainly does not have a rule book.

[13:26] - It is incredibly important to parents to understand their child’s differences.

[16:07] - As parents, we like to think we have a bag of tricks, but some of these tricks don’t work every time.

[18:00] - Social media is great in creating a sense of community. But the information there is not always vetted and can have a lot of misinformation.

[20:58] - Resources at Understood.org are completely free and accessible.

[23:51] - One strategy is to reflect on how realistic our expectations are regarding a child’s behavior.

[25:30] - Consequences for behaviors need to also be realistic based on the situation, the child, the behavior, and whether natural consequences take place.

[26:37] - If you can’t handle your child being in distress, as a parent, you will be in more distress.

[28:06] - If a parent does not give their child moments of failure, they will feel invincible as they grow up.

[30:16] - It is important for parents to care for themselves. This is also an important modeling opportunity for children.

About Our Guest: Dr. Andrew Kahn is Understood’s Associate Director of Behavior Change and Expertise, and is a licensed psychologist. He focuses on ADHD, learning differences, anxiety, autism spectrum disorder, behavior, executive function, and emotional regulation. For nearly 20 years, Dr. Kahn worked within the public school system providing training, evaluations, direct consultation, and therapeutic support to students, their families, and staff.

Connect with Dr. Kahn: * Understood Blog * Dr. Andrew Kahn on LinkedIn

Links and Related Resources: * Understood.org * Parenting Behavior with Dr. Andy Kahn: Your Guide to Getting Through the Hard Stuff

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses on ADHD, Dyslexia and Youth Anxiety

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome to today’s episode, where we’ll be diving into the Science of Reading with our guest, Dr. Benjamin Powers. If you’re a parent, educator, or simply curious about how students learn to read, this episode is packed with insights on evidence-based reading instruction and how it can transform classrooms.

Dr. Benjamin Powers is an educator, researcher, and thought leader who believes that cerebrodiverse learners should be embraced for their strengths and potential. Throughout his career, he has championed evidence-based approaches that recognize individual strengths, promote independent thinking, develop self-esteem and self-advocacy, and fuel academic achievement.

In this episode, you’ll learn what the Science of Reading is and how decades of research can give teachers the tools that can truly empower them to improve outcomes for all students. One particularly eye-opening aspect of our conversation is how much researchers have learned about reading from studying individuals with reading and language-based learning disabilities.

Dr. Powers also shares about the systemic challenges educators face, from curriculum selection to a need for comprehensive teacher training in the Science of Reading. He believes each of these barriers presents an opportunity for positive change and encourages educators and parents to take small steps that will lead to meaningful improvements.

Show Notes: [2:02] - Dr. Powers explains what the Science of Reading is and how it differs from other approaches in education. It is a combination of decades of research.

[4:10] - The research of the Science of Reading has come from college departments of psychology, and there is a delay in getting the research to educators.

[6:44] - Part of how we know so much about the reading brain, is because of those with disabilities.

[8:49] - By bringing in evidence-based reading practices, teachers feel empowered and reading instruction outcomes are improved.

[11:12] - Dr. Powers compares early intervention to learning a second language.

[13:59] - Many words that students encounter early in school differ greatly from those in later grade levels when the language shifts to textbook, multisyllabic words.

[17:56] - It is important for parents to ask questions. Some parents hesitate to ask questions to better understand instruction and curriculum.

[19:40] - There are things that we can do as parents to help support reading instruction.

[21:40] - Sometimes administrators are put into a tricky position as they evaluate and vet curriculum.

[23:59] - Each barrier is an opportunity for change.

[26:24] - One huge opportunity is for teachers to be trained in the Science of Reading, no matter what subject they teach. In every class, students are reading.

[29:58] - A student’s ability is not a reflection on the teacher’s intention.

[32:16] - Taking the first step is what starts a crucial change.

About Our Guest: Dr. Benjamin Powers holds a Doctorate in Business Administration from Grenoble Ecole de Management, an Executive MBA from Rochester Institute of Technology, and a Bachelor of Arts from La Salle University. He is a Certified Dyslexia Practitioner, a member of the International Dyslexia Association, and an associate member of the Academy of Orton-Gillingham Practitioners and Educators.

He is Executive Director of The Southport School and CoLAB, Director of Yale’s and UCONN Haskins’ Global Literacy Hubs, and President of The Dyslexia Foundation. He holds appointments in the Yale School of Medicine’s Child Study Center, and in the Departments of Psychology and Educational Psychology at UCONN.

Connect with Dr. Powers: * Email: bpowers@southportschool.org * Southport Schools Website

Links and Related Resources: * Episode 111: Overcoming Dyslexia and Addressing the Reading Crisis with Sally Shaywitz * Episode 37: Literacy, a Social Justice Issue with Resha Conroy * Dyslexia * Improving Literacy * Dyslexia Foundation

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses for PARENTS on Dyslexia, ADHD or Childhood Anxiety Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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It’s not only ADHD Awareness Month, it is also Dyslexia Awareness Month! So today, let’s revisit a conversation with Dr. Sally Shaywitz about overcoming dyslexia and addressing the reading crisis, which is still relevant and a huge concern.

We are in the midst of a reading crisis in the United States. This problem has existed for a long time, but it was exacerbated by the COVID-19 pandemic. It has been said that the pandemic has caused the loss of 2 decades worth of progress made in reading. We have the knowledge, research, and science to address this issue, but we are lacking action.

Today’s guest is Dr. Sally Shaywitz, one of the world’s preeminent experts on reading and dyslexia and author of Overcoming Dyslexia. Dyslexia is the most common learning disorder on the planet, affecting about one in five individuals, regardless of age or gender. In today’s episode, Dr. Shaywitz shares what is known about dyslexia, the 40 years of data to show what works in overcoming dyslexia, and the sad reality that there is little action being taken to improve screening students and providing the appropriate interventions.

There is so much we can do and it all starts with understanding.

Show Notes: [3:31] - Regardless of decades of research, there are still a lot of misconceptions.

[4:44] - Dyslexia is a very specific learning disability, but the term “learning disability” is very vague.

[6:21] - Through brain imaging, Dr. Shaywitz was able to determine the neuro signature of dyslexia.

[8:21] - Educators, parents, and the individual with dyslexia need to know that they are intelligent and have the intelligence to read, but dyslexia makes it a struggle.

[9:58] - Dyslexia is common in all areas of the world. The consequences are similar in all cultures.

[11:06] - Those with dyslexia can be good readers while still reading slowly.

[12:02] - The most important step is for the student to be identified as dyslexic.

[13:34] - Through her studies, Dr. Shaywitz has nearly 40 years worth of data for both typical readers and dyslexic readers from childhood to adulthood.

[14:50] - Indicators of dyslexia can be seen as early as first grade. Identifying those at risk for developing dyslexia and intervening early can accelerate reading growth.

[16:06] - Screening can take place later, but by then, the window of time for the most reading growth has passed.

[18:03] - Currently, we are scoring worse in previous years in identifying dyslexia in young students.

[19:09] - Dr. Shaywitz describes the screener used to determine the risk of dyslexia.

[21:08] - A universal screener is a solution to this reading crisis.

[22:13] - Given that we know a great deal about dyslexia, it is disgraceful that more isn’t being done to support students.

[23:14] - ADHD and anxiety often co-occur with dyslexia.

[24:36] - We often hyperfocus on the struggles, but what are the common strengths for those with dyslexia?

[25:42] - School policies and teacher training surrounding dyslexia need to be changed.

[26:46] - There is also research on individuals incarcerated who are also dyslexic.

[28:06] - Dr. Shaywitz offers a course on Coursera that can be found here.

[30:36] - We need screening, intervention, and education for parents, teachers, and students.

About Our Guest: Sally E. Shaywitz, M.D. is the Audrey G. Ratner Professor in Learning Development at Yale University and Co-Founder and Co-Director of the Yale Center for Dyslexia & Creativity. She is a world renowned scientist and dedicated, compassionate physician who is devoted to bringing ground-breaking scientific advances to benefit dyslexic children and adults.

Connect with Dr. Shaywitz: * Overcoming Dyslexia by Sally Shaywitz, MD * Overcoming Dyslexia Online Course with Sally Shaywitz, MD

Links and Related Resources: * What is Dyslexia? * 6 Quick Questions for Parents Concerned About Dyslexia * ChildNEXUS Dyslexia Mini Course for Parents

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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It is ADHD Awareness Month, and we are revisiting an excellent conversation with Dr. Stephen Hinshaw about ADHD in girls. We’ve discussed ADHD on the podcast before and it continues to be an important topic. Dr. Stephen Hinshaw has conducted years of research including a longitudinal study on girls with ADHD and his findings are not only fascinating but important to consider especially if you are the parent of a daughter with ADHD.

Dr. Hinshaw wrote a book called Straight Talk About ADHD in Girls: How to Help Your Daughter Thrive. Parenting a daughter with Attention-Deficit/Hyperactivity Disorder is no easy path, especially because of the myth that the disorder is rare or nonexistent in girls. In his book, Dr. Hinshaw provides vital information and advice to help you understand and meet your daughter’s needs. And in this episode, he does the same. He delivers up-to-date facts on what ADHD is, why symptoms often appear differently in girls than in boys, why girls with ADHD behave the way they do, how to get an accurate diagnosis, and what treatments are most effective.

There is so much pressure on girls to be perfect and for those with ADHD, it feels especially hard to measure up. The social stigmas and academic challenges ADHD presents to girls are often isolating and painful. So listen to Dr. Hinshaw explain the science behind it all and what we can do as parents and educators to help our girls with ADHD.

Show Notes: [2:42] - ADHD is more prevalent in boys than girls, but why?

[3:43] - Because of the difference in development, symptoms of ADHD in girls are often overlooked.

[4:47] - Girls with ADHD tend to show their symptoms differently. Many don’t get diagnosed until they are teenagers or even young adults.

[5:48] - ADHD causes problems with the self-regulation of attention.

[7:36] - Some girls may show their hyperactivity verbally instead of physically.

[9:03] - Dr. Hinshaw conducted the largest longitudinal study on girls with ADHD.

[9:57] - In childhood, girls with ADHD are just as impaired as boys. Socially, they tend to get rejected by their peers more so than boys.

[11:46] - Dr. Hinshaw shares the differences in the larger consequences like delinquency, substance use, and mental health.

[13:54] - ADHD increases the risk of self-harm and suicide.

[15:28] - Low self-esteem, difficult peer relationships, and increasing academic struggles, make things challenging in young adulthood too.

[17:21] - Across many studies and types of research, both males and females and the differences between them are not taken into consideration.

[23:20] - Milder conditions or conditions that don’t have as many outward indicators, result in more stigma.

[26:53] - Motivation, regulation, and even medication are things to be considered.

[27:48] - What are your daughter’s strengths?

[28:51] - One valued and strong friendship can offset the social complications they experience.

[30:05] - Research has shown that parents of girls with ADHD tend to have much more parental stress. Parent management training is beneficial.

About Our Guest: Stephen P. Hinshaw is Distinguished Professor of Psychology at UC Berkeley and Professor of Psychiatry and Behavioral Sciences at UC San Francisco. His work focuses on developmental psychopathology, child and adolescent mental health (particularly ADHD), and the use of clinical trials to understand underlying mechanisms. He also actively investigates mental illness stigma and interventions to reduce it. Hinshaw has authored over 400 articles, chapters, and commentaries plus 13 books. He has won numerous national and international research awards, including the James McKeen Cattell Fellow Award from the Association for Psychological Science, the Distinguished Scientific Contributions Award from the American Psychological Association, and the Sarnat International Prize in Mental Health from the National Academy of Medicine. He was inducted into the American Academy of Arts and Sciences in 2021. His extensive media coverage includes the New York Times, Washington Post, Wall Street Journal, Today Show, CBS Evening News, ABC World News Tonight, and many more.

Connect with Dr. Stephen Hinshaw: * Email: hinshaw@berkeley.edu * Hinshaw Lab at The Institution of Human Development at Berkeley * Dr. Stephen Hinshaw’s Website

Links and Related Resources: * Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child by Dr. Joel Nigg * Is ADHD Overdiagnosed? * What are the signs of ADHD? * Understanding ADHD Assessments

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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It is ADHD Awareness Month, and we are committed to providing resources and information that increase understanding about ADHD. Today, let’s revisit an episode with Dr. Joel Nigg about lifestyle activities that can improve ADHD symptoms.

Dr. Joel Nigg, Professor of Psychiatry and Behavioral Neuroscience at Oregon Health and Science University, is the author of the book Getting Ahead of ADHD. In this episode, he offers great insight, describes some ADHD research studies, and gives actionable steps to take now to help children thrive at school and in life.

We discuss things to look for regarding ADHD symptoms and some simple changes in our daily routines as families that can make a huge impact. Dr. Nigg is doing fantastic work with the OHSU Center for ADHD Research and I am thrilled to revisit this podcast episode.

Show Notes: [2:55] - There has been an increase in parents seeking evaluations for ADHD after seeing children learn from home.

[3:47] - Dr. Nigg shares some data that shows the impact of distance learning during the COVID-19 pandemic across the world.

[5:01] - For those already diagnosed with ADHD, services were challenging during the pandemic and school closures.

[6:25] - You lose the advantage of a teacher’s perspective when learning from home. Demands at home from a parent are much different than those in the classroom.

[7:42] - Dr. Nigg recommends seeking services for the difficulties the child is experiencing

[10:39] - A valuable goal is to think hard about structuring your day to fit self care in.

[12:23] - Another factor that impacts mental health is sleep and the quality of rest.

[15:00] - The key is to shift the thinking around sleep to be positive. Counselors can help with this transition.

[19:52] - Family rules for a screen-free bedtime are hard to follow, but they are important.

[20:54] - Dr. Nigg addresses the claim that high levels of screen time causes ADHD.

[22:25] - Media content needs to be monitored for children and teens even though it is a part of their social experience.

[25:16] - Children with ADHD are more inclined to experience depression and anxiety.

[29:33] - Children need to be prepared for possible changes again as they go back to school.

[32:27] - Medical centers around the world have websites with tons of resources. They will also have current and updated recommendations and guidelines.

[33:36] - Dr. Nigg’s book is a great resource for parents of children with ADHD.

About Our Guest: Joel Nigg, Ph.D., is a Professor of Psychiatry and Behavioral Neuroscience, Vice Chair for Psychology, and Director of the Center for ADHD Research at Oregon Health & Science University in Portland, Oregon. He obtained his AB at Harvard College, MSW at The University of Michigan, and PhD in Clinical Psychology at the University of California at Berkeley. He is a licensed clinical psychologist with clinical experience in multiple settings. He is a leading researcher in the area of developmental psychopathology with a focus on ADHD. He is the author of 2 books on ADHD including a recent book written for parents: Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child. His work has been funded continuously by NIMH for over 20 years. The recipient of several awards, Dr. Nigg has served on the editorial boards of several leading scientific journals.

Connect with Dr. Joel Nigg: * Joel Nigg, Ph.D Home Page * Twitter | Facebook

Links and Related Resources: * Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child by Dr. Joel Nigg * Is ADHD Overdiagnosed? * What are the signs of ADHD? * Understanding ADHD Assessments

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In today’s episode, I’m focusing on a topic that impacts millions of children, teens, and adults: ADHD assessments. ADHD is a chronic condition that often persists throughout life, so understanding the assessment process is crucial for setting families up for long-term success. I’ll be diving into various aspects of this process, exploring the multiple steps involved to ensure that the diagnosis is thorough and accurate. From clinical interviews to lifestyle assessments, there are several key factors that play a role in understanding ADHD and its impact on a person’s daily life.

Listen to learn the steps in an ADHD assessment, why each step is important, and how this evidence-based approach ensures that children and families receive the support they need.

Show Notes: [1:36] - ADHD is often diagnosed in childhood. It is not something children grow out of.

[2:29] - Assessments include multiple steps, beginning with a thorough clinical interview.

[3:58] - A lifestyle assessment is important as well and includes looking into sleep habits, diet, and screen use.

[5:59] - It is also a part of an ADHD assessment to review a child’s functioning across multiple settings.

[7:35] - ADHD is never diagnosed based on test scores alone.

[8:24] - You do not need a neuropsychological assessment to diagnose ADHD.

[9:28] - No ADHD assessment is complete without a feedback session.

[11:33] - This evidence-based approach ensures that children and families receive an accurate diagnosis and the right support.

Links and Related Resources: * Episode 33: Attention Deficit Hyperactivity Disorder 101 with Dr. Nicholas Thaler * Episode 148: How Sleep Affects Academic Performance and Mood * Episode 160: The Sleep Deprived Teen with Lisa Lewis * Navigating the Challenges of Social Media for Neurodivergent Youth * Attention Deficit Hyperactivity Disorder

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In today’s episode, we’re diving into a subject we haven’t yet explored on this podcast: eating disorders. This is an issue that affects millions of people worldwide, including many children and adolescents. For some, it’s a deeply personal battle that often goes unnoticed by those around them. Research even suggests that certain groups, like girls with ADHD, might be at greater risk of developing eating disorders.

In today’s conversation, we’re joined by Robyn Goldberg, author of The Eating Disorder Trap. Robyn is here to shed light on this complex mental health issue and help debunk some common misconceptions. Many people think eating disorders are solely about food, but as we’ll discuss, they’re far more intricate—often tied to deeper emotional and psychological concerns.

Robyn covers red flags that parents and caregivers should be aware of and discusses the role that shame, depression, and anxiety play in these struggles. She also touches on the impact of diet culture and how it affects us all. Robyn offers practical advice for parents navigating this journey and even shares details about her free online course for caregivers.

Show Notes: [1:58] - The number of people who struggle with an eating disorder is startling.

[3:23] - Eating disorders are not about the food. It is a complex mental health concern.

[4:28] - Robyn shares common misconceptions, starting with the stereotyped appearance of someone with an eating disorder.

[5:41] - The most common eating disorder that is rarely talked about is binge eating. Robyn also discusses other disorders, like ARFID.

[7:47] - Robyn wrote a book that was released right before Covid lockdowns and she describes how it is written for everyone.

[9:57] - Doctors and clinicians can be very overwhelming to those struggling with answering questions about their eating disorders.

[12:18] - There has been a significant rise in mental health problems, including eating disorders, since the pandemic.

[15:03] - Robyn lists some of the frequently seen impacts on physical health that eating disorders have.

[17:01] - Things get complicated and confusing when parents have not resolved their own issues with eating.

[19:12] - Robyn describes some red flags that could be signs of an eating disorder.

[21:05] - Depression and anxiety can be heightened when malnourished.

[22:25] - Research shows that girls with ADHD are at greater risk for eating disorders.

[24:40] - There is a free online course that Robyn offers for caregivers who are helping someone with an eating disorder.

[27:52] - Oftentimes, there is a lot of shame around eating disorders.

[29:44] - What does treatment typically look like? It depends on the type of eating disorder, but Robyn explains what parents should expect.

[33:03] - There are things that parents and families can do to help support their child or teen.

[34:04] - No one is immune to diet culture. It is everywhere and all-consuming.

About Our Guest: Robyn L. Goldberg, RDN, CEDS-C is a registered dietitian nutritionist, certified eating disorder specialist and consultant (CEDS-C), certified intuitive eating counselor and a Health at Every Size® (HAES) clinician.

Robyn began her career at Cedars-Sinai Medical Center in Los Angeles as the in-patient dietitian in the Department of Cardiology. For the last 26 years, she has had a private practice in Beverly Hills, CA, where she specializes in medical conditions, eating disorders, disordered eating, dual diagnosis, pre-pregnancy nutrition and women seeking fertility treatment.

Connect with Robyn Goldberg: * Your Recovery Resource Free Course * (310) 273-0413 * Facebook * Instagram

Links and Related Resources: * Ask About Food Website * The Eating Disorder Trap by Robyn L. Goldberg

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome to this episode of Diverse Thinking Different Learning, where we dive into a topic that is of growing interest to parents and caregivers of children and adolescents with ADHD: integrative treatments for ADHD symptoms. Today’s guest, Sara Langley, is an expert in Nutritional Psychiatry and will share valuable insights on how diet and integrative approaches can complement traditional ADHD treatments.

ADHD is the most searched topic on ChildNEXUS, and our episodes on ADHD are among the most downloaded. It’s clear that parents and caregivers are eager to learn about different options to support their children, and this episode is packed with useful information.

Sara specializes in how diet can impact mood and behavior, and she offers practical advice on where to begin. She suggests some starting points, but acknowledges that making dietary changes can feel overwhelming, so she shares helpful tips for parents on how to start small and build from there.

Throughout the episode, Sara discusses the common challenges faced by children with ADHD and the supplements that can help. While she emphasizes that nutrition isn’t a “cure” for a problem, it is an important piece of the puzzle. Sara also highlights the strong connection between the gut and brain and how addressing this can benefit not only ADHD symptoms but overall well-being.

If you’re looking for new ways to support your child or simply curious about how integrative approaches can complement traditional treatments, you won’t want to miss this episode!

Show Notes: [3:16] - Sara specializes in Nutritional Psychiatry, which is about how diet can impact mood and behavior.

[5:16] - One good starting place that Sara recommends is to start integrating probiotics.

[6:28] - Supplements are commonly asked about by parents of children with ADHD and there are several that could benefit as an addition to a vitamin rich diet.

[9:17] - A lot of time, we cannot get the full nutritional benefit from the food we eat due to different factors.

[10:43] - It can be very overwhelming to parents to make dietary changes. Sara gives some tips on where to start.

[12:30] - Generally, children with ADHD have trouble falling asleep. There are supplements that can help with this as well.

[13:53] - Nutrition is part of a puzzle. It isn’t a “cure”.

[17:18] - Working with a mental health professional or pediatrician can help guide a parent in choosing the right things for their child.

[18:40] - There is a connection between the gut and the brain.

[22:31] - It is tricky for many parents to make dietary changes due to the pickiness of their child as an eater and their need for quick dopamine through snacking.

[23:47] - Some parents are seeking something different from medication.

[25:59] - This integrative approach benefits more than ADHD symptoms.

About Our Guest: Sara Langley is a dedicated Psychiatric Mental Health Nurse Practitioner who specializes in treating children and adolescents with brain-based medical conditions. She is double board-certified in both Primary Care and Psychiatry. A graduate of the Columbia University School of Nursing, class of 2014, she later earned her Post Master’s certificate in Psychiatric Mental Health Nursing from UCSF and completed a Fellowship in Primary Care Psychiatry with UCI. Additionally, she holds a certification in Nutritional Psychiatry through the Integrative Psychiatry Institute.

In her practice, Sara integrates Nutritional Psychiatry, focusing on how diet affects mood and behavior, and Functional Psychiatry, which aims to identify and treat the root causes of mental illness. This is combined with FDA-approved traditional medication management, providing families with care that is truly comprehensive and balanced.

Connect with Sara Langley: * ChildNEXUS Provider Profile * Email: sara@childkindpsychiatry.com * Child Kind Psychiatry Website

Links and Related Resources: * ADHD for Parents: An Integrative Approach * Episode 124: A Non-Medication Treatment for Children with ADHD with Dr. Sandra Loo * Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Parenting is filled with moments of stress and overwhelm, especially when raising children with different neurological wiring. Many of us have faced times when our child’s behavior feels too much to handle, leaving us unsure of what to do next. That’s where today’s guest, Dr. Roseann Capanna-Hodge, comes in.

Dr. Roseann is a trailblazer in mental health, media figure, and the founder of Neurotastic™ Brain Formulas and The Global Institute of Children’s Mental Health. She is on a mission to “Change the way we view and treat children’s mental health and is known for her teachings on promoting brain calmness using science-driven solutions.

She is also the host of the It’s Gonna Be OK podcast, a go-to resource for parents navigating their children’s mental health challenges. In our conversation today, she introduces us to the concept of low-demand parenting, a style that has emerged alongside the increasing recognition of neurodivergent youth.

Throughout the episode, Dr. Roseann explains how this approach can help parents reduce their own stress by lowering demands on both themselves and their children. This, in turn, allows kids with dysregulated nervous systems to feel more secure and capable of learning critical skills like flexibility and problem-solving.

We’ll discuss how low-demand parenting can reduce anxiety in children, how to implement co-regulation techniques, and the benefits of self-regulation in creating a happier, healthier home environment.

Show Notes: [2:47] - Neurodivergence and brains that are wired differently are on the rise.

[3:27] - Low-demand parenting is a style of parenting that has come with the rise of kids who are uniquely wired. It’s a misunderstood style of parenting.

[5:11] - When kids have dysregulated nervous systems, no matter where it's coming from, they’re going to fall back on familiar behaviors.

[6:47] - We need to teach kids flexibility, coping skills, and problem solving. That is a lot harder when you’re coming in hot.

[8:15] - This style of parenting can be started at any time. But you may get some pushback.

[9:34] - One of the benefits of low demand parenting is reducing anxiety.

[10:53] - We don’t really think about our kids having activations in their nervous systems.

[12:23] - This type of parenting is really helpful particularly in current times and with current generations, but specifically with neurodivergent youth.

[13:35] - Self-regulation is key to leading a happy life.

[14:54] - We learn our parenting from our own parents and the strategies are not always helpful.

[16:32] - When you’re overwhelmed, everything feels like a mountain. The one action you can start with is co-regulation.

[18:51] - Dr. Roseann gives some starting points in learning co-regulation.

[21:19] - The hardest part is reinforcement. It’s not going to stick with just one time.

[23:13] - A common misconception is that children are trying to overwhelm us on purpose. We can guide them to healthy ways to manage discomfort.

[24:39] - The most common reason people leave college is due to their mental health.

[26:58] - Give the other parent or caretaker the information as well.

[28:42] - The more you are regulated, the more regulated your child will be. Dysregulation can negatively impact the parent-child relationship.

[30:50] - Being regulated doesn’t mean you don’t feel stress. It means that you are activated by it.

About Our Guest: Dr. Roseann stands as a mental health pioneer, media persona, and the architect of The Global Institute of Children’s Mental Health, Neurotastic™ Brain Formulas and Dr. Roseann, LLC. She's committed to altering mental health perceptions and interventions, offering a message of hope through science-endorsed methods that promote a calm brain. Her BrainBehaviorReset® Program and It’s Gonna be OK!™ Podcast has been a cornerstone for thousands facing daunting challenges such as PANS/PANDAS, OCD, anxiety, and ADHD/executive functioning, significantly bettering the lives of children and families.

Connect with Dr. Capanna-Hodge: * YouTube * Instagram * Facebook Group * TikTok * Website * It’s Gonna Be OK! Podcast

Links and Related Resources: * Coping Skills Download * Episode 184: Could Pathological Demand Avoidance Clarify My Child’s Challenges with Dr. Casey Ehrlich

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome to this episode of Diverse Thinking Different Learning, where we are diving into a topic that’s becoming increasingly urgent: loneliness in children and adolescents. We’ve all experienced loneliness at some point in our lives. However, for many young people, especially those with learning and thinking differences, loneliness can become a persistent and deeply troubling issue. It’s more than just a feeling; it’s a state of distress that arises when there’s a perceived gap between the social connections they crave and their actual experiences.

Our brains are hardwired for connection, making social interaction a biological necessity. Yet, for neurodivergent children and teens, the lack of meaningful connections can have even more profound effects. As we explore in this episode, loneliness isn’t just an emotional issue—it’s a health crisis that requires our immediate attention.

Ultimately, combating loneliness is about more than just addressing the symptoms; it’s about creating environments where all students feel connected, supported, and valued.

Show Notes: [1:49] - Loneliness is the state of distress or discomfort that results when someone perceives a gap between one’s desires, social connection, and actual experiences.

[3:45] - Our brains are wired for connection. We have a biological need for it.

[4:35] - For neurodivergent children and teens, the lack of connection can have an even bigger impact.

[5:52] - Social media is a double-edged sword.

[6:51] - Students who are struggling with social connection and loneliness, may also feel the adverse effects on their academic progress.

[7:32] - One way to battle loneliness is by building strong family bonds.

[9:05] - Bullying is a significant contributor to loneliness.

[12:20] - Combating loneliness is not only about reducing isolation. It’s about creating environments where all students feel connected, valued, and supported.

Links and Related Resources: * Navigating the Challenges of Social Media for Neurodivergent Youth * Episode 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson * Episode 187: What is Social Learning? with Fran Kenton * Episode 199: Fully Inclusive Education with Sharon Lowery

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome to the 200th episode of the Diverse Thinking Different Learning Podcast! I am so excited to celebrate this milestone with you. This episode is a celebration and a look back on some of the most memorable and impactful episodes along this 200 episode journey.

We’ve got some really great updates and surprises coming soon! Be sure to check out past episodes that highlight the expertise and support in our communities. Thank you for your constant support! Please consider leaving a review and rating wherever you listen to the podcast.

Let’s dive into some of our most downloaded episodes.

Show Notes: [1:29] - Number 10: Unlocking Potential: A Dyslexia Journey with Rosalin Abigail Kyere-Nartey is an episode about the guest’s personal experiences with dyslexia as a student in Ghana.

[2:18] - Number 9: Slow Processing Speed with Dr. Ellen Braaten resonated with so many parents and educators about an often misunderstood issue.

[3:04] - Number 8: Your Child’s Anxiety: When to Worry with Dr. John Piacentini helps parents differentiate between typical worries and more serious anxiety issues.

[4:03] - Number 7: How to Develop Social Thinking Skills with Michelle Garcie Winner highlights the guest’s practical approach to social cognition.

[4:52] - Number 6: Turning Kids’ Passions and Enthusiasms Into Superpowers with Dr. Barry Prizant reminds us of every child’s potential and superpowers.

[5:40] - Number 5: Key Principles for Raising a Child with ADHD features Dr. Russell Barkley’s expertise and a roadmap for parents.

[6:23] - Number 4: Straight Talk About ADHD in Girls with Dr. Stephen Hinshaw has been a game-changer for parents.

[7:15] - Number 3: Overcoming Dyslexia and Addressing the Reading Crisis with Dr. Sally Shaywitz is an episode with a pioneer whose work and dedication has inspired many to take action.

[8:09] - Number 2: A Non-Medication Treatment for Children with ADHD with Dr. Sandra Loo gives parents hope and alternative support for their children.

[9:13] - Number 1: Helping Kids Understand Their Amazing Brains with Dr. Liz Angoff has empowered many to embrace their differences and recognize their strengths.

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome to today’s episode, where we’re exploring the timely topic of inclusive education. As the new school year begins, many parents and educators are thinking about how to create learning environments that truly support all children, regardless of their abilities. Whether you’ve already made decisions for your child’s education or are still weighing your options, this episode will provide valuable insights.

Our guest, Sharon Lowery, is a pioneer in inclusive special education. She has developed a program that welcomes students of all abilities, with a focus on those who learn and think differently. Sharon’s approach emphasizes the importance of meeting social-emotional needs and fostering an environment where every child can thrive.

In this conversation, Sharon shares what an inclusive academic setting looks like, how typically developing students and neurodiverse students can benefit from learning together, and why developing emotional intelligence is crucial in a child’s education. We’ll also address some common concerns parents have about balancing the needs of all students in an inclusive classroom.

Join us as we discuss how inclusive education can create a more supportive and enriching experience for every student.

Show Notes: [2:30] - Sharon describes what a fully inclusive academic environment looks like. All children with all academic abilities are welcome.

[3:23] - The program Sharon has developed does put a focus on children who learn and think differently, but all students are included.

[4:46] - The program is a therapeutic program that meets the needs of all the children who participate.

[6:03] - Initially, Sharon was trained in ABA practices and saw benefits, but then began working with Dr. Stanley Greenspan and the DIR/Floortime Model.

[7:20] - By understanding the developmental milestones and social emotional development, we can be inclusive of students of all abilities and meet their needs.

[8:14] - Sharon shares the differences between a traditional setting and an inclusive environment.

[10:07] - Through this model, developing emotional intelligence is important.

[12:38] - Children learn from each other. Typically developing students can model for neurodivergent students.

[14:53] - We want to build an understanding of differences. As parents, we want our children to be kind and loving.

[16:23] - The gifted population also really benefits from an inclusive environment.

[19:01] - Sharon describes a scenario that proved the benefits of meeting social-emotional needs in an inclusive environment.

[22:48] - A concern some parents have is that the attention needed for neurodiverse students will take away from the needs of the typically developing students.

[26:31] - Being inclusive also means being intentional.

[29:06] - Sharon describes the start of a school year and what a day might look like in the Smart Start program.

[33:21] - Family tours really help ease the minds of parents of neurodiverse children.

[35:24] - The small environment gives students an opportunity for a rich and focused learning experience.

About Our Guest: Sharon Lowery holds a BA in Psychology from LAUSD and an MA in Psychology from CSULA. She has advanced post-graduate certification as an Expert Trainer in DIR/Floortime and is a member of the ICDL Faculty, having been trained by Dr. Stanley Greenspan, the creator of the DIR/Floortime Model. In 1992, she founded the SmartStart Developmental Learning Center, where she has served as Executive Director ever since. Sharon is a recognized expert in Special Education, specializing in a Developmental Model, Inclusive Special Education, and Relationship-Based and Sensory-Based Education, all through 5th grade. Additionally, she is a Senior Level ABA Therapist, having been trained by Dr. Ivar Lovaas, the founder of Behavior Modification/ABA for use with ASD.

Connect with Our Guest: * Email: sharon@smartstartschool.com * Smart Start School Website

Links and Related Resources: * Episode 192: Reimagining Education for All Students with Sylvia Barreto Benites * Episode 189: The Private School Option for Kids with Learning Differences with Collette Bowers Zinn * Episode 164: 5 Keys to Productive IEPs with April Rehrig

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Can you believe that it is almost time to go back to school? This time of year can be stressful for students and parents, especially when there’s a history of challenges with learning and transitions. Today’s guests, Gabrielle Hennings and Zoe Hemenway, bring their combined experience in education, specializing in supporting neurodiverse learners, to the conversation about preparing our students for this sometimes-exciting, sometimes-stressful transition.

In this episode, Gabrielle and Zoe share practical strategies to ease into the first days of a new school year. They’ll discuss the importance of starting routines now, rather than waiting until the first day of school. Key tips include establishing morning routines with visual reminders and setting predictable schedules to reduce anxiety. We’ll also cover how to gradually adjust sleep schedules and find the right planners or checklists for your unique learner. Additionally, Gabrielle and Zoe will emphasize the importance of focusing on students’ strengths and using the new school year as an opportunity for a fresh start.

Whether you’re a parent or educator, this episode offers valuable insights to help neurodiverse learners thrive in the upcoming school year.

Show Notes: [2:54] - Start preparing now. Don’t wait till the first day of school to start a routine.

[4:29] - To help with a morning routine, Gabrielle and Zoe suggest using visual reminders.

[6:04] - Starting the day with a sense of predictability helps set neurodiverse students up for a smoother day and can reduce stress and anxiety.

[8:35] - Begin by setting alarms earlier every day until students are accustomed to waking up earlier. Place the visual reminders someplace they can see often.

[9:45] - Not all planners and checklists work for everyone. Find one that works for you.

[12:48] - Using a planner for fewer tasks in the summer is a great idea to maintain the responsibility and accountability before the stakes are higher during the school year.

[14:05] - If students set a goal for themselves, it is always an important and meaningful goal.

[16:24] - Consider previous school year’s reports and grades and help set achievable goals.

[17:51] - No matter the plan or goals, executive functioning needs to be a focus.

[20:14] - Students need to be given the tools to realize their capabilities.

[22:17] - We need to also be mindful of implementing an afternoon routine.

[25:05] - Strategies that Gabrielle and Zoe have written are designed to be understandable and digestible by students. This is important for educators to remember.

[27:20] - Although there are things that are difficult, we need to remind our students of their strengths.

[28:53] - This is every student’s opportunity for a brand new start. What do they want their fresh start to look like?

[32:09] - Don’t let the bumps in the road stop you from sticking with things.

About Our Guests: Gabrielle Hennings and Zoe Hemenway bring a combined dedication of 14 years to the realm of education, shaping young minds for a brighter future. Their journey has been marked by a deep commitment to understanding and appreciating neurodiverse learners, valuing the richness that diverse learning styles bring to the educational landscape. In their extensive experience, Gabrielle and Zoe have cultivated a profound insight into the unique needs of neurodiverse learners. They firmly believe in the power of meeting each learner at their individual starting point, recognizing that true educational growth happens when tailored to individual potential. Together, Gabrielle and Zoe bring a wealth of experience and a shared passion for creating an inclusive and supportive learning environment. Their commitment to recognizing and nurturing the potential in every student defines the ethos of their educational approach. Join them as they embark on a journey of personalized learning, where diversity is celebrated, and every student has the opportunity to blossom.

Connect with Our Guests: * ChildNEXUS Provider Profile * Email: admin@hhlearningcenter.com * HH Learning Center Website

Links and Related Resources: * Downloadable Planner * Episode 147: 5 Tips to Help Students Transition Back to School

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome back, listeners, to Diverse Thinking Different Learning! In this episode, we’re having a conversation with Dr. Sarah Powell, a distinguished professor at the University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk. Dr. Powell’s expertise in math education sheds light on effective strategies to support students who face challenges with math!

The discussion explores the crucial role early math education plays in shaping a student's future academic success, emphasizing that early struggles can lead to long-term difficulties if not addressed properly. Dr. Powell elaborates on how cumulative math skills impact later learning, stressing the importance of early intervention and continuous support throughout a student’s educational journey.

Dr. Powell also highlights several best practices for math instruction, including the use of multiple representations to deepen understanding and systematic, explicit teaching methods to ensure mastery of concepts. She also addresses the role of math vocabulary and its significance in helping students grasp mathematical ideas more effectively.

Tune in to gain valuable insights into how targeted interventions and effective teaching strategies can make a significant difference in students' math achievements. If you are an educator yourself seeking to enhance your math instruction or perhaps a parent looking to support your child's learning, this episode of the show is sure to offer practical advice and actionable strategies to help all students excel in math!

Show Notes: [3:14] - Early math performance predicts future success, making early intervention important for long-term achievement. [6:06] - Dr. Powell points out how schools often prioritize reading over math, but early math interventions are just as important. [9:01] - Dr. Powell argues that teaching math vocabulary is essential for understanding concepts and participating effectively in the classroom. [11:59] - Difficulties in math may be linked to language issues, including reading, writing, and speaking. [13:04] - Using multiple representations, like manipulatives and drawings, can help students better understand math concepts. [15:24] - Dr. Powel feels that students should understand math deeply by using various representations, not just by memorizing symbols. [18:55] - Identifying common mistakes better helps target instruction than addressing isolated mistakes. [20:02] - Dr. Powell argues that effective math learning involves modeling, repeated practice, and building fluency through both speed and accuracy. [23:53] - Incorporating short fluency practices into the school day enhances math skills and helps reduce cognitive overload. [25:34] - Older students should develop fluency to avoid using basic strategies like tick marks, which can lead to mistakes. [26:55] - Effective strategies for solving word problems include the U.P.S. check method and recognizing common problem types. [31:16] - Dr. Powell explains how parents can help with word problems by discussing the problem and identifying consistent frameworks. [32:43] - Parents can also support math learning through discussions, games, and incorporating math into daily activities. [35:25] - Engaging in practical math activities, like measuring ingredients, makes math fun and relevant! [38:57] - For additional support, resources include emailing Dr. Powell as well as videos on representations, a free math course, and teacher-friendly materials!

About Our Guest: Dr. Sarah R. Powell is a Professor in the College of Education at The University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk. Her research, teaching, and service focus on mathematics, particularly for students who experience mathematics differently. Dr. Powell is currently Principal Investigator (PI) of an Institute of Education Sciences (IES) efficacy grant (RAAMPS) related to word-problem solving at Grade 4. Dr. Powell is also PI of SPIRAL, an IES grant which works collaboratively with Grade 4 and 5 teachers who provide mathematics instruction to students with mathematics difficulty. Dr. Powell is Co-PI of STAIR 2.0 (funded by IES) in which the team works with middle school special education math teachers and SCALE (funded by the US Department of Education) in which the team is replicating a fraction intervention in Grades 4-8. Dr. Powell collaborates on Math Words, an IES development grant about mathematics vocabulary. She also assists with a word-problem project funded as a Small Business Innovation Research (SBIR) grant to Querium. To help create the next generation of researchers focused on mathematics, Dr. Powell is PI of a doctoral leadership grant (LIME) funded by Office of Special Education Programs. Dr. Powell was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE) in 2019. Dr. Powell understands all of these efforts are a team effort, and she thanks her project leads, graduate students, research assistants, and research collaborators as well as the teachers and students who participate in these projects.

Links and Related Resources: * ChildNEXUS - “Important Components of Effective Math Intervention” * Diverse Thinking Diverse Learning - “Ep. 60: A Multisensory Intervention for Kids Who Struggle with Math with Adrianne Meldrum” * Diverse Thinking Diverse Learning - “Ep. 122: Accommodations for Students Who Struggle with Math with Adrianne Meldrum” * “Intensive Intervention in Mathematics Course Content” * “Specialized Math Intervention to Reach All Learners” * “Pirate Math Equation Quest” * Texas SPED Support - “Instructional Routines for Mathematics Intervention” * YouTube - Project STAIR

Connect with Dr. Sarah Powell: * The University of Texas at Austin College of Education - Dr. Sarah Powell * Email: srpowell@utexas.edu * Phone: 15124756556

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses for Better Understanding and Supporting Your Child with ADHD, Dyslexia & Anxiety

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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When describing their kids, some parents might mention traits like a strong desire for accuracy, perfectionism, being highly attuned to their environment, experiencing very intense emotions, and having a strong sense of fairness and justice. Some may wonder, is my child autistic, gifted, or both? This episode is about exploring that question and providing insights into both giftedness and autism.

Today’s guest is Dr. Megan Helmen. Dr. Helmen has become passionate about educating parents and families in supporting gifted and autistic children and youth. In this episode, we’ll highlight the importance of understanding neurodivergence, adjusting our approaches and expectations, and creating inclusive environments and communities. Our goal is to provide the support that individuals need to thrive, understand the complexities of how we present as humans, and help others navigate the world. These often misunderstood kids need our attention, empathy, and informed support.

So, whether you’re a parent wondering about your child’s unique traits or an educator striving to better support your students, this episode is packed with insights that will help you understand and nurture gifted and/or autistic children.

Show Notes: [3:13] - There’s a misunderstanding that if a child is gifted that they can’t have a disability. Sometimes a disability also causes a child’s giftedness to be overlooked.

[5:10] - There isn’t an agreed upon definition or explanation of giftedness. Dr. Helmen describes some of the qualities of a gifted child.

[6:55] - Giftedness is a form of neurodiversity, but it is not a diagnosis.

[8:15] - There are modifications and accommodations that need to be made for gifted learners for them to reach their potential.

[11:13] - Like other twice exceptional people, Dr. Helmen finds that many things are very easy and other things are very challenging.

[14:05] - Dr. Helmen describes the different pieces of an autism diagnosis.

[15:35] - If you’ve met one gifted person, you’ve met one gifted person. The same goes for autistic individuals.

[17:11] - There are differences between giftedness and autism, even though there is an overlap.

[20:09] - Identification can save a life.

[23:42] - We want everyone to have social connections when they want it and when they need it. That might mean that someone may need some extra support.

[26:03] - Support does not erase a person and who they are.

[29:31] - Start from a place of curiosity.

[30:49] - Dr. Helmen shares a resource of great accommodation ideas and websites that offer a lot of tools for parents, families, and educators.

About Our Guest: Dr. Megan Helmen is a pediatric neuropsychologist who has been providing evaluations for 12+ years and has worked in the autism community for 20+ years. Early on, she heard disheartening stories from parents about how they received their child’s autism diagnosis. She set out to be the person who could provide that service in a more supportive, educational manner. This led to a degree in Child Psychology and graduate degree in Clinical Psychology. She believes in balancing clinical expertise and research-based interventions with connection and a sense of humor. Her clinical process is neurodiversity-affirming and continually evolving.

Connect with Dr. Helmen: * For clinical practice, email drmegan@developmental-discoveries.com * For speaking, email drmeganpresents@gmail.com

Links and Related Resources: * Episode 185: Late Diagnosis - Why Did I Get Missed? with Dr. Monica Blied * Episode 119: Autistic Girls - Overlooked and Underrecognized with Megan Beardmore * Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today, we are diving into an important and deeply personal topic: navigating autism and the parent-child relationship when a child is on the spectrum. To help us explore this, we have the incredible father-son duo, Barry and Jake Freeman, joining us. Barry and Jake are here to share their unique perspective on living and thriving with autism as a family. Their journey is not only inspiring but also offers valuable insights and a refreshing outlook for those who are on a similar path.

In this episode, you’ll hear firsthand experiences from Barry and Jake. They’ll discuss the challenges and triumphs they’ve encountered along the way - from switching schools and navigating new environments to advocating for services and celebrating small successes. Their story is one of resilience, growth, and unwavering support.

Jake will share his experiences with different educational settings and offer advice to others who might be hesitant to try new things. His journey through college, where he learned crucial life skills and embraced independent living, is particularly inspiring. Barry will talk about the importance of networking, asking questions, and connecting with other parents.

We’ll also hear about the incredible bond between Barry and Jake, and how this relationship has helped them navigate the ups and downs of autism. Barry’s touching reading of the poem "Welcome to Holland" serves as a powerful reminder to love the journey you’re on, no matter how different it may be from what you expected.

Show Notes: [2:20] - It is helpful to hear from people who are living similar experiences.

[3:38] - Jake shares the differences he experienced when switching schools.

[4:32] - Barry describes some of Jake’s qualities and the challenges he experiences as someone on the autism spectrum.

[6:47] - Jake offers his advice to those who struggle with trying new things that seem frightening at first.

[8:44] - The college that Jake attended allowed him to learn life skills with an emphasis on independent living.

[10:10] - Networking is crucial. Ask a lot of questions and connect with other parents.

[11:35] - When asked about what he wishes he knew in the earlier days, Barry says he should have been more aggressive in advocating for services.

[14:33] - Documentation is not only helpful but is crucial in advocating for services.

[16:23] - Jake shares what his job and career goals are and what he is currently doing to volunteer and stay active in the community.

[18:42] - No test or assessment will ever tell you what your child will be able to accomplish.

[19:48] - Every child needs someone in their corner, advocating for their needs.

[21:13] - Keeping the end goal in mind is great, we have to celebrate the little steps and successes along the way.

[22:15] - Barry shares a powerful poem called Welcome to Holland that proves the importance of loving the journey you’re on.

About Our Guests: Jake Freeman:

Jake Freeman embraces life without letting labels define him, despite being told at a young age that he is on the spectrum. He lives at home with his parents, and his younger sister, Julia. Jake enjoys reading a variety of books, watching horror, comedy, and action movies, and playing board games and card games with friends. He has participated in basketball, softball, and bowling through the Special Olympics, recently winning a basketball tournament and gearing up for a new bowling season.

Jake's educational journey includes switching to Village Glen in the 6th grade, where he found a supportive environment with friends and teachers he connected with. He later attended a college near Bakersfield, CA, which focused on independent living skills such as budgeting, public transportation, and job skills. While Jake currently lives with his parents, he possesses the skills to live independently, having navigated various roommate situations in the past. His advice to younger individuals on the Spectrum is to not be afraid to put themselves out there and try new things.

Barry Freeman:

Barry Freeman and his wife Karen have two children, Jake and Julia. Barry works in the entertainment industry as a film ratings and broadcast standards consultant. He served on the Motion Picture Association’s ratings board for a decade and has spent the past 12 years working independently with film producers to help them secure desired ratings (G, PG, PG-13, etc.). Barry has also contracted with companies such as Netflix, CBS, Sony Pictures, and the Game Show Network.

In his personal life, Barry enjoys long-distance running, working out, following Boston sports teams, and spending time with his family and friends. He is also a foodie. Karen was the primary advocate for Jake during his younger years, a role Barry has taken on in recent years. Barry was Jake’s soccer coach for the “VIP program” before Jake went to college, and he looks forward to volunteering again in the Autism community upon retirement.

Connect with Barry and Jake: * Email: barry@bfreemanmrc.com

Links and Related Resources: * Episode 168: 5 Tips for Supporting Neurodivergent Youth * Episode 194: What is Neurodiversity-Affirming Care? with Kody Harms * Episode 185: Late Diagnosis: Why Did I Get Missed? with Dr. Monica Blied * Episode 78: Supporting Youth with Autism and ADHD with Holly Blanc Moses

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Awareness and understanding of neurodiversity have been expanding in our society along with the need and opportunity for neurodiversity-affirming care.

I'm thrilled to have Kody Harms joining me this week. Kody is a neuro-affirming therapist, educator, and advocate with over 15 years of experience working with neurodiverse children, teens, and adults. As a board-certified behavior analyst and co-owner of Curated Family Therapeutics, Kody brings a wealth of knowledge and expertise to our discussion on neurodiversity.

In today's episode, we'll explore what it means to give and receive neuro-affirming care. Neurodiversity impacts individuals differently, and it's crucial to recognize and celebrate these differences rather than viewing them as deficits. We'll discuss how society's understanding of neurodiversity has grown significantly, reflecting our expanding knowledge about the brain and the diverse ways it can function.

With the rise of social media and ongoing research, we're hearing more diverse voices and gaining a deeper appreciation of the vastness of the neurodiversity spectrum. Teachers and administrators play a pivotal role in shaping opportunities for neurodivergent youth. By fostering inclusive environments and embracing the unique qualities everyone brings to the table, we can create a more understanding and accepting world.

Kody is passionate about creating inclusive environments and offering individualized support based on the needs of each student, parent, or client. Tune in to learn more about understanding and accepting people for all the beautiful differences they bring.

Show Notes: [02:12] - At Curated Family Therapeutics they have three modes of support: 1. One to one acceptance and commitment therapy for neurodiverse teams and adults. 2. Working with parents of neurodivergent children. 3. Applying the one to one therapy in the classroom.

[04:07] - Their work extends from getting the diagnosis and supporting the family to high school and adulthood.

[05:17] - For Kody, incorporating neuro-affirming ideas begins with questioning his own neurotypical norms and how he was raised. Each generation gets more empathetic and celebratory of neurodiversity.

[06:30] - Kody doesn't want to change who anybody is, he just wants to help them find the best version of themselves.

[07:03] - We want to change the environment so that it supports the differences in the way that our brains are wired.

[07:50] - Educating parents is a large part of neuro-affirming support. Creating neuro-affirming care within education is also very important.

[09:30] - Practices educators can adopt include creating opportunities for social and emotional learning within the whole classroom so as not to isolate the individual, and identify that everybody does this differently.

[10:36] - It's important for everybody to have an opportunity to regulate.

[11:37] - It's important to start understanding how everyone's brain works differently at an early age like kindergarten.

[13:34] - Part of learning is just noticing things and bringing them to the attention of the students.

[14:09] - A project they recently did is taking the social and emotional learning that they're doing at school and applying it at home.

[16:24] - Schools have visual mediums but they don't always do a good job explicitly teaching them. Kody likes to make schedules for his neurodivergent students and teach it as a skill.

[17:35] - Creating visuals and allowing students to have a say is a general universal strategy.

[19:31] - Kody's goal is not to add things, but to adapt the day.

[20:22] - Acceptance and commitment therapy is acknowledging that challenges are going to be presented. If you're working towards your values and the things that guide you, you can't go wrong.

[22:12] - They begin with a values assessment. Kody wants to know what's important to the student, parent, or client.

[23:41] - Acceptance is critical for the whole piece of providing neuro-affirming care.

[24:41] - The values define the actions that you want to take towards the commitment.

About Our Guest: Kody Harms, M.A., BCBA, is a neuro-affirming therapist, educator, and advocate with over 15 years of experience working with neurodiverse individuals. As a Board Certified Behavior Analyst with a master's in Special Education, he specializes in supporting the mental health of neurodiverse teens and adults, along with their families and teachers.

Kody's therapeutic approach is grounded in Acceptance and Commitment Therapy, focusing on helping clients assess their identity, goals, and personal growth. As co-owner and clinical director at Curated Family Therapeutics, he tailors sessions to individual needs and actively supports the neurodiverse community. Outside of work, Kody enjoys yoga, concerts, and time with his family.

Connect with Kody: * 213-340-4662 * kharms@curatedfamilytherapeutics.com * Curated Family Therapeutics * Curated Family Therapeutics on Instagram

Links and Related Resources: * Ep. 168: 5 Tips for Supporting Neurodivergent Youth * Ep. 120: Meeting the Needs of Culturally and Neurodiverse Students with Juniette Kanga and Maria Kennedy

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses for Parents Who Want to Better Understand Their Child’s Dyslexia, ADHD or Anxiety. * For Professionals – Join Our Community

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Summer is here, and many graduates are looking into the college application process. If you’re not sure where to start, a college consultant can help make this stressful period much easier for students and parents alike. Today, we dive into everything about independent college consultants. What exactly are they? What is their role, and how do they help our students?

We’ll explore who might benefit from hiring an independent consultant and address the specific needs of students with learning and thinking differences, such as dyslexia and ADHD. I’m joined by independent college consultant Matthew Hayutin, Founder and Partner at Hayutin Education. Matthew began his career as a classroom teacher and private educational therapist, working with students of all ages and learning profiles. He has extensive experience as a college consultant and homeschool teacher.

If you’re not familiar with the role of a college consultant, Matthew breaks it down with insights into how the consultant's role can be customized to meet the individual needs of students and their families. College consultants can assist with researching and vetting schools and programs, helping to ensure students find the best fit, and navigating the application and admissions process.

Matthew is passionate about his position and emphasizes the importance of helping students find ways to contribute and become active citizens. He discusses using targeted questions to understand students' needs and explore options that facilitate a smooth transition from high school to college.

This episode is a must-listen for anyone navigating the complexities of college admissions. Tune in and discover why investing in an independent college consultant could be the game-changer your learner needs.

Show Notes: [00:03] - Public School students may have a student counselor with 500 students, and the connection points are far and few between. Having someone who could work individually with the student and get to know them is very valuable.

[05:19] - Another reason that a consultant could be helpful is that they are available in the summer when your counselor isn't. A lot of work can get done in the summer to build momentum and create a runway for the fall.

[08:17] - Having someone who can really drill into what will help the student and assist with the process.

[09:19] - Why would someone seek out an independent college consultant? There are multiple reasons including access and availability, especially over the summer, expertise, skill set, and bandwidth.

[10:28] - The role of the college consultant. A strong consultant can help students create a list of schools that will accept them with open arms and ones that might be a bit of a stretch but worth the effort.

[13:53] - They also help build executive functioning instead of doing everything for the student.

[14:12] - The goal isn't just to get in. It's to find a place where the students thrive. A consultant can help find a good match for an environment where the student will thrive and ultimately graduate.

[16:54] - Asking questions is part of the process of working with an independent consultant.

[19:47] - What can we expect in terms of accommodation for students who have unique needs.

[23:11] - One of the advantages of working with a college consultant is they spend time with the student and get to know their individual needs.

[25:58] - Questions to ask when trying to determine if a consultant is a good fit is the amount of access, feedback, and timeline.

[30:02] - Working with an independent college consultant can be a valuable investment for many families trying to work through the complexity of future college.

About Our Guest: Matthew Hayutin is a Founder & Partner at Hayutin Education, a company that he founded with his sister, Amy Hayutin Contreras. Hayutin is your partner in education offering executive functioning, educational therapy, independent study, tutoring, test prep, and college consulting. They assist students and parents in making good choices in education and having a wide array of educational possibilities.

Matthew earned his advanced B.A. from Occidental College in English and Comparative Literary Studies in 1992 and his Master of Education with high honors from Pepperdine University in 1997. He also pursued additional studies in English, film, and creative writing at the University of Pennsylvania, NYU and UCLA. Matthew began his career as a classroom teacher and private educational therapist in 1997, working with students of all ages and learning profiles. Matthew also has extensive experience as a college consultant and homeschool teacher.

Connect with Matthew: * Hayutin Education College Consulting * (310) 829-7505 * Matthew Hayutin LinkedIn

Links and Related Resources: * Episode 15: From High School to College: Steps to Success for Students with Disabilities with Elizabeth C. Hamblet * Episode 126: Why Self-Awareness and Self-Determination are Important for College Success with Elizabeth Hamblet * Episode 190: Should Your Teen Take a Gap Year? with Julia Rogers

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses for Parents Who Want to Better Understand Their Child’s Dyslexia, ADHD or Anxiety.

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today, we have a truly inspiring guest joining us from the heart of the jungle in Costa Rica. She’s the director of the Renaissance Institute (iREN), a trailblazing educational program that is redefining how we approach learning for all students, especially those with learning differences. We’re excited to dive deep into her insights and experiences on how she combines neuroscience, psychology, and pedagogy to create a transformative learning environment.

Sylvia’s journey began in 2020 when she established a small homeschool for teenagers to help them navigate distance learning during the pandemic. This initiative quickly grew into the Renaissance Institute, a unique educational environment in beautiful Costa Rica.

Throughout our conversation, Sylvia will share her motivations and the personal experiences that drove her to build this unique program. She created the kind of educational environment she wished she had as a child, which resonates deeply with many parents today. We’ll explore how differentiation and a sense of safety are crucial in education, yet often missing. Sylvia believes in creating spaces where students feel safe to make mistakes and learn from them, an essential component in fostering resilience.

By the end of this episode, you'll have a new perspective on how education can be transformed to meet the needs of every child. Sylvia's story is a powerful reminder that with the right mindset and approach, we can create learning environments that not only educate but also heal and empower our students.

Show Notes: [2:17] - It is a time of real opportunity for change in education right now.

[3:18] - Sylvia describes the motivations she has had in building this unique learning environment in Costa Rica.

[5:05] - In 2020, Sylvia established a small homeschool for teenagers in Costa Rica to help them navigate through distance learning. It grew into iREN.

[8:01] - Students are highly involved in creating and establishing their own learning environment in a way that establishes trust.

[10:12] - It is important for the attention to be given to the students who are doing the right thing. A lot of neurodivergent students are accustomed to being yelled at.

[12:09] - Sylvia has created the program that she wished she had had as a child. Many parents feel the same way.

[13:40] - Differentiation is important, but we can’t differentiate so much that there is no normalcy.

[15:11] - Another missing piece in education is love and a sense of safety.

[17:57] - Create a space where students can make mistakes.

[20:50] - Students want to learn impulse control but often feel like they can’t.

[23:47] - It is a reality that many parents are afraid of their child and fearful that they cannot support them.

[26:33] - What brings a student happiness? Can we create a sense of acceptance and well-being where a child feels happy in their learning environment?

[27:50] - Diagnoses are important, but many people focus on the negatives which creates a sense of hopelessness.

[30:10] - Sylvia is confident that healing herself and changing her own mindset was the first step in creating iREN for students and families.

[34:01] - Children are struggling, which is what it all boils down to. What can we do?

[38:10] - Grades do not typically motivate a student. Parents care more about grades than students do. We need to help students find their intrinsic motivation.

About Our Guest: Sylvia serves as the founder and director of the Renaissance Institute in Guanacaste, Costa Rica. Established in 2020, the Renaissance Institute (iREN) aims to engage children beyond screens by inviting them to explore a 33-acre forested campus. iREN integrates neuroscience, psychology, and pedagogy to unleash the potential of children facing challenges. The program prioritizes children's social-emotional requirements, cultivating resilience and hands-on learning tailored to each child's unique learning style. With small class sizes, the institute personalizes learning plans to cater to individual educational needs.

Sylvia holds a Master's in Education from Dowling College in New York, specializing in neuroscience and teaching. Being a triple threat herself (dyslexic, ADHD, and defiant), she utilized her understanding of the brain to unlock her own potential, instigating a desire to assist others in achieving the same.

Connect with Sylvia: * iREN’s Website * Email: irencontact@irencr.com * iREN Fundraiser

Links and Related Resources: * Episode 28: Why We Need to Celebrate and Continue to Build Our Kids’ Resilience * Episode 112: Rethinking/Redefining Homeschooling with Mel Nichols

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses for Parents Who Want to Better Understand Their Child’s Dyslexia, ADHD or Anxiety.

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today, we're diving into a topic that affects many kids, teens, and adults: social anxiety. Social anxiety is more than just the usual nervousness or shyness; it can significantly impact daily life, making even the simplest social interactions panic-inducing. We're going to break down what social anxiety is, how it differs from normal social worries, and most importantly, how to spot it in children and teens.

Our guest today is Sarah Olivo, Ph.D., a licensed clinical psychologist with over 20 years of experience. Sarah specializes in evidence-based treatments, particularly CBT, and is dedicated to helping children, teens, and young adults overcome anxiety and achieve meaningful change in their lives. As the Head of Lumate Academy, Sarah is passionate about spreading the benefits of CBT to those with limited access to these life-changing therapies.

In this episode, we'll explore the various types of treatment options available, with a particular focus on Cognitive Behavioral Therapy (CBT). We'll also discuss practical ways parents and educators can support kids and teens struggling with social anxiety. Understanding the difference between typical developmental anxiety and social anxiety is crucial. While it's normal for kids to experience some level of anxiety as they grow, social anxiety is characterized by an intense fear of being judged or embarrassed in social situations, often leading to panic.

With Sarah’s guidance, by the end of this episode, you'll better understand social anxiety, its impact, and the powerful ways we can help our kids and teens manage and overcome it.

Show Notes: [2:18] - Many kids and teens experience anxiety and a lot of times they are a normal part of growing up.

[3:29] - Some of the questions asked are, “How frequently is anxiety happening?” and “Is it causing a lot of distress for the child or the family?”

[4:57] - There are types of anxiety that are developmentally appropriate to experience at different stages of development.

[6:00] - The core of social anxiety is the fear of being judged by others and embarrassed in some way.

[7:01] - For many kids and teens with social anxiety, social situations are panic-inducing.

[8:38] - There is also Generalized Anxiety Disorder which does differ from social anxiety.

[11:28] - As parents, we can read our child’s mind. There are times when we won’t be able to tell the thoughts that lead to anxiety.

[13:33] - For those with social anxiety, it’s not that they don’t know how to act in certain situations.

[15:27] - There are ways to get help. One of the most effective treatments for social anxiety is Cognitive Behavioral Therapy (CBT)

[18:04] - Social situations activate the threat center for those with social anxiety.

[21:19] - For treating social anxiety, goals will be different for each individual.

[23:25] - Social anxiety is far different from simply being an introvert.

[26:23] - Individual programs are fine, but group programs are excellent for helping overcome social anxiety struggles and meet goals.

[29:04] - Privacy is a concern for some group programs, but it is not something to worry about.

[32:18] - Social anxiety that goes unmanaged can lead to chronic anxiety.

[35:15] - If someone as a child or a teenager struggles with social anxiety, it is likely that a parent also does.

[38:07] - At school, teachers tend to cater to a child or teen’s social anxiety.

[39:56] - Oftentimes we only notice the negatives. We need to notice when a child is working on their struggles and practicing the things they’re learning.

About Our Guest: Sarah Olivo, Ph.D., is a licensed clinical psychologist who believes that empathy, collaboration, and a sense of humor are the bases for any good therapy. Sarah is a staunch believer in evidenced-based psychology and has worked diligently to become fluent in many forms of cognitive behavior therapy (CBT). In short, Sarah’s approach has rigorous research at its core, and she continually seeks out training opportunities so that she can be on the front lines of the most modern and effective treatments. Sarah brings over 20 years of clinical experience when helping her clients get the changes they want out of their lives, as quickly as possible. Her goal as the Head of Lumate Academy is to help spread CBT far and wide so that children, teens, and young adults with less access can start making these changes as well.

Connect with Sarah: * Lumate Health Website

Links and Related Resources: * Episode 131: Cognitive Behavior Therapy for Kids and Teens with Dr. Shadab Jannati * How Social Anxiety Differs From Shyness and How to Help Your Child * Episode 171: Is It Shyness or Social Anxiety? with Dr. Fran Walfish * Episode 170: Understanding Selective Mutism with Dr. Danielle Cornacchio

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In this episode, we’re exploring something that is often misunderstood and rarely talked about: gap years. Many parents and students don’t really know exactly what a gap year is or how taking one could be the right choice for them. So today, we are exploring the benefits and considerations of gap years for teens and young adults with learning differences. I’m thrilled to introduce our guest, Julia Rogers, a professional gap year counselor and founder of EnRoute Counseling. Julia is an expert on this topic, and she’s here to shed light on how gap years can be particularly beneficial for those who learn and think differently.

A gap year is more than just a break from academics; it’s an intentional period of personal growth supported by diverse learning opportunities. We have a lot of misconceptions about what gap years really are, so having Julia break it down will provide a lot to think about. Over the past 15 years, the reasons people choose to take a gap year have evolved, and Julia will share some common motivations behind this decision. She will also discuss the unique benefits that gap years can offer to different types of students, including the opportunity to develop social skills and catch up, especially in the post-pandemic world.

The ultimate goal is to guide our young people into a life of fulfillment. Join us as we dive into the world of gap years with Julia Rogers, and discover if this might be the right path for your teen to thrive.

Show Notes: [3:17] - A gap year is an intentional period of personal growth supported by learning opportunities.

[4:35] - Over the last 15 years, the reasons people choose to take a gap year have shifted and changed. Julia shares a lot of common ones.

[5:59] - The benefits are a lot different for different types of students.

[7:23] - Benefits can also include “catching up” and developing social skills, especially now post-pandemic.

[8:45] - When working with her students, Julia sets three types of goals with them: personal, practical, and professional.

[11:01] - There are endless possibilities of what a gap year could look like.

[12:04] - If a young adult knows they want to be college bound, it is possible to apply and defer, or they can wait till after their gap year to begin applying.

[15:47] - The goal is to guide our young people into a life of fulfillment.

[17:48] - Julia describes gap year programs and what they offer.

[20:16] - What role should parents play in planning or supporting the plan for a gap year?

[23:45] - Give yourself the permission to explore nontraditional plans and paths for success.

[24:32] - There are some reasons that a gap year is not recommended, including certain scholarships or financial aid.

[26:59] - Julia lists the different types of gap year programming opportunities that could benefit students with learning differences.

[29:24] - A gap year is a great time for students to “get out of their bubble.” That means different things for different students.

About Our Guest: Julia Rogers is an internationally recognized speaker, entrepreneur, and expert in experiential education with over 14 years of experience as a professional gap year counselor. She is the founder of EnRoute Consulting, a socially responsible enterprise aimed at fueling the gap year movement and cultivating a generation of compassionate, driven, and resourceful global citizens.

Julia partners with educators, service-learning organizations, non-profits, government entities and families around the world to develop creative educational pathways that result in young adults being better prepared to succeed in life and work. Julia is a TEDx speaker, a podcast host and President Emeritus of the Gap Year Association, a US-based nonprofit dedicated to the intentional growth of the gap year option through research, standards-setting and advocacy efforts.

Connect with Julia: * EnRoute Counseling * Instagram * LinkedIn * Email: Julia@enroutegapyear.com

Links and Related Resources: * Gap Year Association * Lilley Consulting * Broad Futures * Soar Management * Episode 47: Helping Students Transition to Adulthood with Dr. Gwennyth Palafox * Episode 15: From High School to College Steps to Success for Students with Disabilities with Elizabeth C. Hamblet

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome to today's episode, where we are navigating the complex landscape of public and private school options for children with learning differences. While many families have had great experiences in both settings, others face challenges that necessitate exploring alternative educational environments. Today, we're diving into the independent school option for those with learning differences, with the expertise of our guest, Collette Bowers Zinn.

Collette Bowers Zinn brings over 20 years of dedication to connecting children with the educational environment that is best for them. As a litigator, fourth-generation educator, and founder of multiple educational initiatives, Collette's unique background equips her with insights into the educational system. She founded Private School Axis and Zinn Education Management aiming to bridge the gap between families and schools while promoting diversity, equity, inclusion, and accountability.

In this episode, we’ll discuss why some parents are turning to independent schools, particularly when public schools fall short, especially for kids of color. Collette shares her personal journey with her children's education and provides her advice on finding the right match for your child's needs. We'll also address the misconceptions about private school affordability and accessibility, along with financial aid options. Collette emphasizes the importance of family and school partnerships, transparency, and thorough research to ensure the best educational fit for your child.

Show Notes: * [2:47] - The primary reason many parents are seeking independent school enrollment is because public schools have failed some of our kids, especially kids of color. * [3:38] - There are a lot of things to consider - class size, case load for teachers, state testing, and government regulations. * [5:15] - Private schools are more accessible and affordable than most people think. * [6:46] - There are some cons that people need to consider about private education as well. No system is perfect. * [8:23] - With current circumstances, Collette’s children attend an independent school. You have to find the right match for your child. * [9:32] - To properly support a child in their learning journey, the family has to be in partnership with whatever educational institution they choose. * [10:52] - It is equally as important to interview the institution as it is for the institution to interview you. Ask all the questions needed to make a decision. * [14:18] - The only way to develop a thriving partnership is through transparency. * [15:38] - It is important to remember that independent schools are businesses. Do your research to find what is the right match for you. * [18:12] - At the end of the day, the end goal for you, your child, and the institution is the same: finding the best place for your child. * [20:17] - You can’t be connected and in partnership without showing up. * [21:10] - Collette discusses financial aid options for private school tuition. * [24:32] - How do children navigate the socioeconomic differences between students in private schools? * [28:12] - Prioritize gratitude over focusing on socioeconomic status. * [29:56] - No matter what, everyone should be able to access a learning environment that will lead them to a lifetime of amazing experiences. * [30:55] - Diversity within a learning environment leads to better outcomes for all learners. * [32:19] - Collette has started a non-profit called Private School Axis to aid students in accessing the educational route that is best for them. * [36:07] - Dream big and learn what you wish was different. Take that list and formulate the must-haves for your child’s learning environment and start the research.

About Our Guest: For more than 20 years, Collette Bowers Zinn has been dedicated to bringing impact and humanity to the work of connecting children with high caliber education. Her unique professional experiences, both as a litigator and fourth-generation educator, have deeply informed her mission to serve and guide students, families, teachers, and school leadership.

Through her own innovative work as a school administrator and a diversity, equity, inclusion and accountability (DEIA) practitioner, Collette recognized the dynamic daily challenges within education and identified how the needs of students and classrooms could be most effectively met. She created Private School Axis, Zinn Education Management, and The Onyx Movement to connect families and schools across the nation with the counsel they need. With each of these endeavors, Collette is designing ways to help students reach their full potential while elevating the culture of independent schools towards meaningful diversity, equity, inclusion, and accountability. Collette holds an M.Ed. from Pepperdine University, a J.D. from the University of Southern California, and a B.A. from the University of Pennsylvania.

Connect with Collette: * Private School Axis Website * Zinn Education Consulting * Email: collette@privateschoolaxis.org * eRaced Podcast

Links and Related Resources: * Episode 132: Social Justice: A Framework for Equity in Education with Charles A. Barrett * Episode 37: Literacy: A Social Justice Issue with Resha Conroy

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today, I’m excited to discuss the profound impact of early language and speech experiences on cognitive and academic skills, specifically reading skills. Joining us is a seasoned expert in the field, Stacy Payne, a speech-language pathologist and the founder of Bright Beginnings Pediatric Services.

Stacy shares her insights on the importance of creating a language-rich environment for children from an early age. She explains how these early interactions, much more than simple bedtime stories, are integral to cognitive development. Through everyday activities and conversations, parents and caregivers can significantly influence a child's language acquisition and communication skills.

We also explore the complexity of the developing brain and how language and communication skills evolve throughout childhood. Stacy highlights the importance of repetition in creating new neural pathways and how incorporating language-building strategies into daily routines, like grocery shopping, can make a huge difference.

For those concerned about missing critical language milestones in early childhood, Stacy offers reassurance that the brain can learn new skills and adapt at any age. She also shares exciting opportunities to maximize learning during the summer months, including intensive skill-building camps provided by Bright Beginnings Pediatric Services.

This is definitely a conversation you don’t want to miss!

Show Notes: * [2:33] - Speech and language therapy addresses more than just articulation. * [3:47] - Stacy explains that speech and language pathology includes everything “above the waist.” * [5:01] - It is anything that can get in the way of a person communicating. * [7:15] - Language doesn’t just include verbal communication. The brain is very complex and we have a lot of modalities to communicate. * [8:36] - Stacy explains how language and communication develop in an infant’s developing brain. * [12:17] - We need to be able to provide a language-rich environment for our developing children. * [13:52] - There are so many opportunities in simple day-to-day interactions to integrate language development strategies. * [15:12] - The brain requires repetition to develop a new skill and create a new neural pathway. * [16:51] - Build language into your day. Think about the countless opportunities at the grocery store. * [19:04] - Stacy describes some of the important considerations if a child is growing up in a household of multiple languages. * [22:28] - It is important to continue these conversations throughout the child’s life, not just in the early years. * [24:39] - Talking through things is also a form of modeling. These are all teaching and learning moments. * [26:39] - A lot of times, people don’t have the words to express themselves. * [28:08] - After articulation, pay attention to reading and writing. * [31:30] - Sometimes we forget about the things that we can pull into language development as we work on goals and articulation. * [33:35] - Stacy discusses cognitive training that speech-language pathologists go through that are typically unexpected by most people. * [35:06] - If something is missed in childhood, it’s not forever. The brain can still learn new things and how to do things in new ways. * [41:26] - We can maximize the summer months to work intensively on these skills. Stacy shares the summer camps available.

About Our Guest: Stacy St. Amant Payne is a licensed speech-language pathologist who holds the Certificate of Clinical Competency awarded by the American Speech Language and Hearing Association, a certified lactation educator, a certified ADHD-Rehabilitation Services Provider, and an extensively trained clinician and lecturer in the areas of dysphagia, motor speech disorders, reading disabilities, language-based learning disorders, and ADHD. She is the recipient of several ACE awards from ASHA for her ongoing commitment to continuing education.

Stacy founded Bright Beginnings Pediatric Services over 10 years ago after 20 years in the field of medical speech pathology, with a mission to help children in the community who are experiencing feeding, speech, language, reading, and learning challenges.

Connect with Stacy Payne: * Bright Beginnings Pediatric Services Website * BBPSLA on Instagram * YouTube Channel

Links and Related Resources: * Top 5 Signs You Need a Speech and Language Pathologist * Episode 102: Everyday Activities That Help Build Language Skills with Stefanie Trenholme * Writing Disorders in Children: The Language Link

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc. or the host, Dr. Karen Wilson.

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In today’s episode, I’m thrilled to have Fran Kenton with us to discuss social emotional learning (SEL). Fran holds a Master’s degree in Educational Psychology, along with credentials in General and Special Education, and is a Certified Health and Wellness Coach. She is the founder of Autonome, a dynamic and interactive SEL program designed for teens and young adults.

In our conversation today, we’ll explore how Fran's unique approach can cultivate crucial skills in kids and teens. She shares insights on what motivated her to focus on SEL, the importance of understanding what motivates a child, and how SEL encompasses a broad range of life skills. We’ll discuss the proven benefits of SEL, its integration into curriculum, and why these skills are best taught in an educational setting where all children can be reached.

Recognizing a critical gap in traditional education, Fran founded Autonome to integrate SEL and mindfulness practices into the learning experience. Her innovative approach equips young people with the necessary skills to manage life's complexities, fostering self-awareness, self-management, responsible decision-making, social awareness, and relationship skills. These competencies form the foundation of Autonome’s program, reflecting a culmination of Fran’s experiences.

Join us as Fran Kenton shares her vision for empowering young people with the tools they need to navigate life successfully.

Show Notes: * [1:53] - Fran has culminated all her experiences as an educator and counselor. She shares what has inspired her to put her focus on social-emotional learning. * [3:45] - In the early years of her career as an educator, Fran found herself drawn to helping students who struggled with social-emotional learning. * [6:28] - We need to know what motivates a child to truly engage them in learning. * [8:12] - Oftentimes when parents see their child struggling, there is a tendency to focus on academic performance. But that’s not the only thing we should look at. * [10:12] - Social-emotional learning is an umbrella that encompasses a series of skills and competencies to successfully navigate life in general. * [11:44] - There are five broad interrelated SEL competencies: self-awareness, self-management, responsible decision-making, social awareness, and relationship skills. * [14:44] - Research and data support social-emotional learning. * [16:15] - It has been shown that school is the best place to learn these skills because more children can be reached. These skills don’t necessarily come naturally. * [17:59] - SAFE is an acronym for Sequence, Active, Focused, and Explicit. * [21:26] - Parents and families need to learn these skills as well in order to reinforce them at home. * [22:28] - Before we can manage any task and emotion, we have to stop and tune in to what we are sensing at that moment and understand our perception. * [24:40] - Mindfulness is the beginning. Then we need to move forward with tools to manage emotions and tasks. * [26:01] - Fran explains her motivation and inspiration in founding Autonome. * [29:04] - Autonome’s program can be integrated into a school’s curriculum and teachers do not need any formal training to be able to use it. * [31:24] - It is important for parents to understand that these skills are not natural. They need to be taught and modeled.

About Our Guest: Fran Kenton, M.A. in Educational Psychology with credentials in general and special education, is the founder of Autonome, a social emotional learning (SEL) program for teens and young adults. With a background as a middle school teacher and counselor in the Lawndale School District, Fran has extensive experience working with at-risk youth. She later continued her career in the Las Virgenes Unified School District, focusing on special needs students and co-creating the Transition Curriculum to aid their post-high school transitions. Certified as a Health and Wellness Coach, she also provides life coaching services and works with The Robert and Susan Kozlowski L.I.F.T. Foundation. Fran's dedication to integrating SEL and mindfulness into education led to the creation of Autonome, aimed at equipping young people with essential life skills.

Connect with Fran Kenton: * Autonome101.com * Email: fran@autonome101.com

Links and Related Resources: * What is Social Thinking? * Episode 79: How to Develop Social Thinking Skills with Michelle Garcis Winner

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Anxiety, ADHD and Youth Anxiety Mini Courses

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome back to another episode of Diverse Thinking Different Learning! Tune in this episode as Dr. Karen Wilson welcomes educational therapist Hunja Koimburi to the podcast to discuss end-of-year strategies for students with learning differences. As the school year winds down, students and parents alike face many challenges, including but not limited to completing final projects and managing increased stress levels.

Hunja shares his expertise on how parents can support their children during this critical time, highlighting how important it is to understand the unique needs of students with learning differences. He reveals what initially drew him to this field and how his journey from studying economics and law to educational therapy has molded the ways that he helps students. He discusses the importance of using personalized strategies that are tailored to each individual student's unique learning challenge(s), focusing especially on time management and prioritizing tasks.

Hunja also elaborates upon practical advice for parents to help their children finish the school year strong, discussing how breaking down large projects into manageable tasks and encouraging a balance between academic commitments and social activities can help relieve overwhelm and stress. Hunja also touches on the importance of helping students reflect on past experiences to improve future performance.

As summer quickly approaches, Hunja offers practical ways that parents can effectively use this time to support their child's learning and development, suggesting that parents use the summer to focus on areas that need improvement, but he emphasizes the value of maintaining a balance between relaxation and productive activities to ensure students return to school feeling confident and prepared.

Hunja’s insights are a valuable resource for parents seeking to support their children through the end of the academic year and beyond, so tune in to gain practical strategies for helping your child navigate the end-of-year pressures and make the most of their summer break, setting them up for a successful start to the next school year.

Show Notes: [2:10] - Hunja Koimburi is here to share his expertise on supporting students with learning differences as they transition to college. [3:01] - Inspired by his experience supporting students with learning differences, Hunja empowers educators and parents to specially tailor teaching and parenting strategies. [5:32] - Hunja emphasizes the importance of addressing learning differences to support students during busy school periods. [8:49] It's important to break down large projects and prioritize them to avoid overwhelm. [11:09] Hunja highlights the need for helping students with learning differences with time management and prioritization. [14:10] Executive functioning coaching can help tackle time blindness and enhance study techniques. [15:01] - Hunja values strategic planning over impulsive optimism to help students with learning differences manage their time. [17:32] - Hunja argues that supporting students with learning difficulties through compassion and practical time management strategies is most effective. [20:56] - Parents can relieve pressure on students by providing external support and temporarily reducing their chores during busy times. [22:43] - Some students experience a downward spiral of anxiety and self-doubt about their academic performance. [24:46] - Providing early deadlines can help students with learning differences manage workloads and reduce anxiety. [26:56] - Help students prepare for transitions and familiarize themselves with upcoming materials in order to reduce stress and overwhelm. [28:17] - Hunja reiterates the importance of early deadlines and long lead times. [31:19] - Short-term rewards motivate students, especially when they're exhausted from a long academic year. [34:51] - Hunja highlights self-paced online tools like IXL and ALEKS for learning differences, adding that there is a need for accountability and additional support. [36:59] - Hunja suggests that while summer is less ideal due to a lack of current work, it can still be useful for passion projects that require accountability. [38:39] - High schoolers can benefit from summer projects like getting a driver's license or applying for jobs. [39:59] - What are the best ways to get in touch with Hunja?

About Our Guest: Hunja Koimburi is a Director at Hayutin Education, where he specializes in executive functioning support. He is passionate about the intersection of neurodivergence, executive functioning, and learning. He believes that developing a growing self-understanding of one’s learning profile is key to building lasting executive functioning skills and effective study (and life) skills. This allows us to proactively anticipate challenges rather than always reacting to them. As one of the lead trainers at Hayutin, Hunja prepares educators at Hayutin to support neurodivergent students with appropriate strategies and tools to thrive in the classroom.

Links and Related Resources: * End of Year Checklist * Young Scholars Academy * IXL * ALEKS

Connect with Hunja:

• Hayutin Education
• Contact Hayutin Education
• Hayutin on ChildNEXUS
• Email: hunja@hayutineducation.com
• Phone: T 310-829-7505, x114

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses for Better Understanding and Supporting Your Child with ADHD, Dyslexia & Anxiety

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Hey there, welcome back to Diverse Thinking Different Learning! Today, we're diving into a topic that's often overlooked but incredibly important: late diagnoses of ADHD and autism, particularly in women, people of color, and LGBTQ individuals. It's a conversation that's long overdue, and we're so grateful to have Dr. Monica Blied joining us to shed some light on this crucial issue.

As a clinical psychologist and founder of Faces of Health, Dr. Blied brings a wealth of knowledge and expertise to the table. In her private practice, she specializes in providing psychological assessments for adults and children who suspect they may have Autism, ADHD, or learning differences. With a keen focus on supporting adults living with chronic medical and mental illnesses, Dr. Blied has dedicated her career to helping individuals navigate the complex intersection of mental and physical health.

Today, dive deep into the reasons why certain conditions like ADHD and autism are often diagnosed late, despite their significant impact on individuals' lives. From systemic biases to misconceptions and missed opportunities for support, Dr. Blied will be sharing invaluable insights and advice for anyone who suspects they may be struggling with an undiagnosed condition and what parents can look for in their children that could be signs of struggle.

Show Notes: * [2:13] - People are often overlooked and it seems that there are systemic biases. There are studies that show that particularly people of color are misdiagnosed. * [3:42] - There are many misconceptions. Something important to remember is that most of the time, certain behaviors are not willful. * [6:03] - One reason someone’s diagnosis is missed is fewer outward symptoms or struggles, especially when compared to a sibling. * [9:34] - Dr. Blied shares an experience in seeing the similarities and differences in siblings and the tendency to put more focus on one child over another. * [11:24] - A late diagnosis could also be due to a family normalizing and nurturing certain behaviors. * [13:38] - Externalized behaviors are obvious. The kids who internalize are often missed. * [15:46] - Individuals who are born female are often misdiagnosed or completely overlooked as children. * [17:44] - The average age of ADHD diagnosis in women is 37. By 18 years old, 80% of women who are autistic are still undiagnosed. * [20:45] - Special interests can be misleading. * [23:51] - Girls and women tend to be very good at masking, until the demands are more difficult to adjust to. * [25:07] - In children, ADHD and autism are diagnosed in 4 boys to every 1 girl. But in adulthood, it is a 1 to 1 ratio. It is a misconception that it is more common in boys. * [28:21] - There is the belief, even among medical professionals, that ADHD isn’t a real struggle or problem. * [29:12] - Dr. Blied describes what ADHD and autism might look like in a girl especially during childhood. * [31:11] - There are higher rates of autism and ADHD in those with other types of medical issues and in LGBTQIA+ individuals. * [33:36] - A late diagnosis leads to years of missed opportunities for support and intervention. * [34:27] - Dr. Blied shares some first steps and advice if you suspect that you could need a diagnosis or are late diagnosed.

About Our Guest: Dr. Monica Blied is a clinical psychologist, adjunct professor of psychology at Pepperdine, and the founder of Faces of Health in Claremont, California. In her private practice, Dr. Blied provides psychological assessments for adults and children who suspect they have Autism, ADHD, and/or learning differences. With a special interest in supporting adults who are living with chronic medical and mental illnesses, Dr. Blied has also developed expertise in the mind-body health connection.

She currently serves as the Chair-Elect (and former Treasurer) of the California Psychological Association's Division of Education and Training, where she has been a member of the Executive Board for over 10 years. Since 2020, she has also served as a Medical Advisory Board member with Lupus LA, a role which allows her to continue giving back to her fellow Lupus Warriors. In 2022, Dr. Blied developed the Faces of Health app, which teaches mental health and stress management skills via brief, educational videos, all taught by women of color. In 2024, she added to her online educational suite a course on Adult ADHD and Autism, and another on Stress Management using Neuroscience.

Links and Related Resources: * Episode 99: Straight Talk About ADHD in Girls with Dr. Stephen Hinshaw * Episode 118: Understanding the Intersection Between Autism and LGBTQIA with Dr. Laurie Stephens * Episode 119: Autistic Girls – Overlooked and Underrecognized with Megan Beardmore, PhD, NCSP * Episode 63: Supporting Youth with Autism and ADHD with Holly Blanc Moses

Connect with Dr. Blied: * Dr. Blied’s Website * Dr. Blied’s Mental Health Blog * YouTube Channel * Email: drblied@drblied.com

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses for Better Understanding and Supporting Your Child with ADHD, Dyslexia & Anxiety

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Some parents may describe their child as very strong-willed. That child may show an extreme avoidance of everyday demands, expectations, and requests. But what if the behaviors are not an indication of strong will, but rather occur because a child feels overwhelmed by demands and perceives them as threats to their autonomy and self-control? Are there specific strategies that would be helpful when raising a demand-avoidant child or teen?

Today, we’re going to be talking about Pathological Demand Avoidance with Dr. Casey Ehrlich. She is the CEO and founder of At Peace Parents where she specializes in teaching parents and therapists practical skills in the home or clinical setting to accommodate neuroception-driven demand avoidance and nervous system differences through creative techniques.

Show Notes: * [3:10] - Pathological Demand Avoidance (PDA) is considered a nervous system disability. Dr. Ehrlich explains why this is and shares alternative names for it. * [5:41] - Many parents and clinicians have found that the strategies they have tried have not worked or made things worse. * [7:39] - Dr. Ehrlich describes a recent situation with her son that demonstrates sudden nervous system activation in PDA. * [9:33] - We need to understand the root cause of behaviors that are interfering with your ability to connect with your child. * [10:57] - PDA may show up as a regression or can surround a primary need. * [12:58] - PDA is often misunderstood. * [15:04] - With a background as a social scientist, Dr. Ehrlich explains some of the research about PDA and why many children and teens are not correctly identified. * [17:45] - Accommodations include autonomy, equality, trauma-informed play, nervous system signals of safety, communication, lowering demands, humor, novelty, and more. * [21:38] - PDA is happening on a subconscious level. It isn’t about emotions. * [23:37] - It can be confusing as a child gets older because they do begin using social strategies and we may not see escalation as nervous system dysregulation. * [27:46] - Pausing to de-escalate is crucial. * [29:24] - Is PDA only seen in people with autism? * [30:42] - Connections can only be made when PDAers feel a sense of safety. * [33:21] - Awareness is the first step. * [35:55] - Dr. Ehrlich learned more about PDA as a mother than a clinician. * [40:41] - Dr. Ehrlich hosted a podcast called PDA Parents where she talks about her experiences across eight episodes. She also hosts the At Peace Parents Podcast.

About Our Guest: Casey Ehrlich, Ph.D. (she/her) is a social scientist, parent coach, and educator, and the CEO and founder of At Peace Parents. Casey brings 15 years of work experience and expertise in social science methodology to help parents and therapists understand how to connect with and accommodate PDA Autistic children. She is currently working on empirical research with the University of Michigan Medical School on Pathological Demand Avoidance in children and teens.

Connect with Dr. Ehrlich: * At Peace Parents on Instagram * Dr. Casey Ehrlich on YouTube * Email: cehrlich@atpeaceparents.com

Links and Related Resources: * Free Clarity Masterclass

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc. or the host, Dr. Karen Wilson.

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Welcome to today's episode, where we turn the spotlight to dyslexia awareness and advocacy, featuring the remarkable journey of Rosalin Abigail Kyere-Nartey. Rosalin's story is nothing short of inspiring as she navigates her own experience with dyslexia to become an advocate for change for dyslexic individuals across Africa and beyond. From struggling in academics to finding her passion in culinary school, Rosalin's personal journey highlights the importance of understanding and embracing neurodiversity.

Through her organization, the Africa Dyslexia Organization (ADO), Rosalin is making an impact on dyslexia awareness, advocacy, and support. However, there are many barriers, including societal beliefs in African countries and lack of teacher resources. In this episode, Rosalin shares her own struggles and triumphs with dyslexia, including the pivotal moments that brought dyslexia to her own awareness and understanding. Rosalin's dedication to raising awareness and providing essential tools for educators and parents is truly inspiring and much needed in a world where dyslexia continues to be misunderstood.

Show Notes: * [2:35] - Rosalin always struggled in academics and knew from a young age that she was different. She explains why she has dedicated her life to dyslexia advocacy. * [5:27] - Due to her struggles, Rosalin was not permitted to take exams to move forward into high school in Ghana. * [7:10] - Rosalin chose to go to culinary school and this was a turning point for her. It was the first time she was in an environment where she loved to learn. * [9:12] - She describes the first time a school administrator told her something positive. This turned her life around. * [11:58] - As an adult, Rosalin had an assessment done and discovered her dyslexia. * [13:05] - In her travels across Africa, Rosalin has found that there is little to no understanding about dyslexia. * [15:07] - Rosalin has dedicated her life to spreading awareness of dyslexia in African countries. * [18:16] - Rosalin’s organization is taking steps to prevent the wasting of valuable talents among dyslexic individuals. * [21:12] - Inclusivity is crucial. Students with dyslexia need the same opportunities and support to thrive. * [23:01] - Teacher training and resources for educators is a huge focus for the Africa Dyslexia Organization. * [24:50] - Reaching out to the Ministries of Education in different locations in Africa is very difficult. Rosalin describes some of the barriers the organization faces. * [26:39] - This is a global problem. There are people who are neurodivergent everywhere that need to understand the way they learn. * [29:24] - Even with resources and awareness in the United States, students still fall behind and continue to face barriers to quality education and support.

About Our Guest: Rosalin Abigail Kyere-Nartey Rosalin is an unwavering advocate for dyslexic individuals and the Founder and Executive Director of Africa Dyslexia Organization (ADO), non-profit organization is dedicated to raising awareness, advocacy, providing essential educational tools to teachers and parents, and offering support for individuals grappling with dyslexia and related learning disabilities.

Rosalin holds an MSc in International Hospitality Management from Swiss Hotel Management School in Switzerland. She is Walt Disney Hospitality Leadership Fellow and currently a Lead Consultant at iQ Mundo and Country Rep for Swiss Education Group in Ghana, Liberia, and Sierra Leone. Her multifaceted expertise and her commitment to inclusive education position her as a beacon of hope, igniting positive change for dyslexic individuals across Africa.

Connect with Rosalin: * Email: Rosalin@africandyslexia.org * Africa Dyslexia Website

Links and Related Resources: * Register for Our Self-Paced Dyslexia Mini Course * Dyslexia * Episode 37: Literacy - A Social Justice Issue with Resha Conroy * Episode 36: Empowering Professionals and Caregivers to Improve the Lives of Children Around the World with Sandy Dorsey * Episode 111: Overcoming Dyslexia and Addressing the Reading Crisis with Sally Shaywitz

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today, we're digging into the complex and often challenging world of parenting emotionally intense children. I'm thrilled to introduce our special guest, Samantha Moe, a certified parent coach and speaker who brings a wealth of knowledge and expertise to the table. Samantha's work is nothing short of amazing, providing invaluable support and guidance to parents navigating the complexities of raising emotionally intense children.

In this episode, Samantha sheds light on the intricacies of parenting emotionally intense children and shares practical strategies to help parents navigate this often overwhelming journey. From understanding the underlying reasons behind behavioral dysregulation to fostering a supportive home environment, Samantha offers actionable advice, including exercises and reflection questions, that will resonate with parents facing similar challenges. So, if you're a parent seeking support and guidance in raising emotionally intense children, you won't want to miss this conversation. Get ready to gain a deeper understanding of your child's needs and discover effective strategies to support them on their journey towards emotional regulation and wellbeing.

Show Notes: * [2:41] - While there are a lot of resources out there to help parents and families, that doesn’t make it easy. * [3:48] - Samantha shares a bit about her background and how she realized that she had not been prepared to help emotionally intense children. * [5:24] - Oftentimes when parents see behavioral deregulation, they want to make it stop. But we have to understand why children are behaving this way. * [6:59] - Samantha takes a look at the parent-child relationship from the parent’s side of things and the home environment. She demonstrates an exercise. * [10:41] - We have mirror neurons that reflect the state another person is in. If a child is emotionally intense, we feel their stress. * [12:16] - If you want to lower your child’s stress, you have to also lower the fight and flight in your own brain. * [14:51] - If you can label a child’s emotion in the moment, it helps them feel seen and heard. * [16:50] - There are variations in acknowledging an emotion based on the situation and the age of the child. * [18:40] - Parents make mistakes, but there are some common mistakes with emotionally intense children. Samantha provides some reflection questions. * [22:07] - Parents need to also practice changing their own behavior to help calm their children. * [25:00] - Reflect back on your own upbringing. Were your emotions labeled and regulated? * [27:10] - Emotional intensity is not exclusive to autistic children. * [29:40] - Samantha describes the pillars she uses to teach and support parents. * [31:41] - Parents need to feel supported. A parent’s mental health and well-being impact that of their children.

About Our Guest: Certified parent coach and speaker Samantha Moe has coached parents on how to help their children calm, connect, and cooperate since 2004. She now provides continuing education, advanced training, and parent coach certification for family service professionals who support intense kids and their families. Samantha is the creator of the Mad to Glad Blueprint, a revolutionary brain-and-nervous-system-based approach to positive communication and parenting that soothes and even prevents intense kids’ most challenging behaviors. She holds a Master’s degree in Communication Disorders from the University of Minnesota and has interdisciplinary training in sensory integration, play therapy, and emotional integration.

Connect with Samantha Moe: * Samantha Moe’s Website * Email: hello@samanthamoe.com

Links and Related Resources: * Episode 72: Prioritizing Co-Regulation and Self-Regulation in Communication with Danielle G. Kent * Episode 45: How Sensory Processing Impacts Communication with Jessie L. Ginsburg * Episode 140: 10 Ways Parents Can Support Their Child’s Mental Health Over the Summer

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses for ADHD, Dyslexia, and Anxiety

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome back to the Diverse Thinking Different Learning Podcast. Today, we're diving into a crucial topic that affects families worldwide: childhood anxiety. Joining us is Dr. Elizabeth Karp, a licensed clinical child psychologist and adjunct lecturer at Stanford University School of Medicine. With her expertise in evidence-based interventions for ADHD, anxiety, and autism spectrum disorder, Dr. Karp provides invaluable insights into supporting children and families facing these challenges.

In this episode, we're building on our previous discussions about childhood anxiety, delving deeper into its prevalence and impact. Dr. Karp highlights the importance of recognizing signs of anxiety in children, such as changes in behavior and social withdrawal. We'll explore how anxiety affects not only the child but also the entire family dynamic.

Dr. Karp shares practical strategies for parents, including the SPACE program, which empowers families to navigate anxiety together. From understanding the role of parental involvement to implementing supportive techniques, this conversation offers valuable guidance for parents and families who want to help their children and might not know where to begin.

Show Notes: * [2:47] - Anxiety is incredibly common but is often not treated. * [3:31] - How is your child’s suspected anxiety getting in the way of them living the life they want to live? * [4:37] - Is this a change for them? Are they holding back in areas they used to be engaged with? * [5:18] - How is their anxiety affecting the entire family? * [7:31] - The answers to these questions can guide a parent to understand that their child’s anxiety needs more attention than general worry. * [9:47] - It is recommended to have an initial consultation with a provider or begin with a pediatrician who can make a referral. * [13:41] - There are so many things that anxiety impacts. Parents are experts on their child, but a psychologist can help as an expert on anxiety. * [15:25] - Unfortunately, there are long wait lists for mental health support. * [16:55] - Think about ways a child can participate in mastery experiences. Dr. Karp explains what this is and how it supports them. * [18:57] - Seeing themselves improving a skill over time helps build confidence and resilience. * [20:20] - SPACE is Supportive Parenting for Anxious Childhood Emotions and Dr. Karp describes how this program can help parents learn how to help their child. * [22:56] - Dr. Karp demonstrates one of the strategies used in the SPACE Program called supportive statements. * [26:08] - The strategies in SPACE are very “portable.” * [28:08] - Parental involvement is key in a child’s treatment of anxiety. * [30:58] - It is so powerful for children to hear how you, as an adult, manage your own anxiety.

About Our Guest: Dr. Elizabeth Karp is a licensed clinical child psychologist and an adjunct lecturer at Stanford University in the school of medicine. She provides evidence-based interventions, including cognitive behavioral therapy, for children and families with concerns related to ADHD, anxiety, and autism spectrum disorder. She has a particular expertise in working with parents to support their children with these areas of concern.

Connect with Dr. Elizabeth Karp: * ChildNEXUS Provider Profile * Email: drkarp@drelizabethkarp.com * Dr. Elizabeth Karp’s Website

Links and Related Resources: * Episode 67: Your Child’s Anxiety: When to Worry with Dr. John Piacentini * Episode 131: Cognitive Behavior Therapy for Kids and Teens with Dr. Shadab Jannati * SPACE Treatment Website

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses on Youth Anxiety

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome back to another discussion about sleep! We've previously delved into why sleep is crucial for our well-being, and today, we're taking it a step further. In this episode, we'll explore practical strategies that you can implement at home to ensure that not only our children are getting good quality sleep, but the whole family.

Joining me is Dr. Afolabi-Brown, a triple board-certified sleep medicine physician and pediatric pulmonologist, who will guide us through the science of sleep and offer invaluable tips to improve sleep quality for neurodivergent children and their families.

To help families establish healthy sleep habits, Dr. Afolabi-Brown introduces the CREATE acronym, outlining six fundamental strategies for good sleep hygiene: Consistency, Routines, Environment, Assigned bed for sleep, Technology management, and Elimination of disruptions. You will also hear real-life success stories of families who have implemented these strategies and witnessed remarkable improvements in sleep quality.

Whether you're a parent, caregiver, or simply interested in optimizing sleep for yourself or loved ones, this episode is a valuable resource to transform your sleep habits and promote overall well-being.

Show Notes: * [3:40] - Dr. Afolabi-Brown explains the amount of sleep that is recommended by age group. * [5:08] - It’s not enough to consider the quantity of sleep. There’s a lot that could impact sleep quality. * [8:03] - Neurodivergent children may exhibit daytime sleepiness. Dr. Afolabi-Brown describes some of the things you may notice. * [10:31] - Insufficient and poor quality of sleep affects our physical health, our brain health, and could cause social-emotional issues. * [12:06] - Sleep is healing and restorative. * [13:18] - We can change our relationship with sleep by understanding its importance. * [15:10] - CREATE is an acronym for the six fundamental habits for good sleep hygiene. * [15:44] - C: Consistency * [16:33] - R: Routines * [17:10] - E: Environment * [17:34] - A: Assigned bed for sleep * [18:08] - T: Technology * [18:23] - E: Eliminate * [20:18] - Choose small things to change first and then add more as you get used to them. * [22:38] - Neurodivergent children need even more structure than neurotypical children especially when it comes to sleep routines. * [26:28] - Dr. Afolabi-Brown provides some strategies for calming a busy brain at night. * [30:23] - Dr. Afolabi-Brown shares the story of a successful sleep intervention that changed the sleep quality of an entire family.

About Our Guest: Dr. Funke Afolabi-Brown is a triple board-certified sleep medicine physician and pediatric pulmonologist. She founded RestfulSleepMD, where she helps high-achieving professionals and their children change their relationship with sleep so they can move from being drained and exhausted to thriving in their families, careers, and relationships. She achieves this through clinical practice (The Restful Sleep Place), coaching, speaking, and organization consultation. She is a best-selling author and has been featured on various media outlets, including ABC. She obtained her sleep medicine training at the University of Pennsylvania and is a Fellow of the American Academy of Sleep Medicine.

Connect with Dr. Funke Afolabi-Brown: * The Restful Sleep Place Website * @restfulsleepmd on Instagram * Dr. Funke Afolabi-Brown on LinkedIn * Dr. Funke Brown on YouTube

Links and Related Resources: * Episode 148: How Sleep Affects Academic Performance and Mood * 5 Reasons Sleep Matters for Children * 8 Ways Teenagers Suffer When They Don’t Get Enough Sleep * Episode 160: The Sleep Deprived Teen with Lisa Lewis

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses for ADHD, Dyslexia and Youth Anxiety

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome to today's episode where we are tackling the important topic of empowering black neurodivergent learners and connecting with their community. Our guest, Jason B. Allen, National Director of Partnerships for the National Parents Union, brings over 19 years of experience in education to the table. Through his work, Jason advocates for inclusive and supportive environments that uplift students, families, and communities.

In our conversation, Jason sheds light on the stigma surrounding learning disabilities and shares his personal journey as both an educator and a student with exceptionalities. He emphasizes the importance of amplifying voices and fostering parent and family engagement in education. Jason highlights the need for dedicated educators who recognize issues and work towards practical solutions.

We discuss the significance of community engagement and the role it plays in shaping school culture. Jason emphasizes the need for intentional partnerships and resources to support educators and empower students. Through his work with the National Parents Union, Jason advocates for informed decision-making and inclusive educational practices.

Join us as we explore actionable strategies to create inclusive learning environments and empower black neurodivergent learners. From promoting family engagement to fostering community partnerships, this episode provides valuable insights to drive positive change in education.

Show Notes: * [2:26] - There is a stigma associated with learning disabilities. * [3:31] - Jason describes his own experience as an educator and having his own exceptionalities as a student. * [5:37] - Just because we don’t acknowledge something, doesn’t mean it doesn’t exist. We need to use our voices. * [7:20] - Parent and family engagement is crucial. Jason shares how even at pre-planning, he was able to connect with families and better understand them. * [9:29] - It takes dedicated educators to see the issues and present solutions. * [10:50] - Many schools and school districts send surveys and gather reports and feedback from families. But where does that data go? * [12:01] - If we are not grounded in family and community engagement standards, then we will continue to believe that the social and emotional development of children does not impact academic outcomes. * [13:19] - Learning does not stop or end at school. It is ongoing. * [15:31] - School culture needs to change. When black students enter a school, what do they see and is it reflected in the curriculum? * [17:40] - Make the data real. * [19:22] - How are we being intentional about making sure that students are present and know they belong? * [20:31] - Education is power. * [21:37] - Get connected with the people in the community who are doing the work. Partnership is key. * [23:20] - It is challenging, but it's not impossible. * [24:39] - When our teachers are not well, we have to be realistic about how impactful they are. * [27:04] - We can’t ask educators to do more if they don’t have the resources in order to do the thing we’re asking them to do. * [30:52] - Jason is the National Director of Partnerships for the National Parents Union. * [32:08] - In many communities, parents don’t have the information in order to make decisions for their children. * [35:05] - A lot of times, we bring our beliefs into what we do, but we need to be intentional and inclusive. * [37:10] - We cannot be gatekeepers that prevent black students from the best education they can receive. * [38:20] - Jason explains how to get connected with the National Parents Union and the free resources they offer.

About Our Guest: Jason B. Allen is the National Director of Partnerships for the National Parents Union. His work resides in the Organizing and Partnership Department where his focus is on elevating partnerships, programs and campaigns amplifying parent voices. He has worked in education for over 19 years as a teacher, administrator and leader serving students, families and communities. As a long time storyteller, Jason shares his experiences through his company, educational entities, llc and helps others develop their stories through digital storytelling including podcasting, blogging, advocacy and other public speaking platforms. His life work is centered on his family’s foundation, Lillie’s Foundation, supporting grandparents and seniors raising school aged children. He is a longtime advocate for male engagement helping found Black Males with Initiative in 2001 and continuing this work throughout his professional career. His first book, Suits, Swagg and Success shares his experiences, strategies and solutions to engaging Black males.

Connect with Jason: * National Parents Union Website * Work with NPU * Email: jason@npunion.org

Links and Related Resources: * The Educator’s Voice Blog * Lillie’s Foundation for Change * Episode 132: Social Justice - A Framework for Equity in Education with Charles A. Barrett * Fostering Social Justice in Our Youth * Episode 37: Literacy - A Social Justice Issue with Resha Conroy * Episode 3: Neuropsychological Evaluations Through a Cultural Lens with Dr. India Fernandez

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome to a crucial conversation that strikes a chord with every parent of a middle schooler (myself included!), and even more so for those navigating the unique challenges of children who think and learn differently. Today, we're joined by the amazing Phyllis Fagell, whose focus and expertise are on guiding children through the tumultuous middle school years.

Middle school isn't just a phase to endure; it's a pivotal time that sets the stage for future success. Phyllis shares invaluable insights into why middle school matters and how parents can empower their children not just to survive but to thrive during this critical period. From tackling homework struggles and managing distractions to understanding the complexities of social dynamics, this discussion with Phyllis in addition to her books, supports parents in setting their middle schooler up for success. So, whether you're a seasoned parent seeking new strategies or braving the middle school journey for the first time, this episode will help transform the way you navigate this transformative time with your child.

Show Notes: * [3:13] - Why does middle school matter? Phyllis discusses why this topic was important for her to write about in her books. * [4:29] - Rather than looking to help kids survive this tumultuous time, we need to seek out ways to help them thrive. * [5:53] - It is much harder to teach certain skills after middle school when the stakes are higher. * [7:26] - One concern that parents have is when middle school students wait till the last minute to work on something they need to do. This is not willful. * [8:58] - What could it look like to support a middle schooler with organizing their homework? * [10:38] - Phyllis shares some research on distractions and anxiety created by phones and devices during homework time. * [12:14] - Another important consideration is the difference between a teacher’s role and a parent’s role. * [14:39] - Creating balance and reasonable expectations is so important. * [15:40] - Phyllis describes some of the misconceptions kids in this age range have about themselves. * [17:36] - Check in with the school if something is standing out that is getting in your child’s way when it comes to homework. * [18:36] - There are two main ways that we do kids a disservice. * [21:09] - Listen carefully to why a child wants to quit something. * [22:59] - Why are they struggling? The answer to this question is important. * [24:37] - Feeling connected socially is crucial, but friendships can be hard to navigate during these years. * [28:31] - The lessons learned and experiences during these years are not because there’s something wrong with the child. * [31:20] - Phyllis’s book is a great guide for parents to help kids during these tough years.

About Our Guest: Phyllis L. Fagell is a licensed mental health therapist and certified school counselor in Maryland. She's the author of Middle School Matters: The 10 Key Skills Kids Need to Thrive in Middle School and Beyond – and How Parents Can Help and Middle School Superpowers: Raising Resilient Tweens in Turbulent Times. Phyllis also is a frequent contributor to The Washington Post and other national publications, including CNN and U.S. News & World Report, and her ideas have been shared in outlets including The New York Times, The Atlantic, The New Yorker, The Chicago Tribune, and NPR. Phyllis lives in Bethesda, Maryland with her husband and three children.

Connect with Phyllis: * Phyllis L. Fagell’s Website * Middle School Matters: The 10 Key Skills Kids Need to Thrive in Middle School and Beyond – and How Parents Can Help by Phyllis L. Fagell * Middle School Superpowers: Raising Resilient Tweens in Turbulent Times by Phyllis L. Fagell

Links and Related Resources: * 4 Ways Parents Can Reframe a Tween or Teen’s Social Setbacks * Episode 107: How to Motivate Kids Who Couldn’t Care Less with Dr. Ellen Braaten * Episode 56: The Disintegrating Student with Dr. Jeannine Jannot

Congruence App (free trial): Congruence is a self-coaching tool to help teens thrive in academics, sports, and social situations. Email service@congruence.app and mention Diverse Thinking Different Learning in the subject line for access.

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Adolescence is a pivotal time in a young person’s life. The adolescent brain, while it has developed in size, is not done growing and changing. In this episode, I explore the complexities of neurodiversity between biology and experience in shaping the developmental journey of neurodivergent youth.

It's time to challenge conventional narratives surrounding developmental conditions and embrace a more inclusive approach rooted in developmental diversity. Throughout this episode, we'll uncover strategies to empower young people who learn and think differently, shedding light on the unique challenges and vulnerabilities they face during adolescence.

We can support teens through these years of big emotions, impulsiveness, and vulnerability on top of the increasing academic and societal pressures they face as they navigate their development into adulthood.

Show Notes: [1:40] - The adolescent brain is not the same as an adult brain.

[3:35] - What is pruning and why is it an important component of brain development?

[4:43] - Many parents struggle to understand the emotions and impulsiveness of their teenagers.

[6:05] - The developmental process is not uniform.

[7:09] - Adolescence is also a time of vulnerabilities, particularly for neurodivergent youth.

[8:06] - Due to brain development, teens will also respond to stress differently from adults.

[9:11] - There are things that can help support brain development like exercise and prioritizing sleep.

[11:02] - Everyone’s brain works in different ways. Teens need to understand this as their own brain is developing.

[12:27] - Continued support, particularly in areas such as executive functioning, is essential as teens transition into adulthood.

Links and Related Resources: * The Teen Brain: 6 Things to Know * Anxiety and Depression in Adolescents * Episode 160: The Sleep Deprived Teen with Lisa Lewis

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Many families struggle knowing what to do when their child or teen suddenly starts failing school and academics or lacks motivation to learn. These challenges can be difficult to navigate as a parent, especially for a parent of a neurodivergent child.

Today’s guest has an incredible resource that turns this challenge into an opportunity for parents and families. Dr. Jacqueline Olivier is the founder of Blue Marble Learning Center and she has created an Academic Success Playbook. This isn’t a one-size-fits-all guide. These are personalized and customized guides based on the learning needs of the student and what type of support the parents and families need. Not only that, but these playbooks are interactive and include referrals and even more resources to give parents the information and support they need to help their children thrive.

In today’s episode, Jacqueline explains how the playbook works, what she takes into account when customizing them for students, and how impactful they have been for neurodivergent children and their families.

Show Notes: [2:34] - Jacqueline explains what she does in her role at Blue Marble Learning Center.

[3:57] - We see the best outcomes when a team of people works together to help the student.

[5:06] - The most impactful part of Jacqueline’s work is helping students understand how they learn.

[7:15] - Parents don’t have a guide for parenting and helping their children. And for neurodivergent children, they have to help them navigate a world that was not built for them.

[8:49] - Many times, parents see the results of an evaluation and they think the diagnosis is the golden ticket. Jacqueline explains this gap.

[11:20] - What does a success playbook look like? Jacqueline designs these for parents after a diagnosis. It is an individualized and interactive document.

[13:55] - Jacqueline describes a scenario with a student who benefited by having a playbook.

[17:50] - Every parent’s situation is different. Some will be able to dive into understanding their diagnosis and some will not be able to. The playbook is customized per family.

[22:35] - The playbook also gives parents and families an awareness and understanding of what to expect in the school environment and personalized strategies.

[26:06] - Jacqueline creates a personalized playbook and provides more resources and referrals for parents and families.

[31:02] - When Jacqueline began offering academic playbooks, she learned just how needed this resource is.

About Our Guest: Dr. Jacqueline Olivier is the founder of Blue Marble Learning Center. She has an extensive background in educational therapy, working with neurodivergent students, curriculum design, teaching, consulting, instructional leadership, and senior administration in independent and start-up schools. Jacqueline’s areas of expertise include working with children and teens who have been diagnosed with dyslexia, ADHD, Asperger’s, language-based learning disabilities, test-taking anxiety, academic anxiety, dyscalculia, processing disorders, and executive functioning challenges. She provides academic support in mathematics, writing, entrance exams (ISEE, SAT), college essays, and other subjects.

Connect with Jacqueline Olivier: * ChildNEXUS Provider Profile * Blue Marble Learning and Consulting * Email bluemarblelc@gmail.com

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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When it comes to writing, there is so much happening behind the scenes. It is so much more than sitting down, grabbing a pencil, and putting words on paper. In today's episode, we'll explore the challenges students face when it comes to writing. From motor skills to executive functioning, today’s guest explains the complexities of the writing process.

Shanna Trombetta is an Educational Therapist and she joins the Diverse Thinking Different Learning Podcast to help us better understand not only the writing process and the challenges students face, but also ways we can support struggling students at home and in the classroom. She shares practical strategies and insights to empower parents and educators in guiding children through the whirlwind of creativity, skill, and determination that is writing.

Show Notes: [3:16] - A lot of learners who come into Shanna’s practice struggle with writing.

[4:24] - Shanna describes some of the things that are commonly a struggle when it comes to writing. There’s so much happening at one time.

[5:39] - It is common for students to have a lot of great ideas, but the mechanics of writing hold them up, and they wind up not writing anything.

[7:32] - One way to support kids with writing is by providing them with a structure.

[9:37] - People who don’t struggle with executive functioning can typically create their own structure. But many kids need to be shown how to organize their information.

[11:24] - When she works with students, Shanna helps them develop and use tools.

[13:08] - What is background knowledge and why is it important for writing?

[15:01] - Shanna describes writing around themes to help with structure.

[16:57] - Chunking is a great strategy that helps students take one step at a time.

[19:01] - Keeping a checklist as they write is another tool that can alleviate the stress of keeping track of things in their mind.

[21:00] - Assessment data is really helpful for Shanna so she knows to target some of the spelling patterns that are a challenge for a student.

[23:16] - So often students know what they want to write about. Strategies to get the information out are not “cheating.”

[26:22] - Writing is an area where many students experience stress. Make it fun.

[28:30] - While struggling, it is hard to remain motivated. Shanna shares some ways to keep students positive while they’re learning.

About Our Guest: Shanna Trombetta is an Educational Therapist affiliated with the Association of Educational Therapists, dedicated to serving the community of Los Angeles. Shanna holds a Master's in Educational Psychology and a B.A. in Special Education/Psychology from Marist College. Additionally, she holds an Educational Therapy Certification from UC Riverside, a CLEAR credential from the California Commission of Teacher Credentialing (grades K-6), and CLAD certification. She serves on the International Dyslexia Association Chapter of Los Angeles Board and is a Child Nexus member. With a rich background spanning over two decades, Shanna has excelled as a classroom teacher, literacy coach, private homeschool educator, and currently, as an Educational Therapist, offering a depth of expertise in her private practice. Specializing in supporting neurodiverse children, addressing dyslexia, and navigating language-based disabilities, Shanna is unwavering in her dedication to creating inclusive and effective learning environments. In her free time, Shanna treasures moments spent with her two daughters, husband, and Australian labradoodle. A passionate book enthusiast, she often finds solace at the beach with a captivating read.

Connect with Our Guest: * ChildNEXUS Provider Profile * Trombetta Therapy Website * Email: shanna@trombettatherapy.com

Links and Related Resources: * Ready, Set, Write! Engaging Reluctant Students * Writing Disorders in Children: The Language Link * Coping with Executive Function Deficits in the Context of Writing * Assistive Technology for Students with Learning Disabilities

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome back to the Diverse Thinking Different Learning podcast where we are diving into a topic that is especially important for families raising children and teens who learn and think differently. Today's episode is particularly special as we explore empowering children and teens with ADHD and other learning differences by helping them understand their brains and embrace their unique gifts.

I am joined by Drs. Fredriksen and Rothman, pediatric neuropsychologists from Maryland, who bring a wealth of knowledge and insights into this often misunderstood area. They share their journey of writing their recent book Different Thinkers: ADHD, a resource designed specifically for elementary-aged children and their families. We learn about the motivation behind creating this resource and the importance of not keeping diagnoses a secret from children but rather empowering them with knowledge about their developing brains.

Throughout our conversation, we discuss the misconceptions surrounding ADHD and other learning differences, and the need to focus on strengths and not limitations. Drs. Fredriksen and Rothman share the struggles that children face in a world not built for different thinkers and offer some strategies for families to celebrate differences.

Show Notes: [1:50] - The book Different Thinkers: ADHD is unique as it is written for elementary-aged children. They didn’t have a resource for families, so they made it themselves.

[4:26] - Adults tend to underestimate children and how much they realize that they learn differently. Don’t keep their diagnosis a secret.

[6:51] - We need to take the more effective path of demonstrating how a learning difference can be a gift.

[8:34] - There are a lot of misconceptions around diagnoses.

[10:28] - Attention levels wax and wane for the average neurotypical person, but there is a difference between those experiences and those who have ADHD.

[12:30] - Standardized tests and questionnaires are sometimes frowned upon, but they have a helpful purpose.

[14:10] - Kids can and should learn that their brains are still developing and may develop differently than their peers.

[17:20] - The world was not built for different thinkers.

[22:51] - Research shows that children with ADHD receive more negative feedback than their peers.

[24:55] - Different Thinkers: ADHD is intended to be a resource for families to talk to their child about a diagnosis. Drs. Rothman and Fredriksen suggest ways to use it.

[27:21] - Children can read and listen about the characters in the book who are experiencing ADHD like they are.

[30:06] - Celebrating differences is key.

[31:31] - The work that neuropsychologists do is important, but it isn’t always accessible to everyone.

About Our Guests: Drs. Fredriksen and Rothman are both pediatric neuropsychologists in Maryland who specialize in comprehensive evaluations for children, adolescents, and young adults with a wide range of conditions that impact learning, behavior, and/or socioemotional functioning, providing families with a road map to support their children. They recently published their first book, Different Thinkers: ADHD, and share an Instagram account (@neuropsychmomdocs). Dr. Fredriksen trained at Princeton University and the University of Massachusetts Boston. She lives with her family in Arlington, Virginia. Dr. Rothman trained at the University of Michigan and Ferkauf Graduate School of Psychology. She lives with her family in Washington, D.C.

Connect with Our Guests: * Email Dr. Yael Rothman * Email Dr. Katia Fredriksen * Instagram @neuropsychomomdocs

Links and Related Resources: * Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber * Episode 137: Helping Kids Understand Their Amazing Brains with Dr. Liz Angoff * Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault * ALPS Children: A Steep Climb - But Well Worth It!

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Did you know that most children with ADHD are given medication, offered some counseling, and nothing else? Today's episode is a game-changer, especially for parents navigating the challenges of ADHD because today’s guest wants to change this. Dr. Hokehe Eko joins us to discuss her unique approach, one that focuses on empowering children with ADHD without solely relying on medication.

Dr. Eko believes it's time to shift our focus from merely treating symptoms to understanding the whole child. In our conversation, Dr. Eko shares her insights into how trauma and lifestyle factors impact a child's behavior and cognitive development.

Instead of rushing to medication, Dr. Eko advocates for lifestyle and environmental changes that support a child's overall well-being. From nutrition to hydration, she discusses practical steps parents can take to empower their children and create a supportive environment for their growth. You may be surprised by the impact of small lifestyle changes and how they can positively influence a child's behavior and family dynamics. While there’s no “quick fix,” these small incremental changes not only benefit ADHD symptoms but the well-being of the whole family.

Show Notes: [2:21] - Dr. Eko is a pediatrician and a big advocate for empowering our brains. She has a different approach to looking at the whole child.

[3:55] - During some training, Dr. Eko had the realization of how things could change. She shares the story of what inspired her approach.

[5:55] - Trauma makes changes in the way our brains work and our behavior.

[8:30] - You can never just assess symptoms.

[10:50] - Before jumping to medication, Dr. Eko looks at simple lifestyle and environmental changes.

[13:03] - If we feed the brain what it needs and what it craves, we are healthier overall.

[14:34] - Behaviors are difficult and there isn’t necessarily a “quick fix.” However, lifestyle changes could benefit the overall health of the child more than medication.

[17:18] - Dr. Eko discusses the impact of nutrition on behavior.

[20:29] - If your child is healthier, the whole family is better overall.

[22:10] - Change one thing at a time. All the small changes build up.

[23:26] - Dr. Eko shares some suggestions on how to increase the amount of water you and your family drink that also gets the child on board.

[26:24] - It is a process. Take it one day at a time and do things as a family.

[28:36] - Dr. Eko emphasizes the importance of executive functioning skills and what parents can do to support their children.

[31:00] - Have a conversation with your child and explain what is going on. They need to understand as they form their identity.

[32:36] - Dr. Eko offers a support group and community and the information can be found on her website. She also shares the details of her recent book.

About Our Guest: Dr. Hokehe Eko is a Mom, Board Certified Pediatrician, TedX Speaker, and CEO of Glow Pediatrics PLLC. She partners with parents of children with ADHD/Autism to address the root causes of their children's behaviors so they GLOW with health from the inside out. She is also CEO of Kits of Hope, a 501 (3) organization, sharing love, hope, and dignity with children in foster care.

Connect with Dr. Hokehe Eko: * Brain Power with Dr. Eko Podcast * LinkedIn * Children’s Love Letters: A Pediatrician’s Guide to How Your Child Spells Love by Hokehe Eko MD, MPH

Links and Related Resources: * Episode 149: Supporting Children and Teens’ Mental Health Via Nutrition * Episode 169: The Science of Exercise and the Brain with Dr. John Ratey * Episode 148: How Sleep Affects Academic Performance and Mood * 8 Ways Teenagers Suffer When They Don’t Get Enough Sleep

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In this episode, we explore how children and teens who learn and think differently perceive mistakes and failure. Dr. Robyn Silverman, AKA the “Conversation Doc,” renowned child and teen development specialist and best-selling author, guides us through the complexities of navigating tough conversations about failure with young people. Drawing from her book, How to Talk to Kids About Anything, Dr. Robyn underscores the importance of reframing failure as an opportunity for growth and learning.

In a society driven by achievement, children with learning differences often struggle with fears of failure and making mistakes. Dr. Robyn emphasizes the need for parents and educators to foster an environment where children feel safe to take risks and embrace imperfection. From reframing academic setbacks to celebrating incremental progress, she offers practical strategies for instilling a growth mindset in children and teens.

Throughout the episode, Dr. Robyn encourages parents to reflect on their own reactions to failure and perfection. Mistakes are an inevitable part of the learning process and that goes for parents, too. By de-emphasizing outcomes and focusing on the journey of growth, parents can empower their children to develop resilience and self-confidence.

Show Notes: [2:50] - In her book, Dr. Robyn walks families through having tough conversations with kids and teens.

[4:18] - Kids with learning differences often have worries about messing up. We need to have conversations about failure and mistakes.

[5:30] - The only way we grow and learn is if we take risks and try even if we fail.

[6:51] - We are in an achievement-focused culture and it makes it hard for kids to understand that mistakes are actually opportunities.

[9:27] - When it comes to academics, seeing failure doesn’t feel like an opportunity.

[10:49] - It is crucial for kids to come to an understanding that their performance does not reflect who they are.

[13:47] - A great example of mistakes as opportunities is learning how to play a musical instrument.

[15:45] - Kids of certain ages rely on very concrete thinking. Take photos of accomplishments and even the mistakes for them to see how they have improved.

[17:10] - The only person we can compare yourself to is yourself and this is challenging for kids and teens.

[19:22] - Parents need to reflect on how they react to “perfect” and “imperfect” performance and behavior.

[21:46] - Parents are also going to make a ton of mistakes and that’s okay.

[23:27] - See the value, even if the achievement hasn’t been made.

[24:45] - We don’t want to convey the feeling that negative consequences are the result of failure. This leads to kids not trying.

[27:46] - Show kids stories of amazing and successful people who have experienced failure before their fame.

[29:13] - Deemphasize the outcome and focus on the process.

[31:24] - What is your definition of bringing out the best in your child? It might need to be reframed.

About Our Guest: Known as the "Conversation Doc," Dr. Robyn Silverman is a child and teen development specialist and author of the bestselling book, How to Talk to Kids About Anything, as well as the host of the popular podcast of the same name. She is a cofounder of the Powerful Words Character System, which gives educators the talking points they need to help children become kind, responsible citizens of the world.

Dr. Robyn has appeared on The Today Show, Good Morning America, CBS Early Show and Nightline and has been quoted in the New York Times, Washington Post, Chicago Tribune, CNN.com, and many other publications. She lives with her husband, two kids and a fuzzy rescue dog who loves sunning himself on their front steps, even in the summer heat of North Carolina. Find out all about the book at DrRobynSilverman.com.

Connect with Dr. Robyn Silverman: * DrRobynSilverman.com * Dr. Silverman on Instagram

Links and Related Resources: * How to Talk to Kids About Anything by Dr. Robyn Silverman * How to Talk to Kids About Anything Podcast * How to Talk to Kids About Learning Disabilities with Dr. Karen Wilson

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Would you describe your child as passive, quiet around others, uncomfortable in social situations, a child that avoids eye contact, and maybe hesitates to try new things? Does your child excessively rehearse what they want to say or how they want to behave? Some parents may wonder if this is shyness or something more. Is it social anxiety?

Today, we’re digging into the topic of both. Is it shyness or social anxiety and how do you know? And what can we do to help?

Dr. Fran Walfish is an absolute expert in this field and in our conversation today, she not only offers some clarification on the differences between shyness and social anxiety, but also shares things we can do to support these children better and when to seek professional help and guidance. She is a wealth of knowledge and I am thrilled for you to hear our conversation.

Show Notes: [3:21] - First, shyness is an innate trait. It’s something human beings are born with. A child comes into the world already predisposed with a particular temperament.

[4:42] - Shyness can sometimes look like anxiety. There are so many ingredients that shape a person’s personality and behavior.

[6:36] - The child should be the one to dictate the comfort level, rather than it being driven by the parent's fear of embarrassment or shame due to the child's shyness.

[8:31] - Certain things can lead to social anxiety.

[10:20] - Not all shy people have social anxiety.

[12:11] - Well-meaning parents may feel embarrassed or exceedingly worried about a child’s shyness.

[14:37] - Selective mutism is a confusing presentation of social anxiety.

[16:58] - It is crucial for parents not to pressure kids. It could lead to them withholding even more.

[19:12] - The parent who is trying to discern the difference between social anxiety and shyness needs to be non-judgmental.

[21:35] - Create some reasonable separation and assure your child that you are there.

[23:01] - Just like adults, children want to be seen, acknowledged, validated and accepted - flaws and all.

[24:40] - What can parents and teachers do to help children with social anxiety? Dr. Walfish shares some tips.

[26:25] - Expect some successes and failures.

[31:21] - If parents see their child crying and sobbing in most social situations, it is time to search for a referral.

About Our Guest: Dr. Fran Walfish is a leading child, couples, family, relationship, and sex psychotherapist and author in Beverly Hills, CA who treats celebrity couples, Hollywood’s elite, and LA’s poshest residents. In addition to her thriving private practice, Dr. Walfish was on clinical staff in the Department of Child Psychiatry at Cedars-Sinai Medical Center for 15 years. She was a Beverly Hills school psychologist and served a 4 year-term as Chair of the Board of The Early Childhood Parenting Center founded at Cedars-Sinai, Los Angeles. Dr. Fran was the host and co-star on WE tv series, Sex Box. Dr. Walfish also appeared as an on-camera expert psychotherapist in 15 episodes on The Robert Irvine Show, CW/Tribune Networks. Dr. Walfish is a featured expert in Parents magazine “Ask The Experts'', and formerly in her weekly Q & A in The Beverly Hills Courier. She is an expert contributor to several news outlets and publications.

Dr. Fran’s book, The Self-Aware Parent: Resolving Conflict and Building A Better Bond with Your Child, is represented by William Morris Endeavor Entertainment and published by Palgrave Macmillan/St. Martin’s Press. Simon & Schuster published her original chapter Why Empathy Matters in their all-star psychologists anthology book Tough Love in 2018. Dr. Walfish has been quoted in NY Bestselling books authored by Arianna Huffington, Randi Zuckerberg, and Josh Shipp.

Connect with Dr. Fran Walfish: * DrFranWalfish.com

Links and Related Resources: * How Social Anxiety Differs From Shyness and How to Help Your Child * Episode 170: Understanding Selective Mutism with Dr. Danielle Cornacchio

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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If your child is afraid to speak around certain people, like adults or strangers, or in certain situations, like at school, they may be struggling with selective mutism. Selective mutism is an anxiety disorder characterized by an inability to speak in certain settings and to certain people. It is commonly misunderstood as shyness or a child could even be misdiagnosed as having Autism Spectrum Disorder or Oppositional Defiance Disorder. But what exactly is selective mutism and how can we tell the difference?

Today’s guest helps demystify selective mutism and offers a lot of insight into ways we can help children thrive.

Dr. Danielle Cornacchio is the newest member of ChildNEXUS! She is a clinical child psychologist specializing in evidence-based treatments for childhood anxiety, OCD, and disruptive behavior disorders. Dr. Cornacchio has particular expertise in behavioral treatment for childhood selective mutism.

In this episode, Dr. Cornacchio explains what selective mutism is, but perhaps more importantly, she explains what it is not. She takes the time to describe what treatment for selective mutism might look like and emphasizes the importance of parent education and participation. Listen to learn more about this often misunderstood condition.

Show Notes: [2:27] - Selective mutism is classified as an anxiety disorder. It is a consistent failure to speak in certain situations despite speaking fine in others.

[4:03] - Selective mutism is not Autism Spectrum Disorder or Oppositional Defiance Disorder. It is often misunderstood or misdiagnosed.

[7:13] - Kids with selective mutism will typically speak around their parents and siblings at home but won’t speak at school.

[11:24] - Information and research on treatment for selective mutism is very new but Cognitive Behavioral Therapy is the most beneficial.

[14:04] - Dr. Cornacchio shares some of the ways selective mutism shows up including learning situations where talking is not necessary and something called contamination.

[17:58] - Therapy sessions once a week are not enough if parents and family members are not also working with a child at home.

[21:14] - It’s human nature to want to protect your children and reduce their stress, but to overcome challenges, children need to step out of their comfort zones.

[24:13] - Dr. Cornacchio demonstrates the steps in early therapy sessions with children with selective mutism including behavior descriptions and labeled praise.

[26:34] - The type of question that we ask a child who is ready to speak really matters.

[28:11] - Giving children ample time to answer a question can be uncomfortable for parents.

[29:29] - After 5 seconds of wait time, if the child does not answer, Dr. Cornacchio demonstrates how to rephrase the question and try something different.

[31:47] - But what happens if the child still does not answer a question after different strategies?

[33:29] - Teachers do not have the luxury of trying questions multiple times and waiting for answers. But there is a Plan B for teachers to not ever give up on a question.

[37:37] - It is important to connect with a provider, but it is challenging to find one that treats selective mutism.

About Our Guest: Dr. Cornacchio completed her PhD in Clinical Science in Child and Adolescent Psychology at Florida International University and her predoctoral internship training at the UCLA Semel Institute. She currently serves as a clinical instructor at the UCLA Psychology Department. Dr. Cornacchio founded and currently directs The WaveMind Clinic in Los Angeles, a clinic dedicated to providing specialized care to children and families with a variety of mental health needs, including selective mutism, OCD, and disruptive behavior disorders. She directs a training program for psychology students and postdoctoral trainees learning Parent Child Interaction Therapy (PCIT) and treatment for childhood selective mutism. Dr. Cornacchio leads training for educators and professionals interested in learning more about how to treat selective mutism. Dr. Cornacchio’s research interests focus on innovative treatment formats for difficult-to-treat child anxiety. She conducted the first randomized controlled trial of an intensive group treatment program for children with selective mutism and is currently co-authoring a manual that’s in press on the delivery of intensive treatment for children with selective mutism.

Connect with Dr. Danielle Cornacchio: * WaveMind Clinic Website * ChildNEXUS Provider Profile * Email: dcornacchio@wavemindclinic.com

Links and Related Resources: * Selective Mutism Association website with many resources and a provider database * Dr. Steve Kurtz’s Selective Mutism Learning University self-guided course

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We know that exercise does have a positive impact on the brain. We know that exercise can optimize brain function and prevent cognitive decline in adults. But what can it do for children and adolescents that learn and think differently?

Today’s guest is Dr. John Ratey, an internationally recognized expert in neuropsychiatry. Dr. Ratey became interested in the science of exercise and the brain early on in his career and has seen first-hand the benefits not only to one’s body, but also behavior, executive functioning skills, and even attention. In today’s episode, Dr. Ratey digs in and explains how exercise and being physically active can change more than your physical health.

Show Notes: [2:38] - Dr. Ratey became interested in the impact of exercise on the brain as an athlete in medical school and seeing studies comparing exercise and antidepressants.

[4:49] - Dr. Ratey also became interested in ADHD, specifically how it impacts adults.

[6:31] - Consistent exercise can be a type of treatment for ADHD symptoms.

[7:45] - Not only do our bodies need exercise, but our brains do as well.

[8:52] - The beauty of exercise is the accessibility.

[11:12] - When we move, we activate the same nerve cells that we use to think.

[13:12] - Movement and exercise improve attention as well as executive functioning skills.

[15:04] - Dr. Ratey explains how he has visited schools over the years and has seen the results of exercise on student behavior.

[17:29] - Dr. Ratey lists the endorphins and hormones that are increased as a result of exercise.

[20:42] - The more brain cells you activate, the more BDNF you have. It is like brain fertilizer.

[23:06] - Dr. Ratey calls this “Miracle-Gro for your brain.”

[25:23] - Exercise also has an impact on the cerebellum which is discussed at length in the book, ADHD 2.0.

[29:29] - “Sitting is the new smoking.” The more sedentary someone is, the less healthy they are.

[30:44] - The experience of COVID-19 changed our society’s drive to exercise and move their bodies.

[31:39] - To optimize brain function and prevent cognitive decline, exercise is so important.

About Our Guest: John J. Ratey, MD, is an Associate Clinical Professor of Psychiatry at Harvard Medical School and an internationally recognized expert in Neuropsychiatry. He has published over 60 peer-reviewed articles, and 12 books published in 20 languages, including the groundbreaking ADD-ADHD “Driven to Distraction” series with Ned Hallowell, MD. Their latest release, ADHD 2.0 (2021) explores new science and strategies. With the publication of his bestseller, "Spark-The Revolutionary New Science of Exercise and the Brain," Dr. Ratey established himself as one of the world's foremost authorities on the brain-fitness connection in areas such as ADHD, Autism, Aging, and Cognition.

Recognized by his peers as one of the Best Doctors in America since 1997, Dr. Ratey was recently honored by the Massachusetts Psychiatric Society as "Outstanding Psychiatrist of the Year" for advancing the field. Dr. Ratey and his work are frequently profiled in the media, where he’s been featured on ABC, CBS, NBC, PBS and NPR, as well as in The New York Times, Newsweek, The Washington Post, US News and World Report, Men’s Health, and other national publications. Dr. Ratey maintains an active practice in Cambridge, MA and Los Angeles, CA.

Connect with Dr. Ratey: * JohnRatey.com

Links and Related Resources: * Spark: The Revolutionary New Science of Exercise and the Brain by. Dr. John Ratey * ADHD 2.0: New Science and Essential Strategies for Thriving with Distraction - from Childhood Through Adulthood by Dr. John Ratey and Dr. Edward Hallowell * Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome to the new year of Diverse Thinking Different Learning! We’re setting the stage for a great year of celebrating neurodiversity and recognizing it as a spectrum that encompasses a range of differences. Our goal is to highlight the strengths and unique qualities of neurodivergent individuals while also challenging stigmas and stereotypes.

In this quick episode, you’ll learn five quick tips for supporting neurodivergent youth. We will focus on these topics and more throughout the year. Be sure to check out the recommended episodes below and join our email list so you don’t miss out!

Show Notes: [1:22] - Neurodiversity is the natural variation in the human brain which encompasses a wide range.

[3:30] - Tip #1: Cultivate a strength-based approach.

[4:10] - Tip #2: Promote inclusive education practices.

[4:44] - Tip #3: Foster social inclusion.

[5:53] - Tip #4: Provide resources and training.

[6:13] - Tip #5: Challenge stereotypes and stigmas.

Links and Related Resources: * Episode 144: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber * Episode 120: Meeting the Needs of Culturally and Neurodiverse Students with Juniette Kanga and Maria Kennedy * Episode 28: Why We Need to Celebrate and Continue to Build Our Kids’ Resilience

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Many parents, particularly moms, feel like taking care of your health and well-being only comes after your family’s needs are met. That essentially means that there’s no time left for any form of self-care. But today’s guest discusses how we can take better care of ourselves and in doing so, take better care of the ones we love.

Leslie Forde is the CEO and Founder of Mom’s Hierarchy of Needs®. Her business provides evidence-based tools for moms to reclaim time from the never-done list for well-being. And she helps employers retain caregivers.

Over 3,500 parents have participated since March of 2020 in the Mom’s Hierarchy of Needs research study - the longest running study of its kind about the pandemic’s ongoing impact on the work/life, care, and wellness needs of parents.

Show Notes: [2:45] - Leslie returned to work after a second maternity leave and didn’t learn the importance of a mom’s hierarchy of needs until she completely burned out.

[4:19] - When she went back to work, she felt like the answer was to just work “harder.”

[5:26] - In hindsight, there were a lot of signs that she was not okay. Everyone was flourishing except for her.

[7:46] - Mom’s Hierarchy of Needs has self-care at the top. But the reason we don’t spend time on this is because the other things are never done.

[10:28] - If you think that you will start something for yourself when something else is done, you will never start.

[11:58] - Health problems for moms often don’t show up until later in life and can be attributed to ignoring self-care practices.

[14:10] - Leslie shares a story about making cookies and how a hobby can turn into something stressful.

[15:51] - Your health and well-being is of equal importance to your children’s health and well-being.

[16:55] - Consequences of ignoring health are gradual and it could feel easier to put it off compared to more immediate consequences of focusing on your family.

[18:38] - Perfection is not critical. Be flexible and find a set of practices that work for you.

[19:59] - Mom-guilt is real and it is a heavy weight.

[21:57] - Navigating the health and unique needs of a neurodiverse child is huge and a significant amount of work.

[23:08] - Awareness and education is improving and is better than it's ever been. But the systems in place are still not designed to help those who learn and think differently.

[25:12] - Give yourself achievable goals that will make you feel the success of accomplishing work that needs to be done, but in more manageable ways.

[26:12] - Guilt can be paralyzing, depressing, and decelerating.

[27:36] - Self-care doesn’t mean a spa day. It could mean a good night’s sleep or a healthy meal.

[29:03] - Find the resources that will help you. Your commitment is not to solve the problem. You don’t have to do it alone.

[30:32] - Pick something from the top of Mom’s Hierarchy of Needs and make it a habit.

[33:37] - If you can create a routine out of something, it will relieve a lot of the mental load of maintaining it.

[36:46] - Defer, eliminate, outsource, or spouse source things that are too much to manage at once.

About Our Guest: Leslie has used research to inform growth and innovation strategy for over 20 years. Most recently, she held leadership positions at Houghton Mifflin Harcourt, Care.com and CSpace, an Omnicom market research agency. And for the past decade, she’s focused on media and technology for the childcare, eldercare, mental health, and education sectors. She’s a frequent speaker and consultant to organizations on how to retain and support parents, caregivers, and people of color, including HubSpot, Merck, Scholastic and the Barr Foundation. Her writing about well-being, equity and the future of work has appeared in The Washington Post, Slate, Parents Magazine, TLNT, Directorship and her website, Mom’s Hierarchy of Needs among other publications. She’s been quoted in the Wall Street Journal, The New York Times, CNN, National Geographic, Fast Company, US News & World Report, SHRM, and many other outlets.

Connect with Leslie: * Email: Leslie@momshierarchyofneeds.com * Mom’s Hierarchy of Needs Website * Mom’s Hierarchy of Needs on Instagram

Links and Related Resources: * TimeCheck App * Mom’s Hierarchy of Needs Website

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Let’s revisit one of our favorite Diverse Thinking Different Learning Podcast episodes with Dr. Bibi Pirayesh.

Dr. Bibi Pirayesh is a Learning Specialist and an Educational Therapist who has been in private practice for over a decade. While the emphasis of Dr. Pirayesh’s work is on remediating learning disabilities in a one-on-one setting, she is also a sought after speaker and community advocate for children and families around learning rights.

In this episode, we discuss how educational therapists help students develop the skills they need in order to be successful. You will also learn what can be done now to make a difference in the life of a child who is struggling in school. Listen on to hear Dr. Pirayesh’s riveting statements on how learning differences and disorders can be viewed as a social justice issue.

Show Notes: [2:31] - Dr. Pirayesh began her career in education by accident and shares her story on how she started on this path with observing children and families as a researcher.

[7:14] - Using a processing lens, Dr. Pirayesh helps students with remediation by first knowing what the issues are and provides targeted intervention.

[9:34] - Educational therapists are important as they will be able to bring in speech pathologists, occupational therapists, psychologists, etc. as they discover the needs of the student.

[11:50] - There are certain types of progress that are really easy to measure. Bibi uses phonics and phonemic awareness as an example.

[12:32] - So much of the work is about helping kids own their learning and demystifying the learning process. There are a lot of emotions for parents and students to manage.

[14:27] - All brains are equipped to learn, grow, and expand. When we are able to help a child find what is getting in the way of that natural flow.

[15:30] - We live in a world where there is a lot of pressure on both students and parents.

[16:49] - When kids struggle, they lose the motivation for learning.

[18:41] - Bibi explains that the way our formal education system works is a very linear and limited way of thinking and it is a social injustice.

[20:20] - What we know from research is that 10-15% of children struggle with learning difficulties.

[21:24] - There is a constant demand for higher and better production and that is what our education system has become.

[23:24] - These issues are large-scale cultural issues, and so much of the work we need to do is to undo the damage.

[27:27] - Many parents have trouble accessing the very resources that protect them.

[28:57] - Due to the way these laws are designed, we see the overrepresentation of minorities and students from a low socio-economic background.

[33:16] - When kids with learning difficulties pass through school, are they ready to navigate the real world?

[36:23] - Communities are organically designed to be able to figure out and solve their own problems, but a narrow education system prevents this.

[39:53] - The system needs to work in a way that increases access to services in an equitable way no matter where you attend school.

[43:19] - We’ve limited ourselves by seeing the world through a very tiny lens.

[44:30] - Having this conversation and acknowledging the problem is an important first step.

[46:20] - “Regardless of what is going on, if you move forward with the idea of connecting, empathizing, and understanding, somehow miraculously it will work.”

[48:45] - Take a moment to build a relationship with your child’s teacher and start a meaningful conversation.

[49:47] - When you reach out to the teacher, you are modeling to your child that it is the right thing to do to make yourself vulnerable and ask for help.

[51:10] - Remember that we are raising human beings and you can’t do that in a factory system.

About Our Guest: Dr. Bibi Pirayesh holds a Bachelor's degree in Neuroscience and Education from the University of Pittsburgh and a Master's degree in Developmental Psychology from Columbia University where her work focused primarily on children’s development of mathematical thinking and cognitive neuroscience. While the emphasis of Dr. Pirayesh’s work is on remediating learning disabilities in a one-on-one setting, she is also a sought after speaker and community advocate for children and families around learning rights. Bibi works with children grades 1-12 and covers a wide range of learning difficulties including dyslexia, ADHD, and spectrum disorders. Dr. Pirayesh completed her doctoral work at Loyola Marymount University where she is also faculty and is involved with a number of service organizations including The Association of Educational Therapists.

Connect with Dr. Bibi Pirayesh: * Los Angeles Educational Therapy - Dr. Bibi Pirayesh and Associates * ChildNEXUS Profile: Dr. Bibinaz Pirayesh * Dr. Bibi Pirayesh on LinkedIn

Links and Related Resources: * 6 Quick Questions for Parents Concerned About Dyslexia * Episode 97: Building Communities of Support and Resistance with Dr. Bibi Pirayesh * Episode 132: Social Justice: A Framework for Equity in Education with Charles A. Barrett Phd NCSP

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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It’s time to spend some time with family for the holidays and now is a great time to look back at some of the earliest episodes of Diverse Thinking Different Learning. Today, we’re revisiting our conversation with Dr. Daniel Franklin.

What is a Language-Based Learning Disability and when should we as parents be concerned? Well, let’s ask an expert! Today my guest is Dr. Daniel Franklin, the founder and clinical director of the Los Angeles based Franklin Educational Services and the author of the book Helping Your Child with Learning-Based Learning Difficulties.

In today’s episode my guest and I discuss how the parent-child relationship is an important component of any intervention. We also recognize the fine line between being a helicopter parent and a helpful parent and Dr. Franklin gives great advice on walking that fine line. This conversation will leave you feeling empowered and inspired.

Show Notes: [3:37] - Research shows that many children who have a reading difficulty or diagnosed specific learning disability frequently have a behavioral difference as well, like ADHD.

[4:29] - Because of this overlap in learning difficulties, they are grouped under a broader umbrella of Language-Based Learning Disabilities.

[6:20] - We want to remember that the human brain, especially a child’s brain, is a social organ that functions best in a context of healthy, positive relationships.

[7:32] - Only when a child is in a calm, regulated state can they experience meaningful learning.

[9:41] - The difference between a helicopter parent and a helpful parent is that a helicopter parent provides help that is not needed.

[11:04] - When we need to provide more help, that is fine, but when help is no longer needed in an area, as parents, we need to step back.

[13:39] - Dr. Franklin gives some suggestions on how to help students with writing without being counterproductive.

[17:05] - Dr. Franklin emphasizes the importance of identifying underlying difficulties to provide students the correct instruction and intervention.

[18:04] - The hierarchy of reading support is discussed in Dr. Franklin’s book and he breaks it down briefly with Dr. Wilson.

[19:40] - Dr. Franklin was featured in a documentary called Unteachable by Anthony Sherin which focuses on the importance of student-teacher relationships.

[22:05] - Having a strong relationship with students is important in helping them develop self-confidence and reinforce a love of learning.

[24:58] - No two kids are the same. No two kids learn the same things in the same way at the same time.

[28:11] - Sharing your observations with teachers is important.

[30:47] - If you want to know what is going on in a child’s mind, observe their body. If they are slumped over, their brain is slumped, too.

About Our Guest: Dr. Daniel Franklin is the author of Helping Your Child with Language-Based Learning Disabilities, and a co-editor of The Los Angeles Psychologist. He holds a master’s degree from the Harvard Graduate School of Education and a PhD from UCLA in Education. Dr. Franklin has over 30 years of experience in education as a teacher, administrator, and educational consultant.

Connect with Dr. Daniel Franklin: * Franklin Educational Services * ChildNEXUS Provider Profile - Dr. Daniel Franklin * Dr. Franklin on Facebook * Dr. Franklin on Twitter * Call Dr. Franklin (310) 571-1176

Links and Resources: * Helping Your Child with Language-Based Learning Disabilities by Dr. Daniel Franklin * Supporting Parents of Children with Language-Based Disabilities * Documentary featuring Dr. Daniel Franklin: Unteachable

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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The IEP process is notoriously daunting, overwhelming, and can be confusing to parents. However, parents have the right to be active participants in all aspects of an IEP. There’s more that parents can do to be a part of their child’s education and successfully advocate for the support they need in the classroom.

Today’s guest is April Rehrig, the founder of Rise Educational Advocacy and Consulting. April has a unique approach to special education reform that promotes team collaboration and communication to ensure every child feels valued. Through Rise Educational Advocacy, she guides families through the IEP process and helps bridge the gap between schools and parents.

This episode is all about the 5 keys to productive IEPs and how to build a relationship with the team of people supporting a child.

Show Notes: [2:09] - April has been working with neurodiverse students since she was a teenager. She shares her background and what drives her passion.

[4:45] - An experience in her early years of teaching opened her eyes to presumed competency.

[5:32] - After 20 years as a school psychologist, April now bridges the gap between schools and parents.

[6:54] - Parents just want their kids to get the support they need, but it is daunting to get started. Most parents don’t know what to expect.

[8:41] - Just like building a house, you must have a solid foundation.

[11:02] - If schools and psychologists communicate with parents from the very beginning, it saves time and makes things easier for families.

[12:32] - Parents have the opportunity to write a parent report to share during the IEP meeting.

[14:41] - Psychologists and teachers are trained to look for what the deficits are. But reports are a snapshot. Really good evaluations are based on multiple measures.

[16:44] - What is a child’s inferential learning? Standardized test scores do not provide this information.

[19:23] - Comprehensive evaluations drive the IEP.

[21:00] - Parents have the right to participate in all aspects of the IEP process.

[25:24] - There’s a misnomer called predetermination. April has a different opinion on giving reports before a meeting.

[28:09] - Each state and district has a different approach to the IEP process. But something that is universal, the parent input section is often only three lines long.

[30:27] - When we take sides, we lose the importance of talking about the child as a team.

[32:57] - Parents can get stuck on advocating for a particular service, but should look at weaknesses and the outcomes they want.

About Our Guest: April Rehrig is the founder of Rise Educational Advocacy and Consulting, LLC. She has over 20 years of experience as a school psychologist, teacher, and parent in the public school setting. With her Build a Better IEP™️curriculum, April teaches parents and teachers nationwide how to successfully navigate special education from a strength-based perspective. Her unique approach to special education reform promotes team collaboration and communication. April holds a master’s degree in education and is a Board Certified Education Advocate (BCEA) Fellow. She completed the prestigious Council of Parent Attorneys and Advocates (COPAA) SEAT™ 2.0 & 3.0 program, is a Licensed Educational Psychologist (LEP), Certified Autism Spectrum Disorder Clinical Specialist (ASDCS), Master IEP Coach©, and credentialed teacher.

Connect with April: * ChildNEXUS Provider Profile * April Rehrig Special Education Advocate on LinkedIn * Rise Ed Advocacy on Instagram * Rise Ed Advocacy on Facebook * Rise Ed Advocacy Website

Links and Related Resources: * Episode 146: How Parents and Educators Can Collaborate to Help Students Thrive with Shelley Lawrence * Episode 157: What Dyslexia Screening in Schools Means For Your Child with Vickie Brett and Amanda Selogie * Episode 145: Advocating for Children With Special Needs with Heather Zakson

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In her raw and emotional book Hold On Tight: A Parent’s Journey Raising Children with Mental Illness, Jan Stewart shares her deeply personal experience as a mother of two children with wildly different needs. Through the challenges of finding the right diagnoses and treatments, Jan learned to insist on an integrated partnership approach, leading her to then support other parents facing similar struggles.

She joins the podcast today to talk about this rollercoaster journey for her as a parent and how the experience led her to work in mental health governance. Her insight is profound because she has certainly walked in the shoes of an overwhelmed mother. Listen in to learn more about her journey and her advice for navigating the ups and downs of yours.

Show Notes: [2:16] - Jan wrote the book to help people understand the pain and struggle in this journey and how to navigate through it.

[3:38] - First-time parents worry, but in Jan’s case, it took her years to learn to trust her gut. She knew something was going on.

[6:11] - Jan’s son and daughter showed completely different concerns.

[7:34] - Her children were so deep in distress; when doctors finally listened, Jan was able to seek the help they needed.

[9:27] - The “wait-and-see” approach puts things off for so long until a child is in crisis.

[11:01] - Jan doesn’t only provide support for parents, but also provides education.

[13:52] - You have to take a breather from time to time when diving into education. But you also need to stay current.

[14:28] - Take a collaborative approach with every single person that is a part of your child’s life.

[15:37] - If a doctor, therapist, or any other individual working with her child is not fully cooperative, Jan goes elsewhere.

[18:19] - The experience can feel like a rollercoaster, with a lot of ups and downs.

[19:08] - Be completely open and truly listen to your children.

[20:26] - Don’t hide information from your children, especially when it comes to taking medication.

[22:42] - Other family members may not understand or support you and your child. They may be misinformed and you can limit the amount of engagement you have with them.

[24:34] - The right friends will know how to ask when you need support and how they can help.

[26:58] - As a society, we have a responsibility to spread facts.

[29:06] - The process for parents can be very overwhelming.

[31:23] - Mental illness has such a negative connotation and even villains in movies and media are portrayed with mental illness.

[33:15] - Toxic positivity is also a problem on social media.

[36:21] - Find Jan’s book online and in some bookstore locations.

About Our Guest: Jan Stewart is a highly regarded mental health governance expert and advocate. Growing up in New York and moving to Toronto after marrying a Canadian, she was untouched by major adversity throughout her youth and imagined a similar, happy life for her children. In her raw and emotional book Hold on Tight: A Parent’s Journey Raising Children with Mental Illness, she candidly describes the shock she and her husband faced when each of their two young children started exhibiting troubling behaviors.

Connect with Jan: * Website

Links and Related Resources: * Hold On Tight: A Parent’s Journey Raising Children with Mental Illness by Jan Stewart

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today, we’re answering the question, “Can play therapy help my child?” But first, we need to understand what play therapy is and what it is not.

Our guest, Cathi Spooner shares insights on helping children navigate complex emotions through play therapy. And there’s a lot to talk about! We’ve had several episodes discussing different treatment modalities and information about ways we can provide social and emotional support to our children and adolescents. Play therapy might be the right fit for your child and your family. Listen to find out how Cathi has used play therapy to support children and adolescents struggling with anxiety, depression, trauma, divorce and separation, attachment issues, self-regulation issues, and grief and loss.

Show Notes: [2:56] - Play therapy is about helping children access the therapeutic powers of play through a specific therapy modality. It’s grounded in a theoretical model.

[4:32] - Play is the language of children.

[5:13] - It is more than just pulling out games and toys.

[6:29] - To an outsider looking in, it looks like the counselor or therapist is just playing. But they know how to use play to work through emotions.

[7:36] - Children naturally work things out and make sense of the world through play.

[10:43] - Cathi describes the types of toys and games in a play therapy room.

[12:36] - Anger and aggression are normal emotions and parents tend to want to avoid them.

[15:12] - Play gives therapists a way to see what’s going on underneath a child’s behavior.

[17:32] - Children need parents to be able to co-regulate emotions.

[19:31] - Children can’t be the ones responsible for learning how to regulate their emotions.

[22:02] - One key is to empower parents to continue this work at home outside of the therapy room.

[24:22] - Parents need support and guidance on how to help their children.

[28:20] - If parents don’t trust the therapist, they will not be able to feel comfortable and confident in being the parent they want to be.

[31:26] - Expressive art is an amazing modality to incorporate into play therapy to show children other ways to work through and make sense of things without verbally articulating.

[33:14] - When we’re in distress, making sense of things is challenging. Play makes it more accessible.

About Our Guest: Cathi Spooner is an LCSW and RPT-S. She has worked with children, adolescents and their families since 1982 in a variety of capacities including therapeutic recreation, teaching special education for children with emotional and learning difficulties, residential mental health treatment programs, substance abuse treatment, and outpatient psychotherapy. Her expertise includes working with children, adolescents and families experiencing trauma and attachment issues as well as depression, anxiety, grief & loss, behavior problems, court-involved youth, homeless populations, ADHD, foster care and adoption issues, parental separation and divorce, and school problems. Cathi has conducted numerous professional play therapy training sessions at the local, state, national, and international level. Her Play Therapy Academy program prepares child and adolescent therapists to become play therapists. She is the author of Attachment-Focused Family Play Therapy: An Intervention for Children and Adolescents After Trauma (Routledge).

Connect with Cathi: * Renewing Hearts Play Therapy Training Website * Play and Expressive Arts Therapy Facebook Group * LinkedIn * Instagram * YouTube

Links and Related Resources: * Episode 131: Cognitive Behavior Therapy for Kids and Teens with Dr. Shadab Jannati * Episode 116: How Dialectical Behavior Therapy Helps Children and Teens with Patricia Gieselman, MFT * Episode 130: How Parent-Child Interaction Therapy Strengthens the Family Relationship with Dr. Karrie Lager * Q&A with Dr. Karen Wilson * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Research shows that individuals with learning and thinking differences are at higher risk for substance abuse. It is also known that there is a connection between mental health problems, like depression and anxiety, and substance abuse. But now that we know that, what do we do about it?

Today’s guests support neurodiverse youth and help with substance use and abuse concerns. Eric Rydzewski and Chris Wilson join me today from Aspen Growth Coaching to help guide us through some of the misinformation on this topic and the many things that people generally don’t understand about the connection between neurodivergence and substance abuse.

In the end, we can’t always stop a teenager from being impulsive, but we can understand why they are more vulnerable to substance abuse and learn what to do to help them.

Show Notes: [2:36] - Teenagers with ADHD are at greater risk for substance use and abuse.

[4:37] - Receiving a later diagnosis of something that impacts someone’s daily functioning can lead to seeking comfort in drugs and alcohol.

[6:21] - Some people don’t need an official diagnosis to know that they are drawn to substances that make them feel calm or stimulated.

[7:59] - Drugs and alcohol seem like a “quick fix” to a struggle or challenge.

[9:32] - There is also a lot of societal pressure especially for teens who already feel isolated.

[10:44] - It is common for drugs and alcohol to be used as performance enhancement in social connections.

[14:20] - Eric and Chris work with a lot of people who function well while using substances, but the dependence grows.

[16:48] - Teenagers are naturally impulsive and experimental. Some who are neurodiverse may be more impulsive.

[18:51] - The risk of substance abuse is also connected to nutrition and sleep. Part of the work Eric and Chris do is addressing taking care of their bodies.

[21:25] - Mental health conditions like depression and anxiety increase risks of substance abuse. These mental health conditions are also seen in those who are neurodiverse.

[24:00] - Parents get lost in these situations, but it is important to have healthy boundaries.

[25:23] - There are thousands of families in the United States dealing with this. There are a lot of support groups.

[27:11] - A critical part of building resilience is knowing there is a caring adult in their corner who can have difficult but supportive conversations with them.

[28:40] - What does it look like when an intervention works? Everyone is very different.

[32:26] - Recognize if your child is on a self-destructive path and seek the support they need to learn to be healthy and independent.

About Our Guests: Eric Rydzewski

Eric is a Licensed Professional Counselor who specializes in working with adolescents and young adults with comorbid neurodivergent stress and addiction issues He is trained in autism identification and screening and uses an emotionally focused approach to the families he works with as a way of enhancing connection rather than dividing through intervention. He has over 12 years of experience working with neurodivergent populations. Eric lives in Grand Junction, Colorado with his wife and family.

Chris Wilson

Chris is a Sobriety, ADHD, and Life Coach. He has a bachelor’s in English Literature and a long professional history as a corporate executive in the maritime shipping industry. After a decade in this high-powered career, Chris walked away from his business success to hike the Pacific Crest Trail and prioritize sobriety and living a more intentional life. After this dramatic life change, Chris has dedicated himself to supporting others with similar experiences. Using the skills he brought with him from his business background, Chris supports his clients to set themselves up for success. Moving away from shame and a failure-focused mindset, Chris teaches a “back to the basics” approach, helping clients establish lifestyle changes that encourage a healthy life while practicing resiliency in the face of relapse, attention challenges, and identity struggles.

Connect with Eric and Chris: * Aspen Growth Coaching Website * Email Eric: eric@aspengrowthcoaching.com * Email Chris: chris@aspengrowthcoaching.com

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today’s topic is no stranger to the Diverse Thinking Different Learning Podcast. We’re talking about sleep, but this time, we’re discussing the impact of sleep (and lack thereof) on teens.

Lisa Lewis explains it all beautifully in her book The Sleep-Deprived Teen: Why Our Teenagers Are So Tired, and How Parents and Schools Can Help Them Thrive. And in our conversation today, she shares some interesting facts about the adolescent brain, how sleep deprivation impedes brain development, and what we can do about it as parents and as a society.

Show Notes: [2:19] - In the early years of our child’s life, we think about naps and sleep often. But it is something that becomes overlooked as they get older.

[3:24] - Adolescence is a time of major brain development.

[5:02] - Sleep, specifically, is incredibly important for this process.

[6:18] - The number of hours needed for a teen is more than for adults. Teens should be getting 8-10 hours at least of sleep. Young teens should be getting 11 hours.

[8:02] - Naturally, teens will start going to bed later. This is a normal rhythm change.

[9:25] - There are a number of factors behind why teens are not getting enough sleep.

[11:08] - The biggest policy change that could greatly benefit adolescents is a later school start time for middle and high school students.

[13:04] - Tech use late at night is a big factor as well as overscheduling.

[15:10] - Lisa explains some of the processes that are impacted by sleep deprivation, specifically academically.

[16:23] - Mood, irritability, and emotional regulation are greatly impacted by sleep. This is true for adults as well.

[17:50] - Sleep deprivation also has a link to suicidality, mental health issues, and impulsivity.

[19:20] - Many teens are involved in athletics and sleep deprivation increases risk for injury. Sleep deprivation is a concern for teens learning to drive as well.

[20:54] - What are some of the things we can do as parents and as a community?

[23:01] - There are many things to consider including homework time and extracurricular activities.

[25:11] - Technology is here to stay. But how is it impacting sleep?

[26:58] - There are some best practices for parents and teens regarding tech use at night.

[29:27] - Making changes in the home needs to be collaborative.

[31:26] - Part of technology rules and wind-down routines is being a good role model.

About Our Guest: Lisa L. Lewis is the author of The Sleep-Deprived Teen: Why Our Teenagers Are So Tired, and How Parents and Schools Can Help Them Thrive (described as “a call to action” by Arianna Huffington and “an urgent and timely read” by Daniel H. Pink). Her book, which was reviewed by The New York Times, is an outgrowth of her previous work on the topic, including her role in helping get California’s landmark law on healthy school start times passed.

Lewis has written for The Atlantic, The Washington Post, The New York Times and the Los Angeles Times, among others, and has appeared on the TODAY show, WBUR “On Point,” BBC World Radio, and local radio and TV in Los Angeles, San Francisco and elsewhere. She has a master’s degree from the Medill School of Journalism at Northwestern University, an MFA from Mills College, and a bachelor’s degree from UC Berkeley. The parent of a teen and a recent teen, Lewis lives in California with her family.

Connect with Lisa: * The Sleep-Deprived Teen: Why Our Teenagers Are So Tired, and How Parents and Schools Can Help Them Thrive by Lisa Lewis * LisaLLewis.com

Links and Related Resources: * Episode 148: How Sleep Affects Academic Performance and Mood * The Teen Brain - 6 Things to Know

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Parents frequently find themselves searching for the perfect educational environment for their child. And when you have a child who thinks and learns differently, you may also look for an environment where your child has access to interventions that address their unique needs, a program that incorporates clinical support, helps your child develop social-emotional learning and adaptive functioning skills, and provides them with the support of a community of educators and peers. For some students, that could mean a residential or boarding program, where they live and learn in the same place.

Sara Jackson joins us today to talk about the benefits of this type of program for neurodivergent youth. Listen to learn more.

Show Notes: [2:30] - A boarding school is special because a student is getting the full academic learning, but their life after school is intentionally programmed as well.

[4:35] - Boarding school integrates social-emotional learning into the day-to-day schedule for students which in many other environments is missing.

[6:42] - There is a lot of opportunity for incidental learning.

[8:02] - The biggest benefit for neurodiverse students in a residential program is the built-in community.

[9:33] - Sara explains that the students they serve are experiencing life-changing events that are building self-confidence.

[11:04] - Who is a good candidate for a residential program and what is the right age? It’s a whole family decision.

[13:06] - For a child with learning challenges, the struggles are often the focus. But, a personalized education program like this gives the opportunity to focus on strengths and interests.

[15:13] - In order to thrive, some students need a specialized program.

[16:48] - When students are successful outside of school, it increases confidence during academic learning as well.

[19:01] - Sara describes a typical day for students at Riverview School.

[21:16] - Parents are close partners with Riverview School.

[22:49] - For more information, visit their website. There are virtual and in-person information sessions available.

About Our Guest: Sara has a BA in Neuroscience from Hamilton College and Master of Social Work from Boston University. She is a licensed clinical social worker. Sara has worked at Riverview School since 2001, in a number of positions including as direct care staff, a clinician, the social pragmatics and behavior specialist and currently as the coordinator of the middle school/high school boarding program.

Connect with Sara: * ChildNEXUS School Profile * Riverview School Website

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Although today’s guest is a declutter coach and has been featured as a guest on the podcast before, she’s here for a completely different reason today. Today, Wendy Zanders is here in her role as a mom who homeschools.

This episode is a down-to-earth and realistic conversation about the popular topic of homeschooling. Wendy shares her journey, the ups and downs, the reasons behind her family’s decision, and the possibilities homeschooling has opened up for her children.

If you are thinking about homeschooling or have questions about how you can homeschool more effectively, Wendy will have some answers in this conversation.

Show Notes: [2:06] - Even though the homeschool journey for Wendy is for the whole family, both of her children are homeschooled differently.

[3:10] - Some families changed to homeschooling during the pandemic in 2020 and made the decision to continue.

[4:22] - Wendy shares the experience of meeting another family that was homeschooled and her daughter knew right away she wanted to be homeschooled as well.

[6:20] - It is okay to simply try homeschooling. If you don’t like it or it isn’t the right fit for your family, you can always go back to public school or find another option.

[7:48] - If you feel that you are not qualified or not feeling confident in a certain subject, you can find a tutor for support.

[9:19] - Wendy shares a bit about their structured school schedule and the things they do that are outside the traditional structure.

[10:49] - There are so many different options and you can make the decision that is best for you and your family.

[13:14] - Wendy shares the recent milestones for her children.

[15:26] - Through her son’s passion and interests, Wendy was able to create the perfect curriculum for him and he is now in a program for welding.

[17:10] - An important component of homeschooling is a community.

[19:14] - It is a myth that homeschooled children are missing out on the socialization opportunities provided in public schools.

[20:42] - There was a big mental shift that Wendy had to make. Unschooling has been the best fit for her and her family.

[23:52] - It is not at all required to spend a ton of money on a homeschool curriculum.

[25:30] - There doesn’t always have to be a dedicated school space in your home. Your kids may not learn that way.

About Our Guest: Wendy Zanders is a professional organizer, Your Declutter Coach, and a United States Army veteran. Her family has been homeschooling both kids since 2019. They are a special needs homeschooling family that loves to learn outside the box. Her 16-year-old son graduated and is now a professional welder pursuing a career in the automotive industry. Their 10-year-old wants to be a scientist, and they enjoy exploring that path with her. Wendy is the biggest cheerleader for her kids and their journeys.

Connect with Wendy: * ChildNEXUS Provider Profile * Email: wendy@yourdecluttercoach.com * Your Declutter Coach Website

Links and Related Resources: * Episode 123: How Decluttering Helps to Manage ADHD Symptoms with Wendy Zanders * Episode 151: Parenting with ADHD Insights and Inspiration with Holly Blanc Moses

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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With a new dyslexia screening law coming into effect next year in the state of California, parents need to know what to expect and what the rights of their children are. To help educate us on what this screener is and what it means for our children, educational attorneys Vickie Brett and Amanda Selogie join the podcast again.

Vickie and Amanda are both attorneys and founders of the Inclusive Education Project, which includes an IEP Learning Center and a podcast. As educational attorneys, they focus on advocating for and educating families on their legal rights, especially when it comes to the services their child is entitled to through public education.

Today, we’re discussing what this law means and how it impacts all students in Kindergarten through second grade in the state of California. You’ll learn what to expect and how you can be prepared for pushing for a comprehensive evaluation in the event that your child is found to be at risk for dyslexia.

Show Notes: [1:49] - Welcome back, Vickie and Amanda! They were previously on during the COVID-19 pandemic discussing legal rights of students needing services.

[4:00] - October is specifically a busy month for IEP meetings and initial assessments.

[6:42] - Because of holidays and the busy season, there are a lot of things to accomplish in a short amount of time.

[8:08] - It is so important for parents to understand the rights their children have.

[9:31] - In 2024, California will have funding for universal screening for dyslexia in students from Kindergarten through second grade.

[11:34] - Schools are supposed to implement these screenings in 2024. The goal with this law is it uses a universal screener.

[13:23] - Interventions being provided through RTI and reading groups are not enough.

[16:46] - The timing in California also coincides with the universal pre-Kindergarten program.

[18:18] - Screening is not the same thing as intervention or assessment. They identify kids who are at risk for dyslexia. But then what?

[20:30] - Vickie explains how the law works and the requirements it outlines.

[23:03] - For a screener to really work, it needs to be done for all students.

[24:30] - One common trait of children with dyslexia is that they are able to compensate in the early years of school and tend to be overlooked.

[26:47] - Being at risk should be enough of an alert to proceed with a comprehensive evaluation.

[29:19] - There are certain things that the school will take care of, but parents need to be vigilant in requesting more if it's needed.

[30:52] - With a universal screener, there should be a universal intervention.

[34:59] - Amanda thinks that implementation will be left to each county and school district.

[37:04] - Is every county going to be able to train and implement this screener?

[40:15] - You can find more information on the Inclusive Education Project website.

About Our Guests: Vickie Brett

Vickie Brett was born and raised in Southern California and through the Inclusive Education Project she focuses on advocating and educating families about their legal rights. Vickie is committed to strengthening her clients who come to her disheartened and beaten down by the current education system. Because Vickie is bilingual, she represents and empowers many monolingual Spanish-speaking families. She is a dedicated pro bono attorney for the Superior Court of Los Angeles’s Juvenile and Dependency 317(e) Panel and in the past was a supervising attorney for the UCI Law School's Special Education Law Project.

Amanda Selogie

Amanda Selogie received a bachelor’s degree in Child and Adolescent Development, specializing in Education from California State University, Northridge and a Juris Doctorate from Whittier Law School where she served as a Fellow in the prestigious Center for Children's Rights Fellowship Program and served in the school's pro-bono Special Education Legal Clinic. Amanda immersed herself in the world of civil rights and educational advocacy through her work in education, empowerment and advocacy with the Inclusive Education project, supporting inclusion in early education through her appointment to the Orange County Child Care and Development Planning Council and their Inclusion Collaborative Committee, previous work serving as a supervising attorney for UCI Law School’s Education Rights Pro-bono project and coaching of AYSO’s VIP (Very Important Player) program coaching players living with disabilities and creating an inclusive soccer program.

Connect with Vickie and Amanda: * Inclusive Education Project Website * @inclusiveeducationproject on Instagram * Email admin@iepcalifornia.org

Links and Related Resources: * Register for Our Self-Paced Mini Courses with LIVE AMA Sessions * Inclusive Education Project Podcast * Dr. Karen Wilson on the Inclusive Education Project Podcast

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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If you have a teen who is preparing for or thinking about applying to college, you are likely aware that some colleges and universities are test optional or even test blind when it comes to ACTs and SATs. But what does that mean? Should students with learning differences, test anxiety, or struggles with test-taking in general take these tests?

Annika Guy is the Director of Independent Study/Homeschool and SAT/ACT programming at Hayutin Education and a valued ChildNEXUS member. And while they know so much about test-optional and test-blind colleges and universities, they are here to tell us that it is a constantly changing landscape. We’ve definitely entered a new era of college acceptance processes and even the tests themselves have gone through some evolution over the last several years.

So if you and your teen are considering colleges, we now need to answer the question: to test or not to test?

Show Notes: [2:42] - So much has changed in the last few years and it continues to evolve very quickly.

[3:49] - There is a lot of conflicting information and opinions when it comes to testing and college prep. This makes the decision to test that much harder.

[4:59] - It can be very frustrating to go through testing and then learn that the university or college doesn’t require it.

[5:38] - Test-optional means that schools will not require test scores to be submitted when applying, but will look them over if submitted.

[7:21] - Test blind means that schools don’t even look at test scores at all even if you submit them.

[9:08] - A big concern for students and parents is that learning differences and test-taking difficulties result in scores that don’t reflect a student’s ability and potential.

[11:24] - Although it can be confusing, it is ultimately a good thing that there are test-optional and test blind schools.

[13:10] - Testing companies are beginning to shift their thinking around the necessity and accuracy of test scores.

[14:43] - The SAT has gone through a lot of changes in the last ten years. Now it is a much shorter test and is provided digitally.

[17:53] - There are some things that can be put into a test-prep plan including practice tests and test-prep tutors.

[21:24] - Hayutin Education is very transparent about the murky waters of testing and test prep. They help students navigate this decision.

[23:19] - Homeschooled students need to test and there are other demographics that feel more pressured to test like international students and athletes.

[25:01] - Test prep should not be prioritized over keeping up a GPA.

[26:36] - Hayutin Education offers a number of services including test prep services, college application guidance, and academic support.

About Our Guest: Annika Guy is the Director of Independent Study/Homeschool and SAT/ACT programming at Hayutin Education. Annika joined the Hayutin administrative team in 2021 after two years on the educator team. Annika has worked with students ranging from elementary school through college in a variety of humanities-based subjects as well as math, science, executive function coaching, independent study/homeschool, and test prep. As Director of Independent Study, Annika is passionate about custom curriculum design and developing the best program for each student’s unique learning style. In their role as Director of Hayutin’s SAT/ACT program, Annika consults with families about the changing landscape of college admissions in the test-optional era, and what that means for students facing the question of whether or not to test.

Connect with Annika Guy: * ChildNEXUS Provider Profile * Hayutin Education Website

Links and Related Resources: * Episode 16: The Independent Study Option with Maya Varga * Episode 126: Why Self Awareness and Self Determination are Important for College Success with Elizabeth Hamblet * Episode 15: From High School to College: Steps to Success for Students with Disabilities with Elizabeth Hamblet

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Educational therapy is oftentimes an unknown term for parents and families. Today’s guest has actually shared with us in a previous episode what it is and how it can benefit so many different students in Episode 10: Building Independence Through Educational Therapy. But what we haven’t talked about is what educational therapy looks like… virtually.

Welcome back to Rachel Kapp, who is an educational therapist with an extensive background in the field of education. After working with so many types of students through tutoring in private practice, she became passionate about building relationships with and helping students who learn differently. She is now a sought after educational therapist and co-host of the Learn Smarter Podcast.

In our conversation today, Rachel shares how virtual educational therapy has changed the way students can access the services they need. She explains the surprising benefits and misconceptions about virtual therapy and how to find the right fit for you and your family.

Show Notes: [1:43] - Rachel was a previous guest on the podcast and introduced educational therapy in episode 10.

[4:27] - During the pandemic, for the first time parents saw firsthand the learning challenges of their children.

[5:57] - Rachel explains what educational therapy is and what they focus on at Kapp Educational Therapy.

[7:12] - While the therapy impacts academics, educational therapy is also extremely beneficial for executive functioning and life skills.

[10:02] - Virtual educational therapy is not “Zoom School”.

[11:10] - Compared to in-person educational therapy, virtual therapy has a lot of different benefits including flexibility and, surprisingly, connection with the therapist.

[13:11] - One type of therapy isn’t faster than another. Rachel has not seen a difference between the results of in-person and virtual.

[15:09] - In most cases, Rachel sees students for 50 minutes twice a week, but when it is virtual, there are a lot of different ways to spend that time.

[16:49] - Rachel has had students who are in virtual educational therapy as guests on her podcast and has great connections with them.

[19:13] - Writing is typically very challenging for students with executive functioning issues.

[21:47] - There’s not a “perfect” age for virtual educational therapy. It depends on the child.

[25:27] - When it is the right fit for the family, virtual therapy is so accessible.

[27:40] - Be open to alternative solutions. The most important thing is the clinician match.

About Our Guest: Rachel grew up in Los Angeles. She graduated from the University of California, Berkeley, where she earned a Bachelor of Arts with Honors in Sociology and minored in Jewish Studies. Rachel began tutoring students in high school, eventually choosing to pursue a career in education. For over six years, Rachel was a lead preschool teacher, where she gained a firm foundation in explicit teaching. Rachel has been a tutor in private practice since 2004, working with students in a variety of subjects, including all levels of math, reading, history, and writing. After working with so many types of students over the years and realizing she was passionate about building relationships with and helping students who learn differently, Rachel decided to pursue educational therapy. She completed her coursework at California State University, Northridge, in December 2015 and Masters degree in December 2016. In her free time, Rachel loves spending time with her husband, Adam, son, Elliot, and their dog, Fritzy, watching Cal Football, cooking for friends, and spinning. Rachel is a Board Certified Member of the Association of Educational Therapists and an active participant in ongoing education through the International Dyslexia Association. She is also trained in Wilson Reading Systems.

Connect with Rachel Kapp: * ChildNEXUS Provider Profile * Kapp Educational Therapy Group Website * @KappEdTherapy on Instagram * Learn Smarter Podcast * @LearnSmarterPodcast on Instagram * Email: hello@kappedtherapy.com

Links and Related Resources: * The Intersection of Executive Function, ADHD, and Other Learning Differences * Episode 10: Building Independence Through Educational Therapy with Rachel Kapp

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today’s guest is Ashley Harding and we’re discussing the importance of students having a sense of belonging in their learning environment. Ashley is a valued member of the ChildNEXUS community and a compassionate advocate for diverse learners.

In this episode, Ashley explains how impactful a sense of belonging is to a student. Knowing they hold a significant space somewhere, feeling a sense of connection and safety, and knowing that their educational needs are being met while also getting the support they need are critical keys to the concept of “mattering”. All of these things have long-term outcomes that go far beyond academic mastery and it's important for educators to foster this and value a child’s sense of belonging. This is what is going to help students thrive and reach their full potential.

It’s not just about academic mastery. Listen on to find out how students can learn self-efficacy and self-advocacy and how this can change the trajectory of their success.

Show Notes: [2:31] - North Star Academics was founded on three principles: academic mastery, self-efficacy, and parent engagement.

[3:38] - In Ashley’s experience, the disconnect for a lot of students is not having a feeling of belonging.

[5:37] - Students have ecosystems of their own. How do they feel connected to their school and is there a gap?

[7:04] - Ashley describes some of the things they look at when a student begins with North Star Academics.

[8:11] - We have to start with our own internal biases. Bias is well beyond culture.

[9:34] - Communicating with educators can be challenging with new families.

[10:47] - How are we evaluating processes in order to have a continuum of success?

[12:58] - Investment in private and independent schools is a social justice issue.

[14:33] - Stakeholders need to be tuned into the needs of every student, but students need to also be aware of their own learning profile as well.

[16:05] - Academic mastery is often the easier part of this.

[18:37] - When parents have a deference with teachers, it prevents the child from getting what they need. Advocacy needs to be modeled.

[21:27] - You are not waiting to be empowered. You have power and are working in collaboration. If you aren’t empowered, is this the right placement?

[24:16] - If students aren’t getting the accommodations they require, is it the right place for them?

[26:55] - This is a long term process. What does it take for your child to be successful not just this school year, but the next one and beyond?

[28:01] - It’s important to meet with the school in order to support the child.

[29:53] - Schools are often focused on academic mastery.

[31:20] - Research shows that if a child has just one person invested in them, they are more likely to be successful.

[33:30] - Space is not just physical space. People at school should be safe spaces for students as well.

About Our Guest: Ashley Harding is a passionate fourth-generation educator and the Founder of North Star Academics. With a decade of experience, she's committed to improving the educational experience for children and families nationwide. Born and educated in West Los Angeles, she holds a Bachelor of Science from USC and a master's degree from Tufts University. Her focus includes creating social capital and support for students and families of color, and she has previously served as Director of Family and External Engagement for KIPP DC. Ashley's interests include promoting veganism, wearing black Chucks, and enjoying 1990s R&B.

Connect with Ashley Harding: * ChildNEXUS Provider Profile * Email: ashley@northstaracademics.org * North Star Academics Website

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Over the last few years, we’ve seen a noticeable increase in anxiety and anxiety disorders in children and adolescents. And we’ve talked about anxiety many times on the Diverse Thinking Different Learning Podcast. But one thing we haven’t discussed yet is Obsessive-Compulsive Disorder or OCD. This is a topic that has been requested by listeners and I’m thrilled to have found today’s guest, Dr. Jesse Spiegel, an expert on OCD.

Everyone has had the occasional concern about misplacing something or has had a fear of germs or contamination. Sometimes we have a need to order and arrange things in a particular way. But when these thoughts and behaviors become intense and begin to interfere with life, they may indicate OCD. In our conversation today, Dr. Spiegel explains the major differences between obsessive behaviors and compulsions as well as common unintentional mistakes parents make with children who exhibit these behaviors.

Show Notes: [2:28] - We are currently seeing a noticeable increase in anxiety in children and teens.

[4:05] - OCD has two components: obsessions and compulsions.

[5:48] - There are some compulsions that are observable to other people, but many compulsions are mental and unseen by others.

[8:04] - Reassurance seeking is often overlooked by parents, but it is common in OCD and tends to feed the obsessions and compulsions.

[10:03] - When you accommodate the child’s compulsive behaviors, it actually accommodates the OCD.

[11:49] - Anxiety disorders overlap in a lot of ways, but OCD is overpowering.

[15:00] - Exposure Response Prevention (ERP) is a component of the treatment for OCD. Dr. Spiegel explains what this entails.

[19:12] - Being over accommodating or over demanding are mistakes that a lot of parents of children with OCD make.

[20:16] - Parents need to learn new ways to respond because a lot of behaviors unintentionally fuel OCD.

[22:27] - Let’s give a name to OCD for children. Some call it “The Worry Monster”.

[24:57] - Giving it a name takes the power away from OCD. It’s not who you are, but it is impacting you.

[26:30] - A lot of times, kids do not want to be in therapy. Dr. Spiegel describes some ways to provide motivation.

About Our Guest: Dr. Jesse Spiegel is a licensed clinical psychologist treating children, adolescents, and adults. He works in private practice in Los Angeles, CA, where he specializes in treating OCD, anxiety, insomnia, and behavioral-related problems. In addition to utilizing CBT and exposure-based therapies, Dr. Spiegel takes a family-based approach when working with clients.

Dr. Spiegel is a clinical instructor at UCLA’s David Geffen School of Medicine’s Department of Psychiatry and Biobehavioral Sciences. He is the Vice Chair of the Anxiety Depression Association of America’s (ADAA) OCD SIG. Dr. Spiegel is a graduate of the IOCDF’s Behavioral Therapy Training Institute (BTTI), as well as the Supportive Parenting for Anxious Childhood Emotions (SPACE) program.

Connect with Dr. Jesse Spiegel: * Dr. Jesse Spiegel’s Website * Email: drjessespiegel@gmail.com

Links and Related Resources: * Anxiety and the Family * Anxiety and Depression in Adolescents * Episode 67: Your Child’s Anxiety - When to Worry with Dr. Piacentini

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today we are welcoming back parenting activist and previous podcast guest, Debbie Reber. Debbie and I have had the opportunity to speak on multiple occasions and her support for parents of differently wired kids is extraordinary. As the founder and CEO of Tilt Parenting, Debbie has provided resources to parents around the world and uses her own experiences as a parent of a neurodivergent child to help other families navigate their unique journeys.

In our conversation today, we are talking about her five step roadmap for parents. Parents of differently wired kids don’t get a roadmap for their journey, a journey which can be anxiety-provoking and lonely. But Debbie has created one and in our discussion, she shares what the steps are and why they are so important. And after learning each step, she explains how this roadmap changes in middle school.

It is a conversation and resource you won’t want to miss.

Show Notes: [2:38] - Congratulations to Debbie for her 7 years of incredible work.

[4:57] - Once it is understood the reason behind a behavior, it is easier to address it and support regulation.

[6:44] - Karen has seen a shift in parents coming in for assessments not to “fix” their child but to better understand them.

[8:47] - Homeschooling her own differently wired child for six years impacted Debbie’s understanding of the connection between learning and the environment.

[11:02] - Debbie has created a roadmap for parents. This tool is incredible because parents typically don’t get a roadmap for raising a neurodivergent child.

[12:26] - The first step on the roadmap is processing. Give yourself time to take a breath and get clear on what your values and goals are as a family.

[15:04] - The second step is connecting. This journey feels isolating.

[16:27] - Gathering is the third step and Debbie explains that it is all about creating your team.

[19:36] - The next step is prioritizing. We can’t do it all at once and at any time in the journey, parents can get overwhelmed.

[22:44] - If a child is not regulated, no meaningful growth will take place.

[24:33] - The last step in the roadmap is acceptance. We’re here to support our kids. Part of acceptance is knowing that this is really hard.

[26:18] - Our kids are constantly changing and the transition to middle school is particularly challenging.

[27:47] - Sometimes you have to revisit things you already understand. For example ADHD in a 6 year old is different when they become a teenager.

[29:47] - You have your limitations as a parent. You can’t do it all.

[31:01] - The social landscape gets more complicated as a child ages and is certainly different from what parents experienced as adolescents.

[33:05] - It’s important for us to unpack our own middle school trauma and experiences because they’re going to impact our parenting.

[35:34] - Be your child’s companion through this journey.

About Our Guest: Debbie Reber, MA is a parenting activist, bestselling author, speaker, and the CEO and founder of Tilt Parenting, a resource, top-performing podcast, consultancy, and community with a focus on shifting the paradigm for parents raising and embracing neurodivergent children. Her most recent book, Differently Wired: A Parent’s Guide to Raising an Atypical Child with Confidence and Hope, came out in June 2018. After living abroad in the Netherlands for five years, Debbie, her husband, and differently wired teen moved to Brooklyn, NY in 2019.

Connect with Debbie Reber: * Tilt Parenting Website

Links and Related Resources: * Tilt Parenting Roadmap

More Conversations with Debbie and Karen: * Tilt Parenting Episode 320: Dr. Karen Wilson on How and When to Talk to Kids About Their Diagnoses * Diverse Thinking Different Learning Episode 144: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber * Tilt Parenting Episode 192: Dr. Karen Wilson on How to Know if Your Child is Ready for the Transition to Elementary School

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

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Many parents see themselves in their children. And when a child is evaluated and diagnosed with ADHD, some parents realize that they have had the same struggles. Research shows that as many as 1 in 5 people have ADHD and because we know that the heritability of ADHD is about 80%, the odds that many adults are struggling with undiagnosed ADHD are high. With this realization, many parents are receiving an ADHD diagnosis during adulthood and like today’s guest, their struggles make a lot of sense.

Holly Blanc Moses returns to the podcast today to share her own experience with a late diagnosis of ADHD. We also discuss what it’s like parenting when you yourself have ADHD and what strategies are helpful for navigating the parent and life journey.

Holly is the host of The Autism ADHD Podcast where she describes this experience, offers support and resources for parents, and continues to navigate her own parenting journey of two neurodivergent children.

Show Notes: [2:13] - Welcome back, Holly!

[3:51] - Holly learned that she struggled because of undiagnosed ADHD and opened up about it on her podcast The Autism ADHD Podcast.

[5:50] - Holly reflects back on her childhood and the struggles that make more sense now that she understands her diagnosis.

[7:37] - The symptoms are different in girls and women because they are so good at masking. Symptoms are often overlooked.

[9:14] - Many adults who have gone undiagnosed have created a story in their minds that they aren’t good enough.

[11:01] - Holly describes her experience in realizing that she likely has ADHD and why she sought an evaluation for herself.

[12:28] - The completion of the evaluation and the diagnosis of ADHD was such a relief for Holly.

[14:30] - Some tasks for Holly are still very hard, but she is able to focus without distraction on her interests.

[15:53] - A lot of parents become concerned that they can’t help manage their child’s ADHD if they can’t manage their own.

[19:22] - Many women with ADHD also struggle with perfectionism.

[21:55] - We have to be patient with ourselves and stop beating ourselves up. We have to look at a lot and be okay with not getting everything done.

[26:05] - Don’t try to be something that you are not.

[27:21] - Mindfulness is important.

[30:03] - Connect with Holly through her podcast The Autism ADHD Podcast.

About Our Guest: Holly Blanc Moses is a neurodivergent therapist, coach, and online course creator who specializes in supporting neurodivergent children, teens, adults, and their families. Over the last 23 years, she has provided mental and behavioral health services in the areas of emotional regulation, anxiety, depression, social interaction, and school success. Holly is the host of the popular podcast - The Autism ADHD Podcast. She is the owner of Crossvine Counseling in Raleigh, NC, a therapy group specializing in evaluations and therapy for neurodivergent individuals and she is also the mother of two neurodivergent boys.

Connect with Holly Blanc Moses: * Holly Blanc Moses Home Page * The Autism ADHD Podcast

Links and Related Resources: * Attention Deficit Hyperactivity Disorder * Mindfulness in the Treatment of Attention Deficit Hyperactivity Disorder * The Intersection of Executive Function, ADHD, and Other Learning Differences * Episode 78: Supporting Youth with Autism and ADHD with Holly Blanc Moses * Episode 144: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber * Invisible Struggle: My Late ADHD Diagnoses Story

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In her book, The Hidden Link Between Vision and Learning, Wendy Beth Rosen cited a study by Ohio State University. That research study found that 69% of students with IEPs identified as having treatable vision problems, yet would pass a typical school screening. Most people only associate vision with eyesight, but today’s guest explains that there is so much more to the visual system and even a child with great eyesight could be struggling with vision-related learning difficulties.

Today’s guest is Dr. Juanita Collier and she is here to discuss these vision related learning difficulties. A parent actually recommended this interview after her experience finding the help her child needed. I am so glad they reached out. This interview is so informative for all parents and Dr. Collier provides us with some great tips and guidelines to help the development of a child’s visual system.

Show Notes: [2:57] - 10% of children have a vision-related problem that interferes with learning.

[3:22] - Vision is how you are taking in anything through your visual system. It is more than eyesight.

[4:33] - Most screenings test distance vision, but near vision isn’t frequently checked in children.

[5:46] - Kids don’t know how to explain that their vision is poor, especially if that is how it has always been for them.

[8:43] - Dr. Collier describes the different parts of a vision test and how she is able to determine if the challenges a child is having are due to their vision.

[11:56] - In addition to eyesight, visual processing needs to be evaluated.

[13:50] - Dr. Collier explains what visual therapy entails and how it can positively impact students with vision-related learning difficulties.

[16:03] - For children who didn’t crawl, parts of their vision hasn’t been fully developed.

[18:23] - Currently, we are teaching children to read before their visual system is ready.

[21:03] - Excessive screen time can create some problems.

[23:19] - We are losing the need for a lot of skills that used to develop naturally because of excessive screen use.

[25:05] - Eye strain is a concern. Adults will take a break when they have eye strain from screen time, but children don’t have that regulation.

[26:09] - What is the 20-20-20 Rule?

[28:23] - Dr. Collier shares information on concussions in children due to sports.

About Our Guest: Dr. Collier is a leading Behavioral Optometrist and the founder of 4D Vision Gym. She specializes in post-concussion care, vision-related learning difficulties, visual rehabilitation and visual development for patients of all ages. She is one of only a few Optometrists in Connecticut to have earned Fellowship status by the International Examination & Certification Board (IECB) of the College of Optometrists in Vision Development. Dr. Collier has lectured extensively to physicians, therapists, school faculty, healthcare professionals and students on the importance of visual functioning, and advocates to make vision rehabilitation accessible to individuals of all ages and abilities.

Connect with Dr. Collier: * 4D Vision Gym Home Page * (860) 632-8243

Links and Related Resources: * Our Child’s Hidden Learning Struggle: 6 Tips for Parents by Natasha Mileusnic * It Could Be Your Eyes Podcast

Connect with Us: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Lately, we’ve been focusing on preparing students who think and learn differently for a transition back to school. But today’s topic is an interesting and often overlooked aspect of mental health - nutrition. Studies show that what we eat can significantly impact our mental wellbeing. The same is true for children and teens and we can help support their mental health through their diet.

Show Notes: [1:34] - Emerging research is showing that our dietary choices play a role in our mental health.

[3:07] - Avoiding processed options is best but Americans get most of their calories from processed foods.

[4:10] - How does nutrition impact our brains?

[5:19] - Improving nutrition can have positive effects on depression and ADHD.

[8:49] - Embrace whole foods.

[9:04] - Variety is key.

[9:20] - Consider a culture of mindful meals.

[9:50] - Minimize processed foods.

[11:14] - Everyone is different. It is important to consider a personalized approach.

Connect: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

Links and Related Resources: * Adolescents prone to poor dietary choices, leading to changes in the brain * Food and mood: how do diet and nutrition affect mental wellbeing? * That salad isn’t just good for your nutrition - it may help stave off depression

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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As we get started and accustomed to a new academic year for students, we need to take a moment to talk about sleep. How much sleep do children and adolescents actually need? What are signs that they are getting quality sleep or insufficient sleep? Many adults track their own sleep, but are you monitoring your child’s?

When children and adolescents don’t get enough sleep it impacts their ability to focus, remember information, and regulate their emotions - all things that are critical to their wellbeing on any given day. In today’s episode, we’re discussing this crucial piece to a child’s health. So listen to find out if your child is sleeping enough, getting quality sleep, and some tips to improve sleep if it is a struggle.

Show Notes: [3:00] - Transitioning from a summer with little sleep schedule to a new school year with a routine can be very difficult for children.

[5:04] - How much sleep do kids actually need?

[8:13] - What are the signs of sleep deprivation in kids?

[10:18] - Insufficient sleep can cause issues with memory, mood, and stress.

[11:26] - Early sleep issues are predictive of ADHD symptoms later.

[13:51] - School schedules have an impact on sleep and some school districts start later in the morning to allow for students to sleep longer durations.

[15:19] - Kids with ADHD are more likely to challenge parents and have behavioral problems around bedtime.

[19:11] - Lights from screens can suppress melatonin and can delay the onset of sleep.

[19:56] - Having a dark and cool room is best for quality sleep.

[20:50] - Always talk about sleep patterns with your child’s pediatrician.

[21:35] - Making sleep a priority for yourself is modeling the importance of sleep in a healthy lifestyle for your children.

Connect: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

Links and Related Resources: * 5 Reasons Sleep Matters Most for Children * 8 Ways Teenagers Suffer When They Don’t Get Enough Sleep * Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg * Episode 147: 5 Tips to Help Students Transition Back to School

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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A new school year is upon us! This can be an exciting time but it can also be challenging for parents and their children especially for those who think and learn differently. This quick episode is designed to help ensure a smooth start for these students and their families. These five tips can help navigate this period successfully. It’s not an exhaustive list, just a few tips to get the ball rolling for a great new school year.

Show Notes: [1:52] - Tip #1: Establish a predictable routine.

[3:02] - Plan for adequate amounts of sleep.

[4:20] - Tip #2: Prepare well in advance.

[6:14] - Tip #3: Foster open communication. Schedule a meeting with your child’s teacher.

[8:08] - Trust your gut. Don’t hesitate to take an active role.

[8:35] - Tip #4: Break tasks into manageable steps.

[9:52] - Tip #5: Focus on strengths and self-care. Celebrate success and encourage hobbies.

Connect: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

Links and Related Resources: * Episode 146: How Parents and Educators Can Collaborate to Help Students Thrive with Shelley Lawrence * Episode 142: How to Help Neurodivergent Kids Manage Social Media

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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For many families, it is hard to hear that your child has been struggling in school. Some parents may already know or have a feeling their child is struggling. They have even received assessment results, only to feel worried about the negative stigma or sharing that information with their school. Today, we are re-airing a discussion about the importance of collaboration between parents, families, and educators.

Today’s guest is Shelley Lawrence and she comes to us with two decades worth of experience as a school administrator. In this episode, her experience shines and she shares her knowledge of how evaluations are used in schools, what to expect after an evaluation is completed, and she really drives home the need for developing a team. Feeling worried is absolutely a normal reaction, but communicating the needs of your child to schools and educators can make a world of difference in their educational progress.

Show Notes: [2:03] - The parent/educator relationship is so important.

[4:36] - It’s not about a diagnosis. The purpose is to better understand why a child is struggling.

[6:24] - Shelley shares a story of a student she worked with and demonstrates how the teachers’ knowledge of weaknesses helped him.

[7:56] - Phrasing this information in a certain way can bolster student confidence.

[8:45] - Strengths and weaknesses are harder to determine in some students.

[9:56] - As an administrator, Shelley has found that many parents are worried about the negative stigma of having an IEP or 504 plan.

[11:40] - When an evaluation is recommended, Shelley explains that many parents are worried about going through with it.

[13:31] - It is normal to feel worried, but educators can rephrase the need for an evaluation.

[14:47] - Every family Dr. Wilson and Shelley have worked with do not regret the assessment process and getting their child the support they need.

[17:29] - After completing an evaluation, it is important to break it down based on priorities.

[18:51] - Everyone needs to be working together, including the parents and teachers.

[20:43] - Some parents are also concerned about making more work for teachers, but teachers want and need to know how to help their students.

[22:20] - What should parents expect from the school after an evaluation?

[25:01] - Look beyond the IEP goals. Parent and teacher observations are markers of progress as well.

[27:50] - Sometimes progress is very slow. Different interventions can be implemented.

[29:20] - The point is to make sure the child is learning rather than spinning their wheels.

[32:20] - Emphasizing that it is a team that helps the child can make things more impactful for parents and educators.

About Our Guest: As an Independent School administrator for two decades, Shelley Lawrence had the unique experience of working with families of students who were striving to succeed in school. She is adamant in her belief that, with the proper supports in place, all children can succeed in school. Shelley brings her passion for children, her strong connections with outside providers in the community, her keen observation and listening skills and her understanding of the complexities of learning, to help families navigate the school journey with their child. In addition, Shelley is a trained advocate who can help families navigate the IEP process.

Connect with Shelley Lawrence: * ChildNEXUS Provider Profile: Shelley Lawrence * Schoolhouse Collaborative Website * Phone: (310) 251-5908

Links and Related Resources: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Are you concerned about whether your child has made meaningful progress over the last year in school? Today’s guest is an incredible special education attorney who is passionate about advocating for children and adults. You can hear the passion in her voice throughout this entire episode and she brings to light a lot of concerns as we begin the transition to heading back to the brick and mortar classroom environment.

Our guest, Heather Zakson, is a special education attorney. She answers a plethora of questions in this episode, shares staggering statistics, explains legislation and federal funding, and encourages all parents to strongly advocate for their children.

Show Notes: [3:01] - The transition going back to school is a front and center concern for a lot of families.

[5:10] - Distance learning unlocked more tools and opportunities for many students.

[7:57] - Data is our stock and trade in special education. We need the information to compare data over time to see what’s working.

[8:59] - A lot of work is done on screen and not kept in a paper format. Heather recommends always taking a screenshot of work to archive a child’s progress.

[11:49] - Don’t think of assessments as something dictated only by schools.

[12:46] - A psychological assessment will give us information on what intervention and support is needed.

[13:44] - When seeking a private assessment, you have the control on who to conduct the testing and who to share the information with.

[14:33] - If you are unable to have a private assessment done, Heather explains how it works through the school system. You can ask for a second opinion.

[17:20] - Although we have seen the good things that have come from distance learning, there are many students who have suffered with great educational loss.

[18:25] - Heather advises that if you think there is something wrong, follow your gut.

[19:40] - All public schools have the ability to assess.

[21:38] - When a child is behind, moving forward without support will just make them fall farther behind. Early intervention is crucial.

[23:10] - When you are out there advocating for your child, don’t take no for an answer.

[27:53] - We know how to support children with social difficulties and with appropriate support, they can have a completely different educational experience.

[30:54] - Heather explains what recoupment means and how this affects the near future of special education.

[32:46] - Children with learning disabilities are legally entitled to remediation.

[34:22] - When there is a reading and/or language delay, there needs to be evidence-based targeted reading instruction.

[37:18] - Information doesn’t hurt anyone. It doesn’t put labels on anyone.

[40:28] - Dyslexia screening should be a mandatory part of assessment early on for every student.

[41:10] - What is SB 488 and how will it affect university programs for teachers?

[44:50] - The Right to Read Project and Decoding Dyslexia are highly recommended to look into by both Heather and Karen.

[46:27] - Every year is different when it comes to funding. Heather explains the push for federal funding for special education.

[48:19] - The real test of our educational system is how we support our students who struggle the most.

[49:02] - Every child is entitled to an appropriate education and remediation of learning disabilities when appropriate.

About Our Guest: Heather Zakson represents children and adults in special education, Regional Center and discrimination cases and provides expert consultation on complex custody and guardianship matters. She is widely recognized for her creativity and tenacity on behalf of those whose rights have been violated and needs have gone unmet. She is a graduate of UCLA School of Law and Brandeis University, and has been practicing law for 18 Years.

Connect with Heather Zakson: * Zakson Law Home Page * Phone: (424) 369-9529 * Heather Zakson on LinkedIn * Heather Zakson, Attorney on Facebook

Links and Related Resources: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

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If you have a child who thinks, learns, or experiences the world differently than others, this episode is for you. Parents of differently wired kids may face a negative stigma, uncertainty, and may make decisions from a place of fear, especially in regards to education. But today’s guest shares her experience and encourages parents to change their mindset and make decisions from a place of possibility.

I am thrilled to welcome Debbie Reber as today’s guest on the Diverse Thinking Different Learning Podcast. Debbie inspired me to begin this podcast journey and as a parent of a differently wired child herself, she comes to the podcast today with personal stories, many years of experience, and open arms to welcome other parents on the same journey. Debbie is a parenting activist, author, keynote speaker, and founder of TiLT Parenting. The resources and community she offers through TiLT Parenting are helping parents around the world connect and support each other in raising differently wired children.

We could talk for hours, but on today’s episode with Debbie we focus on what it means to be “differently wired,” how Debbie grew from making decisions from fear to making decisions from love and possibility, and how parents can use their voices to make positive change in the education of their children.

Show Notes: [1:35] - Debbie really leans in to embracing the fact that your child may be differently wired.

[3:26] - Debbie never intended to walk this path, but as her son received diagnoses, it made things more challenging.

[5:01] - Sharing the challenge in finding the right environment for her son, Debbie explains that they bounced around to different schools and then homeschooled for 6 years.

[6:00] - This experience was the catalyst for her to start her own podcast and help other parents in similar situations.

[7:58] - As she observed her son learning at home, Debbie made the realization of why traditional schooling had not been a success.

[9:16] - There needs to be a shift in how we educate children.

[11:00] - Debbie demonstrates that the traditional school model does not teach kids to be critical thinkers.

[15:57] - Learning loss is of course a concern, but Dr. Wilson believes that social, emotional, and mental health support is more important.

[18:49] - Debbie talks about her book Differently Wired: Raising an Exceptional Child in a Conventional World.

[20:04] - There is no clear path for parents, especially when raising a differently wired child.

[21:07] - Debbie provides some reflection questions to ask yourself as a parent to find out more about choosing love and possibility.

[22:23] - If we, as parents, have a negative idea of what a child with a diagnosis looks like, we will not make decisions that are best for the child.

[24:38] - The idea behind Debbie’s podcast and the community she has built is to help support parents.

[28:21] - Dr. Wilson and Debbie talk about the IEP process and the changes that need to be made to the educational system.

[30:10] - Debbie references a book that she recommends called The End of Average by Todd Rose and how there really isn’t any such thing as “average.”

[31:23] - Karen highly recommends Debbie’s book and her TEDtalk.

About Our Guest: Debbie Reber is a parenting activist, New York Times bestselling author, keynote speaker, and the founder of TiLT Parenting, a top podcast, community, and educational resource for parents raising differently wired children. Her book, Differently Wired: Raising an Exceptional Child in a Conventional World, came out in June 2018. After living abroad in the Netherlands for five years, Debbie, her husband, and 16-year-old son relocated to Brooklyn, NY in 2019.

Connect with Debbie Reber: * TiLT Parenting Home Page * TiLT Parenting Podcast

Links and Related Resources: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

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With different types of technology becoming more and more accessible, today’s guest has found the surprising and amazing benefits of virtual reality on neurodivergent individuals. As the father of a child on the autism spectrum, Vijay Ravindran discovered first hand what the technology can provide for those who think and learn differently.

Vijay’s positive experience led him to create Floreo, a research-based and effective therapy that uses virtual reality (VR) to teach social, behavioral, and life skills to neurodivergent individuals. This technology is not only effective, it is also engaging and exciting. Floreo is available to anyone to use and in today’s episode you’ll learn more about the technology and what it offers learners.

Show Notes: [2:07] - Vijay’s inspiration for Floreo came from his experience as the father of a child on the autism spectrum.

[3:24] - Virtual reality is special because it is fully immersive and accessible.

[4:45] - The environments created are very engaging.

[6:17] - Virtual reality is a technology that allows someone wearing a headset with screens built in to feel a sense of presence in a different place.

[7:33] - Floreo’s VR content is designed to help develop skills.

[9:04] - They recreate scenes with animations and supervision to have social interactions as an intervention.

[11:21] - This platform incorporates lessons on a vast number of skills including those for adults.

[13:01] - Floreo offers the program through video conferencing and telehealth therapy.

[15:22] - Floreo provided so much support for children in need of services during the COVID-19 pandemic.

[18:24] - Situations can be recreated for individuals with anxiety to practice before experiencing them in person.

[20:15] - Floreo is focusing on partnering with health care providers and special education administrators.

[24:45] - Visit Floreo’s website to see what it is all about.

About Our Guest: Inspired by his experience as an autism father and his child’s first experience with VR, Vijay Ravindran founded Floreo. Vijay started his career as an engineer and leader at Amazon in its early retail days before dedicating himself to impact-oriented leadership opportunities that have taken him from building key voter technology used by the Obama campaign in 2008 to Chief Digital Officer at The Washington Post Company. Vijay lives in Washington DC with his wife, two Star Wars obsessed kids, and hundreds of Transformers robots which he doesn’t let his kids play with. Outside of work, when he’s not rooting on his beloved Oklahoma Sooners, you can find him on the tennis courts.

Connect with Vijay: * Floreo for Providers * Floreo for Education * Floreo for Families

Links and Related Resources: * Episode 80: Turning Kids’ Passions and Enthusiasms Into Superpowers with Barry Prizant * Episode 63: Supporting Youth with Autism and ADHD with Holly Blanc Moses

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In this short summer episode, we’re talking about social media. There was a recent health advisory issued by the US Surgeon General on social media use in adolescence and ways to mitigate risks. The findings on excessive social media use are not entirely surprising, but it is important to keep in mind the added risks for neurodivergent kids. Today, we’ll talk about what those risks are and six ways to help manage social media use by kids and teens.

Show Notes: [2:10] - Increased stress, anxiety, and depression have been associated with excessive social media use.

[2:56] - Neurodivergent kids may be more vulnerable to these risks.

[4:04] - Excessive screen time can lead to poor sleep and even greater difficulty with attention.

[5:44] - Establish clear rules and boundaries.

[6:06] - Establish open communication channels to discuss online experiences and concerns.

[6:34] - Create technology-free spaces. Talk about online safety.

[7:12] - Encourage balance.

[7:51] - Monitor social media use.

[9:06] - There are some benefits of social media, and it can be a powerful tool.

Connect: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

Links and Related Resources: * The Surgeon General’s Advisory can be downloaded in full HERE * Episode 98: Managing Technology Use at Home with Dr. Joe Dilley * Episode 140: 10 Ways Parents Can Support Their Child’s Mental Health Over the Summer * Clarifying Gray Areas in Family Tech Use * Family Tech Use Part 2: Resolving Common Dilemmas

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Auditory processing and language processing are two subjects that overlap, but not everyone understands how they are related and how they impact children who struggle with both of them. Joining me today to help me discuss this is Lois Kam Heymann, a speech and language pathologist with over four decades of experience with auditory processing disorder and auditory language processing challenges.

Parents often come to Lois saying that their children aren’t listening, and if you are someone who feels that their child or children don’t listen, then this episode is definitely going to be worthwhile for you as Lois explains what could be going on. She also explains the difference between auditory processing disorders and ADHD, which are often confused even by medical professionals.

The only way for parents and professionals to intervene appropriately is for a thorough assessment to be done. We need to know exactly where the problem lies so that we can intervene appropriately, especially since these problems can lead to frustration and low self-esteem in the child. I love the work that Lois is doing, so I hope that you will tune in as she discusses all of these topics and more! It’s never too late to address auditory processing disorders.

Show Notes: [2:39] - Auditory skills don’t usually start in the ear but in the brain.

[5:11] - Some kids with language difficulty are misdiagnosed with something like ADHD.

[6:39] - The difference between an auditory processing disorder and ADHD.

[9:28] - Lois lists off and explains the different parts of auditory processing.

[11:39] - How auditory processing difficulty can affect behavior.

[14:14] - What can parents do to help their children succeed in school?

[17:19] - The only way to build pathways is with auditory input.

[19:42] - It is not generally a teacher’s job to teach auditory skills.

[20:39] - Adults can have auditory processing disorders, and it’s never too late.

[21:27] - What can parents do during summer months?

[24:56] - Modeling language and behavior is the best way a parent can teach.

[25:40] - Lois shares information with us about her company ListenLoveLearn.

[28:54] - Hear about Lois’ main objective.

Links and Related Resources: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students * Ep. 49: Understanding Auditory Processing Disorder with Dr. Bea Braun * ListenLoveLearn Website * Email Lois: lois@listenlovelearn.com * Lois Kam Heymann - The Sound of Hope: Recognizing, Coping with, and Testing Your Child’s Auditory Processing Disorder

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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It’s time for a summer mental health check in. This time of year, children are home from school for their summer break and it is a great opportunity to connect, explore, and celebrate progress. With the United States in a national state of emergency in child and adolescent mental health, it’s important now more than ever to support your child’s mental health. So in this episode, you’ll learn 10 tips on how to do just that. Remember that every child is different and what works for one, may not work for another. Consider these strategies and modify them to fit the needs of you and your family.

Show Notes: [1:08] - In 2021, the United States was in a national state of emergency in child and adolescent mental health. But this isn’t just a problem in the US.

[3:15] - Tip #1: Maintain a routine.

[3:44] - Tip #2: Encourage physical activity.

[4:06] - Tip #3: Explore interests and hobbies.

[4:22] - Tip #4: Foster social connections.

[5:21] - Tip #5: Continue learning.

[5:57] - Tip #6: Open communication.

[6:19] - Tip #7: Celebrate progress.

[6:42] - Tip #8: Promote independence.

[7:03] - Tip #9: Practice self-care.

[7:27] - Tip #10: Seek professional help if you need it.

Links and Related Resources: * Get on our Email List * Book a Consultation * Get Support and Connect with a ChildNEXUS Provider * Check out some amazing schools for incredible students

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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The end of a school year is a great time to reimagine learning environments for the next academic year. While that may seem like a topic only applicable to teachers and their classrooms, these redesign ideas are amazing additions to a child’s home as well.

Today’s guest is Lindsay Astor Grant, a pediatric occupational therapist and founder of Learning Redesigned. At Learning Redesigned, Lindsay helps teachers and parents reimagine the learning space with the mission of partnering with schools to help create and sustain the optimal learning potential of their students.

In our conversation today, Lindsay describes what changes we can make to a child’s environment to ensure that the brain is in the readiness stage for learning. And while we are preparing for the next academic year, this is the perfect time to start thinking about what we can do to help support the needs of our children and students.

Show Notes: [2:52] - The learning environment is often overlooked but it is so important and could contribute to dysregulation.

[4:34] - Lindsay did a great amount of research and observation about the classroom environment impacting student behavior.

[6:01] - Behavior is communication.

[7:38] - When beginning the redesign process, Lindsay starts small in creating spaces that help children stay as even as possible internally.

[9:12] - Rather than focusing on the behavior itself, we need to think about the sensory issue that contributes to the behavior.

[11:01] - Everyone, including neurotypical adults, have a threshold on how much we can handle before we are in sensory overload.

[12:41] - Understimulation can also cause behavioral reactions from children.

[15:27] - In classroom and even home environment redesign, Lindsay creates a space that is not punitive that allows a child to come down from overstimulation.

[17:24] - Providing a safe space also gives students validation for their feelings.

[20:28] - It’s not white walls and white furniture, it’s more neutral colors that are calming and peaceful in the classroom.

[22:16] - Let the background be neutral and the color come from the artwork.

[23:48] - The majority of problems come from transitions.

[24:50] - Visual schedules are not only helpful in the classroom but in the home as well.

[28:01] - Creating a “zen zone” is something that Lindsay has done for students in as early as pre-k classrooms.

[30:02] - Many teachers are worried that students will just spend their whole day in the zen zone, but Lindsay says that if it is done in conjunction with others, that won’t be a problem.

[33:24] - When a kid is uncomfortable, they won’t be able to take in the information you need them to learn.

[35:18] - Using the same or similar supports as the classroom at home creates consistency for the child.

[38:29] - Sometimes, the entire school will adopt this approach and the impact is noticeable especially over time.

[41:06] - Another effect of this is a classroom culture that fosters acceptance and understanding.

About Our Guest: Lindsay Astor Grant is a licensed pediatric occupational therapist and owner of Learning Redesigned. She earned her M.A. in Occupational Therapy from the University of Southern California and has advanced training in Sensory Integration, Executive Function, Motor Skill Development, and Classroom Design. Lindsay has more than two decades of experience in the field. She began her career as an OT for the Los Angeles Unified School District and in 2007, she started Children First Therapy, providing private in-home and school-based occupational therapy services. In 2018, Lindsay founded Learning Redesigned, working as an independent consultant for schools. She leads staff professional development sessions, as well as parent education seminars on topics including Executive Function, Sensory Integration, Classroom Layout and Design, Movement-Based Learning, and Motor Development.

Connect with Lindsay Astor Grant: * Email LindsayAstor@gmail.com * Learning Redesigned Home Page

• Consult with one of our Occupational Therapists here

Links and Related Resources: * Episode 133: How Occupational Therapy Can Help Address Picky Eating with Dr. Ellie Bendetson and Leah Hiller * Episode 117: How Surf Therapy Helps Neurodivergent Kids with Naomi Matanick * Episode 9: How Occupational Therapy Helps Kids with Leah Hiller

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In today’s episode, we have the author of an incredible book called Canaries Among Us, Kayla Taylor. And in our conversation today, we are tackling three topics at once: bullying, learning differences, and anxiety.

Canaries Among Us is a raw and honest exploration of the everyday lives of children challenged by learning differences, anxiety, and bullying. Author Kayla Taylor blends science and poignant storytelling to create this necessary, timely, and stigma-tackling resource for anyone interested in child well-being. Kayla writes to address important issues plaguing families, and she uses a pseudonym to protect the identities of minors and other vulnerable individuals. She supports organizations that promote mental health, neurodiversity, and bullying prevention.

This is a conversation that will resonate with many families, especially those of children with learning differences.

Show Notes: [2:26] - Kayla shares that she never saw herself as a writer, but had an experience that rocked her and her family’s world which drove her to write Canaries Among Us.

[4:05] - After journaling, writing creates meaning for Kayla.

[5:07] - She felt alone for a very long time, but she realized how many families were dealing with the same thing. She felt a moral obligation to pay it forward.

[7:17] - We have a huge societal issue with how we treat children with learning differences.

[8:05] - When something is seemingly wrong, we try to fix the kid. But we don’t look at how broken the system is.

[9:10] - We strip the joy out of life when we put people into boxes.

[10:29] - Kayla explains the title of her book Canaries Among Us.

[12:18] - If we just see a child based on their weakness, we miss so much about them.

[15:09] - As a society, we are not equipping teachers with the tools and strategies they need to support all students in their classes.

[17:12] - This is also impacted by the healthcare system.

[19:28] - There are so many points where we can improve the systems we have.

[21:28] - Kayla shares a story about a child who very clearly needed support and was denied everything.

[23:38] - Average doesn’t bring out the strengths in anyone. A child may appear average when it comes to testing, but is filled with anxiety and struggle.

[25:55] - When we focus on average and not everyone’s individual strengths and weaknesses, not only does the individual suffer, but society as a whole does as well.

[28:41] - Kayla explains why bullying is a major topic of her book in addition to learning differences and anxiety.

[30:39] - Marginalized children are unfortunately the most targeted for bullying.

[33:55] - Bullying is not a right of passage.

[36:47] - Kayla describes an experience with an administrator that denied bullying exists in elementary school.

[39:32] - There are different reactions to bullying and Kayla shares that the people who are the most helpful and empathetic are those who have had struggles themselves.

[41:45] - We need to shine a spotlight on the children who are making the effort to show their differences and celebrate the differences of others.

[43:52] - One way Kayla models acceptance to her own children is to strip her vocabulary of words like “strange” and “weird”.

About Our Guest: Kayla Taylor is a best-selling writer, researcher, advocate, and parent. She recently published Canaries Among Us, an exposé blending poignant storytelling and groundbreaking research to empower those caring for the millions of kids challenged by learning differences, bullying, and anxiety. This heartrending chronicle bravely tackles harmful stigmas and proposes new ways of thinking about how we raise and teach our children. Throughout her story, Taylor reveals both the exquisite joy and painful heartache inherent in raising children who don't fit society's definition of "normal."

Connect with Kayla Taylor: * Instagram * Kayla Taylor Home Page * Canaries Among Us: A Mother’s Quest to Honor Her Child’s Individuality in a Culture Determined to Negate It by Kayla Taylor

Links and Related Resources: * What Are the Consequences of Bully Victimization on Children and How Can You Help Them Cope? * Bully Proofing Strategies for Teens with Autism Spectrum Disorder and Other Social Challenges * Episode 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson * What is a Comprehensive Evaluation and How Can It Help Support My Child’s Learning? * Episode 132: Social Justice: A Framework for Equity in Education with Charles A. Barrett

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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A common struggle for parents and families is how to help their children understand their developmental and learning differences. For some parents, they don’t want to have the conversation at all. But today’s guest not only explains why it is important for a child to understand their brain, but the language we can use to start shifting a negative narrative.

Dr. Liz Angoff is an Educational Psychologist who provides assessment and consultation services to children and their families. She is also the author of the Brain Building Books, tools for engaging children in understanding their learning and developmental differences as part of the assessment process.

In our conversation today, Dr. Angoff shares the language and strategies she uses with the children and adolescents she works with to help them understand their strengths and struggles with the perfect balance to normalize and validate it all.

Show Notes: [2:22] - Kids know that they are different in some way and it shouldn’t be kept a secret from them.

[3:38] - When kids don’t have the understanding of the way their brains work, they create their own narrative, which is often negative.

[4:52] - When we can be realistic and transparent with kids, they can shift this narrative.

[6:17] - The vast majority of the kids that Dr. Angoff works with express relief when they learn about their differences.

[7:10] - Striking the balance means acknowledging both strengths and areas of struggle.

[8:19] - Dr. Angoff shares a metaphor that helps kids understand how their brains work.

[10:43] - This language normalizes always having something to work on and the process of learning new things.

[12:53] - Kids need to understand that all adults also have ongoing construction projects as we are all always learning.

[14:16] - Assessment should be approached from a place of curiosity.

[16:06] - Many parents choose not to share a diagnosis with their child. The concerns are understandable.

[17:29] - When we name what’s going on, we are giving kids a container for all these feelings and experiences. It also gives you community.

[19:31] - Dr. Angoff shares some language and verbiage to use that becomes empowering and validating.

[21:21] - When we understand how kids think about their experience, we can work on shifting their narrative.

[24:23] - Dr. Angoff shares an example of how to address a struggle and area of frustration with a child.

[27:28] - When kids understand why they are receiving an intervention, they are more invested.

[29:58] - Dr. Angoff shares the experience of a child who became curious about her own disability.

[32:27] - These are ongoing conversations and not a one time thing.

[34:12] - Every child is different, but Dr. Angoff offers resources on how to talk to your children about their differences.

About Our Guest: Liz Angoff, Ph.D., is a Licensed Educational Psychologist with a Diplomate in School Neuropsychology, providing assessment and consultation services to children and their families in the Bay Area, CA. She is the author of the Brain Building Books, tools for engaging children in understanding their learning and developmental differences as part of the assessment process.

Connect with Dr. Liz Angoff: * Website for Parents * Website for Practitioners * Brain Building Books * Instagram

Links and Related Resources: * What is a Comprehensive Evaluation and How Can It Help Support My Child’s Learning? * Episode 2: Demystifying the Assessment Process * Episode 28: Why We Need to Celebrate and Continue to Build Our Kids’ Resilience

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We have talked about many different topics on the Diverse Thinking Different Learning Podcast, but today’s topic of conversation is a new one. Although a new topic, it is a concern for many parents.

Today we are talking about tics and our guest is an expert in this area. I’m thrilled to invite Dr. Kim Edwards to the show to talk about tics and Tourette Syndrome. I’ve had the pleasure of working with Dr. Edwards, and her expertise in this area provides so many families with the education and empowerment they need to manage their tics in a healthy way.

Tics are more common than you think. Dr. Edwards explains just how common they are in children, and she discusses ways we can help them manage the behavior. It’s an interesting and uplifting conversation that you won’t want to miss.

Show Notes: [2:32] - Tics are rapid and repetitive movements or sounds. Dr. Kim Edwards shares some of the common motor and vocal tics.

[3:35] - Some tics are part of normal development in childhood.

[4:55] - Dr. Edwards compares the relief of a tic to scratching a mosquito bite. People with tics who try to suppress it compare it to holding their breath.

[6:34] - Tics are not something that kids and adults want to do. It is not a choice and they struggle suppressing the urge.

[7:48] - Tics love attention but sometimes responding to a tic establishes a connection and can make it worse.

[9:55] - A common question from parents is “Will my child have this tic forever?” Some will pass, but some may experience more chronic tics.

[11:30] - We cannot underestimate the power of education and understanding for families and the child themselves.

[13:06] - There are environmental factors that play a role in the waxing and waning of tics.

[14:06] - The swearing tic is actually very rare contrary to popular belief.

[15:05] - It is possible for tics to be a part of ADHD or OCD.

[16:23] - Tics don’t hurt the brain and because they aren’t impairing, there is no need to intervene unless it is harmful or bothersome to the individual.

[17:37] - Dr. Edwards describes Comprehensive Behavioral Intervention for Tics (CBIT).

[19:34] - CBIT is a management strategy, not a cure. There is no real way to make a tic go away completely and some new tics might pop up.

[21:25] - There are medications that are possibly needed for intervention, but they are less impactful on targeting tics and have some side effects.

[23:07] - What are sudden onset explosive tics?

[24:32] - Functional tics are a little different. It is thought that increased stress and screen time during COVID led to an increase.

[25:56] - Dr. Edwards has found that CBIT does not help individuals with functional tics.

[28:53] - People, especially kids, need to understand how their brain works.

[30:54] - When kids understand their brains, they can advocate for themselves and be a part of the conversation. Don’t underestimate the power of involving your child.

[32:27] - Going through hard things builds resilience and challenges cannot be avoided.

[35:31] - Dr. Edwards shares an analogy that helps parents realize that the journey they are on with their child is wonderful.

About Our Guest: Dr. Kim Edwards is a registered clinical and health psychologist in the Province of Ontario and the State of New York. Dr. Edwards specializes in the assessment and treatment of repetitive behavior disorders. She is one of only three Canadian Psychologists who can certify other health care professionals in Comprehensive Behavioural Intervention for Tics (CBIT) – the behavioral treatment for tic disorders. After receiving her PhD from the University of Western Ontario, Dr. Edwards completed a 1-year clinical residency and a 2-year fellowship specializing in pediatric neuropsychiatric disorders at The Hospital for Sick Children in Toronto. While at SickKids, she co-developed and ran the hospital’s first groups for youth with tics and Body Focused Repetitive Behavior disorders. After her fellowship, Dr. Edwards worked at McMaster Children’s Hospital where she was a founding member of the pediatric chronic pain program and an assistant clinical professor in the department of Psychiatry and Behavioural Neurosciences.

Connect with Dr. Kim Edwards: * Email: kim.edwards@mindfithealth.ca * Phone: 647-646-3348

Links and Related Resources: * Specialized MindFit Programs * Tics and Tourette Syndrome

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We know that anxiety is common and many of us have experienced some level of anxiety. But there are many myths and misunderstandings about anxiety that could be preventing a child from getting the care and treatment they need. One of the myths you might have heard is that “kids will grow out of it.” While stress and fear are normal components of childhood development, 80% of children who are experiencing problematic anxiety are not getting treatment.

Dr. John Piacentini joins me today to help us understand what anxiety is, how it differs from stress, and how to help your child if they are struggling with anxiety. For children and adults alike, stress levels continue to be high as we are still dealing with the uncertainty of the pandemic. But there are things we can do to validate a child’s feelings and help them through mild anxiety. And for those who are experiencing severe anxiety, Dr. Piacentini explains different types of treatment and support that can positively impact the trajectory of a child’s development.

Show Notes: [2:25] - There have been and continue to be concerns about the impact of anxiety on childhood development.

[3:26] - Stress is a physical reaction in response to something difficult or even exciting.

[4:29] - When stress becomes chronic, it is cause for concern.

[5:04] - Alternatively, anxiety is related to fear. Fear is a response to something that is threatening.

[6:31] - Dr. Piacentini gives an example to show the difference and similarities between stress, anxiety, and fear.

[7:58] - There are times in development when anxiety and fear are normal.

[10:30] - The intensity of the anxiety and anxious behaviors is something that is looked at and is cause for concern.

[12:04] - Avoiding the thing the child is fearful of can intensify the anxiety.

[13:34] - Dr. Piacentini explains the difference between positive and negative reinforcement and how each kind impacts behavior.

[15:43] - A parent’s nature is to want to protect their child from stress, but Dr. Piacentini reminds us that their independence needs to develop.

[17:05] - Missing out on social situations has a negative impact on anxiety.

[18:51] - There are higher levels of mental health issues associated with the pandemic. Children with anxiety are even more sensitive.

[20:10] - When schools closed, many children with anxiety and OCD felt validated, but the return to school has caused more stress, fear, and anxiety.

[21:30] - Avoid having young children watch the news and catastrophizing the pandemic and provide as much structure as you can.

[23:26] - Don’t accommodate the anxiety.

[25:15] - Dr. Piacentini describes Cognitive Behavior Therapy and discusses how effective it can be.

[28:50] - About 10% of kids meet criteria for problematic anxiety. Only 2 out of 10 are getting the treatment they need.

[30:01] - A common physical symptom of anxiety are frequent headaches and stomachaches.

[31:48] - The mission of UCLA CARES is to increase awareness and to help identify early signs of anxiety.

About Our Guest: Dr. John Piacentini is a board-certified clinical child and adolescent psychologist and Professor of Psychiatry and Biobehavioral Sciences in the David Geffen School of Medicine and Semel Institute for Neuroscience at UCLA. He is also the Director of the UCLA Child OCD, Anxiety and Tic Disorders Program and the Center for Child Anxiety, Resilience, Education and Support. Dr. Piacentini’s research focuses on the development of science-based treatments for child anxiety, OCD, tic, and related disorders. Through UCLA CARES, he and his team have implemented a number of school and community-based education and prevention programs to reduce the burden of child anxiety. Dr. Piacentini has authored over 300 scientific publications, including seven books, and his research has been funded by the National Institute of Mental Health and other leading foundations and philanthropic organizations. Dr. Piacentini is a frequent lecturer, and with his team has trained hundreds of mental health clinicians around the world in cognitive-behavior therapy and other evidence-based treatments and provided care to over 1000 children, adolescents, and their families.

Connect with Dr. John Piacentini: * UCLA CARES Center Website * Dr. Piacentini on Twitter

Links and Related Resources: * Anxiety and the Family * Anxiety and Depression in Adolescents * How Social Anxiety Differs From Shyness and How to Help Your Child * Episode 8: Mindfulness with Dr. Kathleen Carroll Wray * Episode 6: Managing Family Stress and Anxiety with Dr. Stephanie Mihalas

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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With depression in children and teens on the rise, it is important to know the red flags and what to do to help. 3.2% of children between 3 and 17 are diagnosed with depression but when do you know what is expected sadness and when it crosses into something more serious? Today’s guest helps us understand what depression looks like in children and adolescents and what they need and want from their parents as support.

Dr. Dorie Weiss joins me today on the Diverse Thinking Different Learning Podcast, and her expertise on this topic guides us to better understand depression. For 20 years, Dr. Weiss has been providing psychotherapy and has successfully helped clients realize their cognitive potential. She has helped clients overcome seemingly intractable challenges including anxiety, perfectionism, depression, ADHD, autism, executive-functioning challenges, self-esteem issues, life transitions, and overwhelming academic stress. The stress and grief from the COVID-19 pandemic have been particularly challenging for children and teens, and although things are much better than they were last year, many kids are experiencing grief and sadness. Listen to find out what this looks like and when to reach out for help for your child.

Show Notes: [1:54] - The stress and grief from the COVID-19 pandemic has been particularly challenging for children and adolescents.

[3:35] - Clinically significant depression is unusual sadness for many days.

[4:29] - It is important to discuss symptoms with a pediatrician as well as a mental health professional because there could be other underlying issues.

[6:40] - A decrease and change in services and inconsistent remote learning has been isolating for children.

[8:45] - Younger children who aren’t able to communicate their feelings may show them through their behavior.

[9:38] - Sometimes teens will not realize their depression but may show red flags like withdrawal and shutting down.

[11:11] - Acting out in school is mostly seen as a behavioral problem but depression could be an underlying issue.

[13:04] - Undetected learning disabilities or ADHD can contribute to depression.

[14:19] - It is very common to see depression and anxiety together.

[15:43] - Dr. Weiss describes Cognitive Behavioral Therapy.

[17:07] - With younger children, Dr. Weiss uses the Zones of Regulation.

[18:22] - With teens, she sets up goals and education components to allow them to better understand their feelings and what activities boost their mood.

[20:40] - Sometimes negative thoughts and self-talk occur without us even knowing it.

[22:01] - A common complaint from teens she works with is that parents are not supporting them in the right way.

[24:00] - Educating parents on treatment is crucial.

[24:51] - If the depression is treatment resistant, Dr. Weiss refers to a psychiatric evaluation to see if medication would benefit the child.

[27:36] - Dr. Weiss suggests daily family meetings to just talk about the ups and downs of the day together.

[29:00] - Younger children may not remember what life was like prior to COVID. But, older children and teens do remember and may need to express what they miss.

[30:12] - Pairing validation with optimism and gratitude is helpful.

[31:49] - Dr. Weiss acknowledges that therapy is not something a lot of teens want to start, so she gives them some of the control and choice.

About Dr. Dorie Weiss: Dr. Weiss is recognized in her field and by her clients for providing empathetic, results-driven psychotherapy and careful and comprehensive psychodiagnostic evaluations that get to the correct diagnosis the first time. Dr. Weiss’s approach stems from her belief that optimal results come from working collaboratively with clients, families, teachers, and other treating professionals to generate treatment plans appropriately tailored to individual clients. Leading academic institutions across Los Angeles and elsewhere trust and rely on Dr. Weiss’s recommendations. Dr. Weiss takes an individualized approach to each client, drawing from cognitive-behavioral, psychodynamic, family systems, and mindfulness frameworks. She believes effective treatment requires a strong connection between client and psychologist, as well as collaboration with other treating professionals. Dr. Weiss has used this approach to help children, adolescents, adults, and families overcome a wide variety of psychological challenges.

Connect with Dr. Weiss: * Dr. Dorie Weiss Website * Email - dorie@drdorieweiss.com * Facebook * Instagram * Phone: (424) 209-9877 * ChildNEXUS Provider Profile: Dr. Dorie Weiss

Links and Related Resources: * Episode 6 - Managing Family Stress and Anxiety with Dr. Stephanie Mihalas * Anxiety and Depression in Adolescents * Anxiety and the Family * Parenting Youth in a World of Rising Suicide Rates * CDC Guide: Children’s Mental Health - Depression

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We’ve talked about occupational therapy on the podcast before, but we’ve never dug into a struggle for some children and families that occupational therapy can help. The topic of picky eating comes up for many families, for both neurodiverse and neurotypical children. And parents of picky eaters know that it impacts so many aspects of their lives, not just mealtime.

While picky eating is a common behavior in early childhood, it’s not always something a child will simply “grow out of”. And today’s guests explain how unique everyone’s experience is with food. Dr. Ellie Bendetson is an expert in picky eating and in supporting families of picky eaters. She joins the conversation today with Leah Hiller, who returns as a guest from Episode 9, where we introduced what occupational therapy is. Many conversations about occupational therapy tend to be broad, so let’s dig into one area of impact it can have on picky eaters and their families.

Show Notes: [2:12] - Many conversations about occupational therapy are very broad and generalized. But picky eating is Dr. Bendetson’s area of expertise.

[3:21] - Picky eating is very common and there is no universal definition of what it means.

[4:36] - Food and mealtime are complicated. There are so many things that could cause picky eating and can shift day to day.

[6:07] - There are a lot of cultural aspects to this as well.

[7:30] - For some children there are really only a few foods they will eat. Ellie works with many families like this and starts where they are. Picky eating is isolating.

[9:11] - Early experiences play a key role. What are some factors that impact picky eating?

[10:27] - Body awareness plays a role as well and for children with sensory processing issues, this is even more of a challenge.

[12:30] - During an assessment, feeding is broken down into every little step.

[14:30] - It’s shown that supporting the parents and families around picky eaters is so crucial.

[16:41] - There’s an emotional connection and cultural importance put on food.

[17:38] - Dr. Ellie describes her program Making Mealtimes Matter.

[19:20] - Parents being able to help each other is so empowering.

[20:52] - The goal isn’t to be able to eat everything. It is to be healthy and have a healthy relationship with food.

[22:20] - Starting out by playing with food is a great place to start. This allows a child to understand the food.

[24:03] - What can parents model?

[26:17] - Getting a child involved in cooking and preparing foods is a great way to get kids excited about food.

[28:49] - Parent groups with Hiller Therapy are virtual. Other programs are in-person.

About Our Guests: Dr. Ellie Bendetson

Dr. Ellie Bendetson, OTD, OTR/L is a pediatric occupational therapist in Los Angeles. Ellie attended the University of Southern California, graduating with her bachelors in OT in 2019, her masters in 2020, and her doctorate in 2021. She completed her doctoral residency at Hiller Therapy | Outdoor OT, specializing in parent education and picky eating. She also holds certifications in sensory integration and the sequential-oral-sensory (SOS) approach to feeding. She is passionate about working with families to better their mealtime experience and working with children of all ages and abilities in supporting their growth at home, at school, and at play. When she's not working, Ellie enjoys hiking, baking, and playing with her dogs.

Leah Hiller

Leah Hiller is a pediatric occupational therapist, an educational consultant, and a former Jewish day school teacher. Leah provides teachers and parents with the strategies, support, and evidence-based resources to help children thrive at home, school, and play. In addition to providing individualized OT services in her private practice, Leah offers workshops for parents and educators, and she teaches graduate courses in special education. Leah lives here in Los Angeles with her family, and her OT therapy studio is located in a natural setting - her backyard.

Connect with Our Guests: * Hiller Therapy Website * Email Dr. Ellie Bendetson: ellie@hillertherapy.com * Email Leah Hiller: leah@hillertherapy.com

Links and Related Resources: * Episode 9: How Occupational Therapy Helps Kids with Leah Hiller * Helping the Picky Eater Handle Back to School * ALPS Children: A Steep Climb But Well Worth It

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Social justice is a topic of discussion on several episodes of this podcast and today’s guest joins the conversation on this important part of education. Because, social justice is truly a framework for equity in education.

Today’s guest is Dr. Charles Barrett, an experienced school psychologist, speaker, and author of Social Justice in Schools. Dr. Barrett knows that significant contextual factors, events happening around students, can affect their social, emotional, and behavioral functioning. He joins me today to discuss actionable steps that parents, educators, and practitioners can take to promote positive outcomes for all students and communities.

Show Notes: [1:58] - Dr. Barrett has an extensive background, and he shares how he got into this particular area.

[3:46] - There are a lot of variables that can impact how well a child does in school. We need to be mindful of these realities.

[4:42] - Not everyone has the access to the things they need to reach their potential.

[6:12] - Where do we even begin in understanding social justice? When can we move from knowledge to action?

[7:40] - There are systems in place that cause inequitable outcomes. One major one is education funding.

[8:57] - It is a reality that children do not receive the same level of education based on their demographic.

[9:37] - Racism is another factor in inequitable outcomes.

[11:03] - Distance learning during COVID-19 placed a spotlight on the disparity in education.

[12:40] - Are we misinterpreting student performance as a disability?

[14:24] - When returning to school after the COVID-19 pandemic, students experienced difficulty in socializing.

[16:10] - Be present. Be proactive. Be persistent.

[18:58] - Dr. Barrett and Dr. Wilson discuss what it looks like to be persistent.

[20:26] - Access to information is key to advocating. An informed parent is the best partner.

[21:44] - The partnership between the parent, the school, and the teacher is so important.

[23:11] - There are more things that can be provided that parents don’t always know about that are outside of the IEP.

[24:12] - Dr. Barrett explains the benefits of Cognitive Behavioral Therapy.

[26:59] - Understanding and access to information is not just important for parents. Students need to understand how they learn as well.

[29:33] - If you are an educator, Dr. Barrett recommends first being critical of your own work.

[31:08] - For parents, a great place to start is asking questions.

About Our Guest: Charles A. Barrett, PhD, NCSP, a district-level administrator in Virginia, practiced as a school psychologist for 13 years at the elementary and secondary levels. He serves as an adjunct lecturer at several universities, where he is actively involved in the training and development of future school psychologists. Dr. Barrett was named School Psychologist of the Year by the Virginia Academy of School Psychologists and received the Rookie of the Year Award from the National Association of School Psychologists (NASP). His past leadership positions within NASP include co-chair of the Social Justice Task Force and African American Subcommittee, chair of the Multicultural Affairs and Social Justice Committees, and Virginia Delegate to the NASP Leadership Assembly. Dr. Barrett serves on the editorial boards of School Psychology Review and School Psychology. He is a frequent speaker and workshop presenter for educators, families, and community organizations.

Connect with Charles Barrett: * Charles Barrett’s Website * Twitter * Instagram * Email charles@charlesbarrett.org

Links and Related Resources: * Social Justice in Schools by Charles Barrett * Episode 75: How to Raise Justice-Minded Kids with Dr. Traci Baxley * Episode 97: Building Communities of Support and Resistance with Dr. Bibi Pirayesh * Episode 37: Literacy: A Social Justice Issue with Resha Conroy * Episode 5: Educational Therapy, Distance Learning, and Social Justice with Dr. Bibi Pirayesh * Fostering Social Justice in our Youth

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Let’s continue our conversation about treatment today with a discussion on Cognitive Behavior Therapy (CBT) for anxiety and issues with mood. CBT has shown to be an effective treatment for individuals with anxiety and depression, and research shows substantial support for CBT as an effective first line treatment for children. More research shows that up to 60% of children and teens treated with CBT experience significant decreases in symptoms that are lasting for 4 years or more.

But what is Cognitive Behavior Therapy? Today’s guest, Dr. Shadab Jannati, has seen firsthand the impact CBT has on children and teens with anxiety and depression. In this episode, she explains what CBT is, what a session might look like, and what this form of psychotherapy does to help children, teens, and their families.

Show Notes: [3:05] - CBT is a form of psychotherapy established in the 1960s that has evolved over the years.

[3:57] - This form of therapy is goal-oriented and focused on the here and now.

[5:27] - Children and teens without a formal diagnosis still benefit from CBT.

[6:44] - Dr. Jannati gives examples of scenarios where children and adolescents experience anxiety.

[8:18] - CBT also gives kids and teens the ability to listen to body cues and their feelings.

[9:49] - When these feelings come up, kids and teens can then recognize that they are anxious and change their thinking.

[11:24] - Anxiety can show up in many ways, but common problems are negative thinking and “mind-reading,” which are irrational.

[12:59] - The first step is being aware of the feelings and negative thinking. The next step is to find the right coping strategies.

[14:15] - Like waves, feelings come and go.

[15:42] - For younger children, play-based strategies are also used in CBT.

[17:13] - CBT is appropriate for most ages; Dr. Jannati works with children ages 4 to 16.

[20:04] - There is a sense of relief and hopefulness with CBT. Anxious feelings are validated, and children and teens can learn what to do.

[22:05] - It is ideal when parents can be involved in the sessions as well.

[23:53] - 80% of kids with problematic anxiety don’t receive treatment.

[24:43] - CBT doesn’t last for years. The number of sessions varies per person but 12-24 sessions is average at about 6 months to a year.

About Our Guest: Dr. Shadab Jannati is a licensed clinical psychologist with a private practice in West Los Angeles. She received her B.A. in Psychology from University of California, Irvine in 2001 and completed her doctoral studies at Alliant International University in 2006. She has over 20 years of experience working with children with a variety of social, emotional, and behavioral challenges. Dr. Jannati provides an empathic, strength-based approach and utilizes Cognitive Behavioral strategies, play therapy, and mindfulness practice to assist children in managing and coping with their emotional struggles. Additionally, she provides parent consultation, as parents are an integral part of the child’s treatment and progress. As a mother of two, Dr. Jannati understands the daily struggles that affect children and parents and is passionate about helping families find strategies to improve their daily lives.

Connect with Dr. Shabab Jannati: * ChildNEXUS Provider Profile * Children Thrive Website * Email: DrShabab@ChildrenThrive.net

Links and Related Resources: * Episode 67: Your Child’s Anxiety - When to Worry with Dr. John Piacentini * Episode 130: How Parent Child Interaction Therapy Strengthens the Family Relationship with Dr. Karrie Lager * Episode 116: How Dialectical Behavior Therapy Helps Children and Teens with Patricia Gieselman * Anxiety and the Family * Anxiety and Depression in Adolescents

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Do you experience struggles around morning routines, getting to school, transitions, homework, mealtime, getting off screens, and bedtime? You’re not alone. And if so, you don’t want to miss this conversation with Dr. Karrie Lager.

With Dr. Karrie, we’re taking another look at a treatment modality that could be right for you and your family. It’s called Parent Child Interaction Therapy (PCIT) and it focuses on play-based coaching for parents to better interact with their child to strengthen relationships and improve behavior. Many parents have said that this was a life changing experience for them and Dr. Karrie can help us understand what PCIT is, what it entails, who it’s right for, and how it can impact the entire family.

Show Notes: [2:23] - Let’s continue the conversation about different treatment modalities with parent child interaction therapy.

[3:21] - PCIT is evidence-based and is designed to strengthen the parent child relationship.

[4:35] - Common moments of parent stress can become a problem.

[5:20] - PCIT is unique in that therapists coach parents in real time.

[6:05] - In the past, therapists would coach through a one way mirror. Now with technology and telehealth platforms, therapists can coach in the home.

[8:28] - What are the benefits of coaching in the moment?

[9:46] - Dr. Karrie shares some of the things PCIT helps guide parents through, specifically tantrums and aggression.

[11:04] - How to notice the good in others and how to positively interact with others is one key feature of PCIT.

[13:32] - PCIT can be adapted to work with children with ADHD, Autism, and learning differences.

[14:40] - Screen time is a sticky situation for a lot of families. Dr. Karrie shares some good points about the age of the child and how they interact with screens.

[16:30] - PCIT is very play-based.

[19:12] - Typically PCIT lasts anywhere between 14 and 20 sessions and is based on the parents feeling confident in the skills.

[20:48] - Many parents have given the feedback that PCIT is life changing.

[22:13] - Parents need to also have patience and compassion for themselves as they learn how to best support their child.

About Our Guest: Karrie Lager, Psy.D. is a California licensed clinical psychologist with over 20 years experience providing therapy to children and adults. She is the founder of the group practice and training center, Healthy Focus Psychological Center. Dr. Karrie’s specialties include parenting, mindfulness, and cognitive behavioral therapy (CBT). Dr. Karrie is a UC- DAVIS certified PCIT and PC-CARE therapist and provides in-the-moment parent-child coaching to increase more calm, cooperative, and joyful family interactions. In addition to providing direct coaching to families, Dr. Karrie is a training partner with UC Davis, and she provides online therapist training in PCIT and PC-CARE certificate programs. Also, Dr. Karrie is trained as a SPACE Treatment provider through the Yale Child Study Center. In this treatment, Dr. Karrie coaches parents on tools designed to help reduce their child’s anxiety, OCD, or other related challenges. As a strong advocate for life-long learning, Dr. Karrie also oversees Healthy Focus’s education programs, offering creative and innovative continuing education for psychologists and other helping professionals. For fun, Dr. Karrie enjoys long walks with her family and puppy, mindfulness, yoga, arts and crafts, and writing.

Connect with Dr. Karrie: * ChildNEXUS Provider Profile * A Healthy Focus Website * Dr. Karrie’s Website

Links and Related Resources: * The Exhausted Parent and the Endlessly Energetic Child * Executive Functioning and Self-Regulation in ADHD * Why Does My Child Act Up For No Reason * Anxiety and Depression in Adolescents * Episode 72: Prioritizing Co-Regulation and Self-Regulation in Communication with Danielle G. Kent

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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As we ease into the summer months, this time of year we begin to think about summer travel plans. And with the recent emphasis on neurodivergence, traveling is more accessible than ever before. But it can still seem daunting to travel with a child who is anxious or inflexible. In fact, a recent study shows that 87% of parents surveyed said they wouldn’t even consider traveling with their neurodivergent child. But today’s guest shares helpful tips and travel strategies that can not only make this possible, but an amazing experience for everyone.

Dawn Barclay is an author and has spent her career in the travel industry. She’s seen it all. The ups and downs, the pros and cons. But what she has also seen are the ways that make traveling with neurodivergent children easy and joyful. In this episode, Dawn shares things you can do now to start preparing for summer travel and how you can make these experiences a reality for your family.

Show Notes: [1:44] - Traveling with children is challenging and is intimidating and daunting for some parents of neurodivergent children.

[2:34] - 87% of parents in a study said that they would not travel at all.

[3:56] - There are a lot of benefits to traveling with your family.

[5:35] - When planning a trip, start with getting your child on board by introducing the concept of traveling.

[7:18] - Start small by traveling to places that are a little closer to home.

[9:15] - Preparation is key.

[10:31] - Build trips around special interests and contact airports beforehand to help make sure your child is accommodated.

[12:33] - Working with a travel planner, you can plan for where to sit on an airplane or things to consider that you’ve not thought of before.

[14:07] - We all become anxious when faced with the unknown and children don’t always know how to express their anxiety.

[15:49] - Think about the things that will make the experience easier when looking for hotel rooms or other lodging.

[18:17] - There are also specific destinations that are specifically designed to accommodate people with special needs, including neurodivergence and even dietary restrictions.

[21:40] - Parents may feel uncomfortable with onlookers and other people around them when traveling with their children.

[23:50] - Sometimes parents even provide information to the people who are traveling around them to explain the situation.

[25:22] - It’s a great idea to travel with someone who can also spend time with your child while you take time to yourself.

About Our Guest: Dawn M. Barclay is an award-winning author who has spent a career working in different aspects of the travel industry. After spending ten years working in sales and marketing for her parents’ two firms, Barclay Travel Ltd and Barclay International Group Short-Term Apartment Rentals, she branched out into travel trade reporting with senior or contributing editor positions at Travel Agent Magazine, Travel Life, Travel Market Report, and most recently, Insider Travel Report. She is a mother of two and resides in New York’s scenic Hudson Valley. A member of the Society of American Travel Writers (SATW) and the Family Travel Association (FTA), she also writes fiction as D.M. Barr and holds leadership roles in several writer organizations.

Connect with Dawn: * Traveling Different Website * Facebook * Twitter * Instagram * LinkedIn * Traveling Different by Dawn Barclay

Links and Related Resources: * Episode 63: Supporting Youth with Autism and ADHD with Holly Blanc Moses * Episode 72: Prioritizing Co-Regulation and Self-Regulation in Communication with Danielle G. Kent * Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Navigating a complex world is daunting and it becomes even more challenging for people who think and learn differently. These students may struggle in the traditional school environment, particularly with engagement. They might even ask, “What’s the point?”

But the traditional school environment isn’t the only option and today’s guests from Qualia: The School for Deeper Learning join this conversation about how their model of education not only engages students but prepares them to navigate adulthood with strong critical thinking skills.

Qualia can be compared to an all-day intellectual dinner party – a place where brainy word play, clever argumentation, and surprising ideas come together in a milieu that provokes, entertains and inspires. Jim Hahn and Dr. Jon Cassie explain the importance of creating the space and time for reflection, reasoning, existential questioning, and the sharing and communicating of ideas and how this became the core of deeper learning at Qualia.

Show Notes: [2:15] - The focus is often on remediation for students who struggle, but critical thinking is overlooked.

[3:37] - At Qualia, students take Philosophy courses every year to help develop critical thinking skills.

[6:20] - Why Philosophy? What is it about this subject area that Qualia focuses on?

[8:06] - Adding in this model of education is impactful as early as Kindergarten.

[9:26] - With small class sizes, teachers can give students the appropriate amount of attention and hold real conversations.

[11:51] - Through sharing and communicating ideas, students show their identity rather than letting their diagnoses be their identity.

[13:20] - Jim describes the outcomes of this type of educational model.

[15:45] - Having an influence on critical thinking early on pays off in adulthood.

[18:53] - There are five questions that are crucial to someone’s ability to think critically about anything they encounter.

[20:51] - These conversations are so memorable for students. This “less is more” approach makes things simple but impactful.

[23:05] - Content is important, but linking the content to the big questions is what creates deep learning.

[24:56] - How do introverts do in this type of environment? Jim and Jon share what the culture is like at Qualia.

[26:20] - Character development is another key component in these types of discussions.

[28:03] - Dr. Wilson shares the online description of Qualia which is a depiction of meaningful, deep learning that can happen there.

[29:57] - Kids are eager to make connections and adults can serve as facilitators.

[31:31] - Teachers trust students to carry a conversation, collaborate and solve messy problems.

[32:35] - The challenges through this model of learning are realistic.

[33:42] - The focus on helping students develop connections and discover themselves prepares them to navigate a complex world.

[35:30] - Listen to an example of a student’s work on environmental justice.

About Our Guests: Jim Hahn

An inveterate explorer of knowledge, ideas, contraptions, and cultures, Jim has taught everything from philosophy to chemistry to Rube Goldberg Machines during his 30+ year career in education. As the founder of Qualia: The School For Deeper Learning, Jim is bringing his renowned cutting-edge educational model to a new level with his democratic educational philosophy, unique teaching and mentoring approach, and innovative deep learning curriculum. Jim began his teaching career at Crossroads School, then joined New Roads as Academic Dean and Dean of Faculty, and later founded Areté Preparatory Academy to create a next-generation school for brilliant and independent young minds for over a decade. Jim has inspired many students to think deeply, care deeply, and forge extraordinary paths. Jim is the proud parent of an Areté alumna, currently attending Pitzer College, and a current Qualia student; both children are living embodiments of the impactful results of Jim’s transformative and revolutionary educational methods.

Dr. Jon Cassie

Dr. Cassie has been in independent school education for 25 years serving in virtually every teaching and leadership capacity schools have to offer. His book on game-based learning, Level Up Your Classroom was published in 2016 and won a gold medal for best technical book from Association Media and Publishing in 2017. His chapter on social-emotional learning and roleplaying games, "Don't Split the Party," was published in "Teaching in the Game-Based Classroom," in 2021. He has also written for the tabletop roleplaying sector for about 20 years. Two of his books, Loot and Folkways are about cultural aspects of roleplaying design and are available on DriveThruRPG. Dr. Cassis also hosts two podcasts about education - "Many Windows" and "Game Level Learn." He has also appeared on a number of podcasts speaking about the future of education, given the commencement address at Northland Pioneer College, and has presented at conferences and forums on learning and games in the US and abroad. He earned his doctorate from UCLA in 2010.

Connect with Our Guests: * ChildNEXUS Provider Profile * Qualia: The School For Deeper Learning

Links and Related Resources: * Creative and Crushed Children Who Think Differently * Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber * Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Research has shown that family environment is a significant predictor of outcomes when it comes to traumatic brain injuries. But how can family environment, things like parenting, intimacy, and communication styles impact outcomes in children and adolescents with learning challenges?

Turns out, family environment has a huge impact on the way every child’s brain develops and Dr. Jesse Fischer joins the conversation today to help us understand how. In this episode, Dr. Fischer, a licensed clinical neuropsychologist specializing in assessment, diagnosis, and treatment planning, explains what family environment factors are and how they are taken into consideration when assessing a child with learning differences. Many of these factors actually change the way the brain develops, but because of the brain’s plasticity, it’s never too late to make a change if needed.

Show Notes: [2:32] - There’s a huge emphasis on the academic side of learning support, but family environment is also important.

[4:16] - With a comprehensive assessment, more than academic testing is looked at.

[5:27] - Family environment factors are not looked at in a way to place any kind of blame, but to understand the level of support possible for the child.

[6:55] - When it comes to traumatic brain injuries, family environment is a significant predictor of outcomes.

[8:56] - Certain factors stand out like caregiver/child relationships and caregiver strain.

[10:51] - These factors are impactful but are modifiable.

[14:03] - Parenting styles can buffer some of the issues that pop up. Research shows that nurturing and warm parenting styles predict better outcomes.

[15:56] - Family environments show differences in the trajectory of brain development.

[18:28] - With resource support, families can find access to the opportunities they need.

[19:16] - Family-focused intervention and family counseling has been proven to be effective.

[20:29] - What can we as a society do to promote strong family environments through support and policies that allow parents to provide what they want for their families?

[23:20] - Clinicians can promote positive family environments through clear communication, advocating for policy change, and providing resources.

[25:10] - The plasticity of the developing brain lasts into a person’s 20s. We have multiple opportunities throughout development to intervene.

[26:51] - Your body, including your brain, is one big system and all of these factors are connected.

[29:08] - It’s worth the struggle to get at these factors and find ways to optimize sleep, physical activity, and nutrition.

[32:24] - If resources are a barrier, there are avenues in the community that can help.

[33:47] - Reach out to a professional if you need additional support and guidance.

About Our Guest: Dr. Jesse Fischer is a licensed clinical neuropsychologist who specializes in assessment of children, adolescents, and young adults who think and learn differently. His clinical expertise includes assessment, diagnosis, academic and treatment planning for individuals with neurodevelopmental concerns (e.g., Dyslexia, AD/HD), traumatic brain injury/concussion, epilepsy, emotional difficulties, and other complex medical conditions. Dr. Fischer sees children and families in Los Angeles, where he was born and raised. Dr. Fischer's most recent research has focused on the role of the family environment and early childhood stress (e.g., trauma, brain injury) on brain development, neural correlates of neuropsychological problems following TBI, as well as interventions to enhance recovery from sports concussion and more severe TBI.

Connect with Dr. Fischer: * ChildNEXUS Provider Profile * Email Jesse@jfischerphd.com * Instagram * Twitter * Website

Links and Related Resources: * 3 Things Every Parent Should Know About Their Child’s Brain * Navigating Brain Injuries Including Concussions in Children and Adolescents * 8 Ways Teenagers Suffer When They Don’t Get Enough Sleep * 5 Reasons Sleep Matters for Children

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today we welcome back Elizabeth Hamblet, who previously discussed the transition from high school to college in an earlier episode. She’s back today to discuss it further after the publication of her new book Seven Steps to College Success: A Pathway for Students with Disabilities.

Elizabeth has worked for two decades as a learning disabilities specialist in college disability services offices. She’s heard all the questions, she’s guided many students and she’s here to talk about the keys to college success: self-awareness and self-determination.

In this episode, Elizabeth answers so many questions. What accommodations do colleges provide? What are the differences between college programs when it comes to accessibility? What about IEPs and 504s? And most importantly, how can we prepare our students for college beyond academics?

Show Notes: [2:07] - Elizabeth’s new book is so helpful for parents whose children are transitioning to college or starting to think about the next step.

[3:37] - The goal isn’t just to get into college. It’s to succeed in college.

[4:38] - Even in the early stage of the 8th grade IEP meeting, there are things you can do to prepare.

[5:51] - The support and accommodations in high school don’t always overlap with those that will be provided in college.

[7:59] - All IEPs and 504 accommodations may not be implemented at the college level.

[9:33] - What accommodations are available on the college level?

[10:56] - Families and students can ask the disabilities services department about the accessibility of software at colleges.

[12:27] - Once students graduate from high school, IEPs are no longer legally required for colleges to adhere to.

[16:31] - Although IEPs and 504s expire, some colleges will provide the same or similar support.

[17:56] - Students should choose a college based on the things that any student would. Choosing a school solely based on their support does not make a good match.

[19:52] - There is a misconception that colleges go out of their way to exclude students with disabilities, but it’s just not true.

[20:58] - College is more than academics.

[22:50] - Parents can help, but Elizabeth encourages students to call and ask questions in their process of making a big decision.

[25:29] - Accommodations are important, but too many and too much support in high school leads to students not being ready for college.

[26:52] - Families and teachers can do a lot to promote independence and self-advocacy.

[30:54] - Extended time for papers is not commonly provided in college.

[33:26] - You have worked so hard to get your child this far, and there is anxiety when it comes to thinking about college.

[34:18] - College is not binary. You don’t have to attend at a specific time.

[36:19] - The self-management piece of college is just as important as the academic aspect.

About Our Guest: Elizabeth C. Hamblet has worked as a learning disabilities specialist in college disability services offices for two decades. In addition to working at a university, she is a nationally-requested speaker on preparing students with disabilities for successful college transition. Hamblet is the author of Seven Steps to College Success: A Pathway for Students with Disabilities and a concise guide on transition, and her work has appeared in numerous journals and online platforms. She offers advice and information on her website at www.LDadvisory.com and shares resources on numerous social media platforms.

Connect with Elizabeth: * ChildNEXUS Provider Profile * LD Advisory Website * LD Advisory Facebook Page * Seven Steps to College Success: A Pathway for Students with Disabilities by Elizabeth Hamblet

Links and Related Resources: * Episode 15: From High School to College - Steps to Success for Students with Disabilities with Elizabeth Hamblet * Episode 83: What Students with Disabilities Should Do When Starting College with Eric Endlich PhD * Episode 125: Does Your Teen Need a Transition Assessment? with Dr. Gwen Palafox

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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What is a transition assessment, and how do you know if your child needs one? If they do, when do they need it and what does it look like? There are a lot of questions about transition assessments and today we have the perfect guest to answer them all.

Today, we welcome back Dr. Gwennyth Palafox (Dr. Gwen) to the Diverse Thinking Different Learning Podcast. Dr. Gwen is a clinical psychologist and a fierce ally of neurodiverse and disabled individuals and has supported their wonderful families and support systems for over 25 years. She’s laser-focused (and borderline obsessed) about empowering through reliable knowledge, creativity, and skill-building. She loves curating and collecting tools, sharing mindsets, and promoting habits to help the neurodiverse community thrive and find joy and meaning in their lives.

Listen on to learn about what transition assessments entail, why they are important, and why you want to start transition planning early on.

Show Notes: [3:01] - The idea of transition is change. Change is not something that is abrupt, especially when it comes to development.

[4:04] - Ideally, transition planning should happen when high school begins.

[6:10] - “What does it take to live as an autonomous, fully independent adult?”

[7:29] - For students with an IEP, they need an ITP. Dr. Gwen explains what that is and how many students don’t know about it.

[9:07] - This assessment must include more than where your child is academically.

[10:03] - Dr. Gwen shares the most important skills for transition.

[12:52] - When these skills are solid or at least emergent and we are focusing on the process of living in this world as an adult, we get postsecondary results.

[14:58] - Skills are only built by experience.

[17:31] - High school should be preparing students for adult life.

[19:28] - Transition assessments and psycho-educational diagnostics are very different.

[21:01] - Learning, living, and working are the three components of a transition assessment.

[24:03] - Where we lose sight of the data is when we don’t paint a qualitative picture of where the person is today.

[27:17] - Good transition assessments connect to activities and community resources with the goal in mind of what comes next after high school.

[28:49] - The student needs to be involved in this process.

[31:01] - We need to presume competence when communicating to the student.

[33:01] - Dr. Gwen always includes something in the transition assessment recommendations that parents and teachers can begin doing immediately.

[35:22] - Assessment results can be overwhelming to families and having a transition plan early ensures that there’s enough time for support.

About Our Guest: Dr. Gwen is a licensed psychologist who has been actively changing the lives of individuals with neurodevelopmental disabilities for over two decades. She is laser-focused on promoting the happiness and wellbeing of disabled teens and adults and is a fierce ally of disabled individuals and their families. Dr. Gwen has shared her expertise in local and global workshops, at a TEDx event, as an expert witness, and in collaboration with other engaged and radically awesome professionals. Her clients are wonderfully complex, unique, and awesome. She says that out-of-the-box thinking, creativity, grit, and compassion are some of the best tools that she has.

Connect with Dr. Gwen: * ChildNEXUS Provider Profile * Meaningful Growth Website * Dr. Gwen Empowered on YouTube

Links and Related Resources: * Episode 47: Helping Students Transition to Adulthood with Dr. Gwennyth Palafox * Be the Executive in Charge

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Many parents hesitate to jump to a medication treatment for their child’s ADHD and ask about alternatives to medication. On this podcast, we have talked about different medication options but also behavioral therapies, mindfulness, and classroom accommodations, but today we’re talking about an empirically supported non-medication treatment for ADHD and the results look very promising.

Today’s guest is Dr. Sandra Loo who researches Trigeminal Nerve Stimulation and its impact on ADHD symptoms in children ages 7-12 at UCLA. In today’s episode, she describes what Trigeminal Nerve Stimulation (TNS) is and how it works to generate brain activity. She also shares the benefits of the treatment and provides updates on how the study is going. It is a very exciting advance in non-medication treatment alternatives for children and you can reach out to Dr. Loo through the links below to participate in the study as well.

Show Notes: [2:44] - The work Dr. Loo is doing with this new treatment is exciting and hopeful.

[4:06] - Trigeminal Nerve Stimulation is the first FDA cleared treatment of ADHD of kids ages 7-12 years old. It’s a mild stimulation that generates brain activity. Dr. Loo describes the process.

[5:15] - After about 4 weeks of nightly stimulation, Dr. Loo has seen improvement in ADHD symptoms.

[7:18] - Children on the older side of the 7-12 age range tend to feel comfortable putting the device on themselves. Dr. Loo explains what it might feel like for a child to wear.

[9:16] - This isn't medication and results are slower than medication treatment.

[10:22] - Improvements show the greatest results in inattention.

[11:35] - Dr. Loo is also working on predictors that will help determine what treatment would be best for individual children.

[13:08] - One observation from parents is that ADHD symptoms are better and that their child is less emotionally dysregulated.

[15:45] - After 4 weeks in the study, they found that stopping the treatment did see an increase in the symptoms again.

[17:37] - There are other goals for this treatment that are still being researched.

[18:15] - There have not been any adverse side effects of this treatment and everyone responds differently.

[20:47] - What are the comparisons to more common medication treatment results?

[23:33] - All presentations of ADHD are welcome to participate in this study.

[25:23] - Dr. Loo shares how to get more information and who to contact to participate, all of which are linked below.

[30:26] - This is a multi-site study, also available in Washington.

About Our Guest: Sandra Loo, Ph.D. is Professor of Psychiatry and Director of Pediatric Neuropsychology within the Department of Psychiatry, UCLA David Geffen School of Medicine. Dr. Loo is a licensed clinical psychologist and translational researcher whose work over the past 25 years has encompassed genetic, electrophysiology (EEG) and neurocognitive biomarkers within ADHD and other neurodevelopmental disorders. Currently, her research is focused on the development of empirically supported, non-medication treatments for ADHD. She has published over 150 peer reviewed journal articles and book chapters on these and related subjects. Dr. Loo’s teaching and clinical activities are focused on comprehensive neuropsychological assessment of youth with pediatric (traumatic brain injury, epilepsy, brain tumors) and psychiatric (ADHD, Specific Learning Disorders, mood and anxiety) disorders. She oversees research and clinical training activities for trainees interested in specializing in ADHD and related neurodevelopmental disorders.

Connect with Dr. Loo: * Contact UCLA at 310-825-3735 * Email: adhdandmood@ucla.edu * UCLA Research Study Participation

Links and Related Resources: * Episode 34: Key Principles for Raising a Child with ADHD with Dr. Russell A. Barkley * Episode 105: Medication Helps But is Not a Magic Potion for ADHD with Syed Naqvi, MD * Mindfulness in the Treatment of Attention Deficit Hyperactivity Disorder * UCLA: ADHD and Mood

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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For most of us, clutter can become distracting. Now imagine how clutter can impact those who find it difficult to focus all the time. Clutter is so easy to pile up and if we’re feeling disorganized on the outside, it makes us feel cluttered on the inside. Today’s interesting topic can apply to everyone and their family and can benefit us in some surprising ways.

Today’s guest is Wendy Zanders, the Declutter Coach. In our conversation today, Wendy shares her experience growing up undiagnosed with ADD and how through her education she coped with stress by decluttering. She has since taken her experiences and applies them now to help neurodivergent individuals and their families organize their space to go from overwhelmed to simplified.

Listen for some easy tips and tricks on how to start the declutter process in your own home, life, and brain that will also help your child or teen do the same.

Show Notes: [2:32] - Wendy shares her experience being diagnosed with ADD later in life.

[4:05] - In her youth, Wendy found herself cleaning and organizing her room to de-stress. It calms her down still in her adulthood.

[5:40] - It’s all about focusing on something specific to declutter rather than cherry picking certain things.

[6:57] - When your child has ADHD and you may also have ADHD, getting things organized can feel impossible. Where do you start?

[8:46] - Parents reach out to Wendy when their adolescent needs support and a lot of times realize they struggle with the same challenges.

[10:50] - There’s a misconception of what “minimalism” really means.

[12:37] - The goal is not to get rid of everything. It’s about getting things that are meaningful organized.

[13:46] - Task initiation can become a problem when a student’s space is cluttered and distracting.

[16:30] - Decluttering areas in the home can lead to other areas being organized.

[17:15] - Let your child choose things that may help them focus, like their work space or even the clothes they wear.

[20:47] - Purchasing bins or organizational materials and systems does not declutter.

[23:08] - There are three steps to organization.

[25:47] - No two homes are the same. Avoid comparing your home with someone else’s.

[27:30] - Generally, people work better on whatever task they need to focus on when things are organized first.

[28:17] - Brain dumping is a great strategy to declutter your mind and still remember things.

[30:50] - Use a calendar to keep things straight and organized as a family.

[32:44] - In addition to having a calendar available, sometimes the act of writing something down helps you to remember.

[34:15] - Don’t stay stuck and reach out to someone for help who is compassionate and non judgemental.

About Our Guest: Wendy Zanders is a Professional Organizer, Declutter Coach, Special Needs Mom, and United States Army Veteran. She is passionate about helping Veterans and the special needs community take their homes and lives FROM Overwhelmed TO Simplified. An underperformer in grade school due to undiagnosed attention deficit disorder (ADD), Wendy worked hard and surpassed the expectations of everyone around her. Early in her career, she found that she had a knack for systems and organizing, but found herself living in a totally disorganized home after several episodes of depression. She helps the community get organized by helping them identify what has created the disorder in their lives, and by helping them create systems so they can get back in control of their possessions and homes.

Connect with Wendy: * ChildNEXUS Provider Profile * Email Wendy@YourDeclutterCoach.com * Your Declutter Coach Website

Links and Related Resources: * Attention Deficit Hyperactivity Disorder * Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg * Be the Executive in Charge

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today, we welcome back podcast guest Adrianne Meldrum, founder of Made for Math. In a previous episode, Adrianne and I discussed multisensory interventions for kids who struggle with math, and it was extremely helpful to parents and teachers. This time, we’re talking about accommodations for students who struggle with math. And some of them might be surprising both because of what the accommodation helps and how easy it is to incorporate for students.

Listen as Adrianne describes common accommodations, some lesser known (and used) accommodations, math anxiety, and an incredible tool that she developed called the Math Accommodations Generator. You’ll learn about output and input accommodations and how they might be just what your child or student needs to improve their relationship with math.

Show Notes: [2:49] - Behavior is a form of communication. Adrianne shares some behaviors that could indicate struggles.

[3:46] - Teachers are not intentionally hurting your child’s math learning as they can’t control how their teaching is received, but there is such a thing as a math wound.

[5:41] - Struggling in math can take form in many ways. There are a lot of different components in math, like number sense, processes, and memory retrieval.

[7:48] - There are two types of accommodations: output and input.

[9:23] - Output accommodations are the more commonly seen of the two types as they are typically things you see in reports and IEPs.

[11:49] - The reason output accommodations are the most common is because they are easy to implement.

[12:52] - Adrianne gives examples of input accommodations and explains how they differ from output accommodations.

[14:51] - When we focus on these accommodations, we think about ways we can help a student understand instead of ways to help them complete something.

[15:48] - Input accommodations also have a verbal component.

[16:58] - You don’t have to wait until math facts are mastered to work on other content.

[18:40] - Semantic input accommodations focus on bigger visual concepts.

[19:46] - Math anxiety can be accommodated by gamifying content and doodling on the back of a test without turning it in.

[22:43] - There is a lot of evidence to support schema-based word problems.

[24:06] - Attention issues can also create challenges in math and there are some accommodations that can help.

[26:15] - Give kids a compelling reason why we need these steps in math. This is particularly important for kids with ADHD.

[28:04] - Some parents feel that by needing accommodations, their child isn’t being taught the same things as the rest of the class.

[32:05] - Adrianne describes the Made for Math Accommodations Generator which is a unique tool that asks questions about the child and provides accommodations to try.

About Our Guest: Adrianne Meldrum is the founder and owner of Made for Math (MFM), an all-online math center focused on serving students with dyslexia, dyscalculia, and math learning disabilities. She is a certified Multisensory Math Instructor through Marilyn Zecher. She holds a Master’s Degree from Bridges Graduate School of Cognitive Diversity. Adrianne is married with three boys and lives in Mesa, AZ where she enjoys poolside living.

Connect with Adrianne: * ChildNEXUS Provider Profile: Made for Math * Made for Math on Instagram * Made for Math on YouTube * Made for Math Website

Links and Related Resources: * Episode 60: A Multisensory Intervention for Kids Who Struggle with Math with Adrianne Meldrum * Made for Math Accommodations Generator

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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The ability to get started on a task right away even when you don’t feel like doing it is an executive functioning skill for students and adults. And it’s not just an academic skill, it’s a life skill. That’s why it is an important topic and discussing it can help a lot of students and their families.

Returning to the podcast are Jenny Drennan and Hannah Ross. Jenny and Hannah have both been on the podcast before but as separate interviews. Now they are together to talk about task initiation and the work they do with students to help them get the ball rolling. Not only do they beautifully explain task initiation and why it is hard, but they provide strategies to use at home and at school, for both children and adults, to help with this struggle.

Show Notes: [2:44] - Task initiation is misunderstood and often associated with laziness and motivation.

[3:46] - Students developmentally don’t have the self-talk skills yet to talk themselves through starting a task.

[5:03] - At school, this can look like a student not working on assignments or taking a long time to get started.

[6:12] - When we struggle to gain momentum on a task, it is likely a task that is something we aren’t looking forward to or is daunting.

[7:23] - Task initiation brings up a lot of conflict in families.

[9:21] - It’s important to know that this struggle is human nature and that we all have tasks that are challenging to start. But there are factors that make it harder for some.

[11:33] - Lack of interest in the task can also lead to struggling with starting it.

[12:53] - Part of the work Jenny and Hannah do is help parents in interacting with their child that struggles with task initiation.

[14:42] - There are also ripple effects to struggling with task initiation.

[16:03] - When students can unlock what helps them initiate tasks, they are usually less anxious and stressed as well.

[17:40] - This isn’t just an academic skill. It’s a life skill.

[18:37] - Modifying distractions is a strategy to help students in their environment.

[20:18] - Routines are also very helpful but can be difficult to stick to.

[21:32] - Breaking a task into smaller chunks is a great way to make a large task approachable and manageable.

[23:29] - Scheduling breaks is helpful for some students but is used on a case by case basis.

[25:35] - Modify the instructions in a school task to be less detailed and use verbs.

[28:19] - Allow students to make mistakes and focus on the process instead.

[29:45] - A student’s experience needs to also be validated.

[31:20] - Modeling task initiation and using your own self-talk out loud when you don’t want to do something is a great way to help develop the child’s self-talk.

[32:44] - You can download a free guide that includes strategies for task initiation by clicking here. Be sure to also check out the links below.

About Our Guests: Jenny Drennan is a Certified Educational Therapist and Founder of WeThrive Learning, Jenny specializes in supporting students with ADHD, and math and writing challenges. Drawing on best practices and the latest research, her practice provides 1-1 support for students and families globally. She is certified by ImpactParents as a Sanity School® behavior therapy program trainer and is attaining her certification as a dyscalculia specialist by the Association of Dyscalculia.

Hannah Ross is a professional educational therapist based in Los Angeles, California. Her practice, Summit Learning, specializes in providing dyslexia remediation, as well as executive function coaching to learners of all ages, both in person and virtually. Hannah currently serves as the vice-president of the International Dyslexia Association of Los Angeles, in addition to being a member of the Association of Educational Therapists.

Connect with Jenny and Hannah: * ChildNEXUS Provider Profile: Jenny Drennan * Email Jenny@WeThriveLearning.com * We Thrive Learning Website * ChildNEXUS Provider Profile: Hannah Ross * Email HannahRoss.EdTherapy@gmail.com * Summit Learning Website

Links and Related Resources: * Episode 11: Executive Functioning 101 * Episode 12: Executive Functioning Support for Struggling Learners with Hannah Ross * Episode 70: How to Help Students Develop Good Study Skills with Jenny Aguilar * Strategies for Task Initiation (download)

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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What can we do to create more inclusive communities where students’ needs are met? This conversation needs to be had and is probably the most important conversation we’ve had on the Diverse Thinking Different Learning Podcast to date. There is a lot to unpack here, but today’s guests show us that every journey and every discussion has a first step and they’re here to help us take it.

Maria Kennedy and Juniette Kanga join me today to talk about the intersection between ethnicity and neurodiversity. Through their own experiences as educators, parents, and their own unique cultural differences, they share the ways they’ve learned the biases, both conscious and unconscious, in the education system. But more than just saying there’s a problem, Maria and Juniette have taken the next step in helping others understand and creating communities where culturally diverse and neurodiverse individuals can come together.

This will not be the last we’ll hear from Maria and Juniette and the work they do.

Show Notes: [3:35] - There is so much to unpack. Every journey starts with one step and we have to take the first step in understanding.

[5:03] - In Maria’s experience, if children and teens of color do not excel in athletics, their strengths and challenges aren’t always acknowledged.

[6:47] - Learning differences and neurodiversity are so common and yet still misunderstood.

[8:50] - In education, we have a deficit model. Teachers are taught to look for things children can’t do.

[10:37] - Remediation is very restrictive. If the focus is remediation, we miss out on engagement and identifying needs.

[12:09] - Children are not broken and they do not need to be fixed. One size fits all does not work in education.

[13:50] - Remediation is important and impactful, but it isn’t enough on its own.

[14:46] - At the symposium Maria hosted, she had students speak about their experience and the lessons they spoke about were the ones in which they felt valued.

[16:35] - As a community, we have a responsibility to encourage the growth and development of all people in the community.

[17:23] - Juniette joins the conversation and shares how different is equally as beautiful.

[19:01] - Some companies are tapping into creative, outside-of-the-box thinking and cultural differences to move things forward.

[20:36] - As parents, we are constantly trying to protect our children and sometimes that holds them back.

[21:54] - Educators need to be aware of their biases to properly help every child.

[23:27] - Maria shares a story about her own three year old son being sent out of the classroom for refusing to complete an assignment that was too easy.

[26:29] - Even as a supporter of public schools, Maria knew that it wasn’t the right fit for her exceptional learner.

[28:16] - Education needs to be culturally aware and look at the needs of everyone in the classroom.

[29:50] - Some children are ostracized for asking questions.

[31:18] - Adults need to ask more questions and take the step in understanding.

[33:17] - It is common for teachers to not want to differentiate instruction as it is more work.

[34:54] - Culturally, there is a hesitation to accept a child’s giftedness.

[36:57] - Teacher training and education needs to be stronger so teachers can see the signs of learning differences.

[38:16] - Strength-based education is best for all students.

[39:44] - Teachers also need to know the impact they have on their students and their drive to learn.

[41:52] - Maria and Juniette’s goals are to empower you. They have cross-cultural pods for discussions and resources.

About Our Guests: Juniette Kanga, M. Des, is a mother of five children and a doctoral student at Bridges Graduate School of Cognitive Diversity. She holds a graduate certificate in twice exceptional education, is a trained Social Emotional Needs for the Gifted (SENG) facilitator and a North American Scholastic Esports Federation (NASEF) 2022 - 2023 fellow, a role she recently ventured into in supporting interests based learning for non-traditional learners, such as homeschooled and twice-exceptional children. She is the founder of a consultancy to support parents like her advocacy and education.

Maria M. Kennedy first joined the Bridges Academy staff as the Director of Phoenix. After successfully growing the program each year, she has taken on the position of Director in the Bridges Educational Group. Speaker, author, and advocate Maria has been an educator for almost 30 years. Maria received her B.Ed. and M.Ed. in education from Manchester University. She earned Advanced Teacher Status from the Manchester Department of Education for her ability to develop curriculum and her skills within the classroom. She traveled internationally, teaching students and training teachers how to tap into the strengths of their gifted and challenged students. Maria believes that effective educators must continue to learn and grow as a person. With this in mind, she constantly reads and works closely with leading educators in the field of 2E education.

Connect with Maria and Juniette: * Inclusive@bridges.edu * ChildNEXUS Provider Profile: Bridges Academy

Links and Related Resources: * 5 Tips for Fostering Social Emotional Development in Twice Exceptional Children * Creative and Crushed Children Who Think Differently * Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault * Episode 88: The Importance of Mentoring and Enrichment Programs for 2E Students with Samuel Young * Episode 37: Literacy - A Social Justice Issue with Resha Conroy * Fast Company’s Neurodiversity in Black Communities

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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I have been asked this question from parents and from colleagues: Is it autism? And this question is more often asked when we are talking about girls. So the conversation today with guest Dr. Megan Beardmore is about autistic girls and about understanding the less obvious presentations of autism.

Many autistic youth feel misunderstood and research shows that being autistic leads to increased risk for a host of mental health issues including anxiety, depression, suicidal thoughts, and others. For many, an accurate diagnosis can be life changing. But it’s not enough to uncover a diagnosis. In fact, it’s not the goal. The goal is to understand struggles, identify strengths, and provide the individual and their family with appropriate tools, strategies, and support moving forward.

Dr. Megan Beardmore and I have this important conversation about this overlooked population of autistic girls.

Show Notes: [3:06] - Over the past few years, the prevalence of autism has increased. What has contributed to that?

[4:40] - The neurodivergent community has also become more vocal about themselves on social media.

[5:54] - Girls are often diagnosed later than boys even when they present with the same behaviors. Dr. Beardmore shares some of the things they look for that are less obvious in girls.

[7:40] - Generally speaking, females tend to have a little more social savviness that makes them better at masking.

[9:12] - Social camouflaging works until it doesn’t and internalizing symptoms can be harmful to mental health.

[11:04] - Dr. Beardmore describes the common conversations she has when identifying autistic girls and the questions she asks.

[13:15] - There is a distinction between self-awareness and understanding the self within a relationship.

[14:19] - Oftentimes, autistic individuals, especially girls, are hyper aware of other people’s body language and facial expressions.

[15:43] - There is a misconception about empathy when it comes to autistic individuals. They aren’t without empathy, but rather that they don’t know what to do with it.

[18:57] - Rigidity is often a struggle for autistic individuals but in general, girls internalize this stress while boys tend to outwardly show their emotions.

[21:11] - Regardless of gender, those with high intellectual functioning are more likely to fly under the radar and be overlooked.

[23:01] - Internalizing symptoms are common in girls and create a delay in seeking help and a diagnosis.

[25:49] - The purpose of an assessment isn’t to find a diagnosis. It’s to help know what to do after a diagnosis.

[27:57] - Understanding why an autistic person behaves the way they do is important for the individual and their family. It validates their experience.

[29:14] - Once they have a diagnosis, some people choose to share and some don’t.

[30:18] - As a parent, develop a sense of safety for your child to talk to you.

[31:18] - Look out for rigidity, stress, signs of depression, or other mental health issues.

About Our Guest: Dr. Megan Beardmore is a licensed school psychologist with expertise in assessment and treatment of children and young adults with autism spectrum disorder (ASD) and related neurodevelopmental disorders. Originally from Iowa, she received her graduate training at the University of Arizona where she practiced in schools and community mental health settings providing therapeutic services as well as diagnostic evaluations. During her predoctoral internship, she served as the evaluation coordinator at a K-8 school, a role that involves conducting assessments to determine special education eligibility. Dr. Beardmore then received specialized postdoctoral training in the assessment and treatment of children with ASD at The Help Group and UCLA. She later worked in a nonpublic, multidisciplinary school where she developed and implemented a social skills program for students with social-communication and behavioral challenges. Currently, Dr. Beardmore works at Spectrum Psych Los Angeles splitting her time between conducting psychological evaluations and providing outpatient therapy. Her focus in assessment tends to target psychoeducational, social-emotional, and autism-specific referrals. In therapy, she draws upon a flexible, integrative blend of evidence-based (e.g., CBT) and holistic (e.g., mindfulness, somatic) interventions.

Connect with Megan Beardmore: * Spectrum Psych Website

Links and Related Resources: * Episode 44: Understanding Autism Spectrum Disorder with Lisa Hancock * Episode 63: Supporting Youth with Autism and ADHD with Holly Blanc Moses * Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber

Trying to figure out next steps in supporting your child? Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Many topics of the Diverse Thinking Different Learning Podcast come from parents and individuals who provide services to children. Today’s topic has come up more than once and our guest is able to shed some light on the intersection between autism and LGBTQIA+.

Dr. Laurie Stephens joins today to share the research on this overlap and what she sees herself as the Senior Director of Autism and Clinical Programs for The Help Group. Through her work with The Help Group, she has also developed an affirming community called Kaleidoscope which is offered in person and online. And she explains how we can better understand and support multi-minority status individuals with their own self-acceptance, their education, and their mental health.

Show Notes: [1:55] - There’s no universal agreement on terms used, but it is important that the majority of the autistic community prefer identity-first language.

[4:03] - Many psychologists are seeing a trend in autistic adolescents.

[5:10] - There is recent research that shows the overlap of autism and identifying as gender diverse.

[6:39] - Something important to note is that because of the stigma surrounding LGBTQIA+, that the number of individuals is likely under-reported.

[8:21] - Dr. Stephens explains the differences between gender fluid, non-binary, and transgender.

[9:26] - Autistic individuals are less likely to be concerned with social norms and societal pressure.

[10:58] - Autistic people are advocating for society to accept their autism and neurodiversity which also leads to advocating for their gender diversity.

[12:01] - This population is oftentimes multi-minority status.

[13:29] - There are common mental health concerns that overlap in minority groups that are compounded when individuals are a part of more than one.

[14:40] - Dr. Stephens describes some of the common misconceptions about autism.

[16:22] - Society needs to expand its view rather than autistic people masking to fit in.

[18:07] - Many adults are seeking an autism diagnosis later in life and many of those individuals identify as gender diverse.

[19:21] - Females tend to be under diagnosed and most people ignore the autistic presentation in them.

[21:05] - It’s important for mental health providers to be educated and trained to help autistic people. It’s not about treating their autism.

[22:51] - Dr. Stephens describes how she helps parents who come to her with the concern that they don’t know how to support their child.

[24:28] - Dr. Stephens began a program called Kaleidoscope.

[26:50] - Just one affirming person in your life can reduce suicidality by 60%.

[28:02] - The Help Group’s Kaleidoscope program is local to California, but all the social services and advocacy programs are offered online.

About Our Guest: Dr. Laurie Stephens is a developmental psychologist who currently serves as the Senior Director of Autism and Clinical Programs for The Help Group. Dr. Stephens has been passionate about finding innovative and effective ways to work with autistic children, teens, young adults, and their families and communities since 1990. Among her accomplishments are having created Young Learners Preschool for Autism, founding the first post-doctoral fellowship in autism at The Help Group, starting the early diagnosis state-run autism clinic in New York, and creating a social skills curriculum for camps, schools, and clinics. She is a highly regarded public speaker and has spoken throughout the US, Canada, Japan, the UK, and Finland to name a few places.

Prior to her current role with The Help Group, Dr. Stephens worked as the Director of Clinical Services at Education Spectrum, where she provided individual and group therapy, social skills classes, and psycho-educational and diagnostic testing. During this time, Dr. Stephens developed an interest in the overlap between gender diversity and ASD. She noted that many of her autistic clients were coming out as transgender, gender fluid, and non-binary. Dr. Stephens became passionate about finding the most effective ways to help these multi-minority status individuals find and accept their authentic selves while finding an affirming community.

After 12 years of direct clinical service, Dr. Stephens returned to The Help Group to help them develop Kaleidoscope, the first of its kind LGBTQ+ program for children, teens, and adults who are also neurodivergent. She and her colleagues have established a specialty diagnostic clinic for transgender and non-binary folk who suspect they may also have ASD, the first of its kind on the west coast.

Connect with Dr. Stephens: * ChildNEXUS Provider Profile * Kaleidoscope Website

About The Help Group’s Kaleidoscope Program: Kaleidoscope supports LGBTQIA+/Questioning youth, young adults, and their families in building healthy relationships, strong social connections, and critically needed life skills. Through high quality, innovative programming, using the latest research and evidence-based programs, our mission is to help each person realize their unique potential and thrive!

To learn more about Kaleidoscope please visit www.kaleidoscopelgbtq.org or email kaleidoscope@thehelpgroup.org

Links and Related Resources: * The Help Group Webcast - The Intersection Between Autism Spectrum Disorder and LGBTQIA+ * Episode 18: How Non-Public Schools Meet the Needs of Diverse Learners with Dr. Jason Bolton * Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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As we continue our conversation about different treatment and therapy options, you may discover unique options that are a right fit for your child. Today’s topic is certainly unique! We’re diving into surf therapy.

Surf therapy is one mode of therapy among many that helps neurodiverse kids with many different skills. You may not have heard about this therapeutic tool that uses the elements of the ocean, a surfboard, and sand, but it targets sensory processing, physical and emotional regulation, motor planning, coordination, and mental health.

To help us learn more about surf therapy is guest Naomi Matanick who has become passionate about helping neurodiverse children and adolescents through the properties of the ocean. She explains what surf therapy is, how different skills are targeted and impacted, and the types of kids that would benefit from it.

Show Notes: [2:50] - Surf therapy is one therapeutic tool among many. There are many properties in the ocean that impact our bodies.

[4:13] - This mode of therapy is particularly beneficial for children with sensory processing difficulties.

[4:50] - The movement of the ocean brings on a sense of body awareness and activates different body systems.

[6:27] - Surf therapy helps with emotional regulation, but going into the water can initially be scary.

[8:03] - Naomi lists some of the skills integrated into surf therapy, including balance, visual development, and core strength.

[9:54] - Surf therapy also affects executive functioning skills as well as higher level cognitive functions like safety and planning.

[11:24] - Surf therapy can help so many kids, but particularly those who struggle with self-regulation and sensory integration.

[13:43] - The end goal is not to become a surfer. It’s to have the child engage in something that is fun and playful.

[14:40] - Age 6 and up into early adolescence is a great time to start this kind of therapy but it is really based upon each individual child’s needs.

[16:45] - There is an increasing rate of mental health issues among adolescents but research shows the benefit of physical activity on mental health, including surfing.

[19:31] - Naomi shares her experience in how neurodiverse children overcome specific challenges with surf therapy.

[21:48] - Currently, Naomi works with children one-on-one, but would like to expand to group therapy.

[23:16] - Surfing is a very individualized sport rather than a competitive one.

[24:23] - Naomi’s hope is that through this mode of therapy children gain self-confidence and self-trust.

About Our Guest: Naomi Matanick is a pediatric occupational therapist specializing in sensory integration therapy, surf therapy, and childhood and infant development. Kids are amazing and dynamic individuals. Yet, they have a lot to conquer. In her years of experience, she has served infants to early adolescents in a variety of areas including: sensory processing, physical and emotional regulation, organization of behavior and attention, acquisition of vital motor milestones, motor coordination development, and oral-motor therapy for feeding. Naomi’s mission is for each caregiver and child to feel understood and empowered as they are equipped with life-long tools. Her passion is to see children feel joy as they playfully develop a strong identity and sense of self through the skills and knowledge they have obtained.

Connect with Naomi: * ChildNEXUS Provider Profile * Hang-Ten Therapeutics Website * Phone: (419) 420-4995 * Email: naomi.matanick@gmail.com

Links and Related Resources: * Episode 9: How Occupational Therapy Helps Kids with Leah Hiller * Episode 30: How Physical Activity Can Enhance Mental Wellness with Drs. Shannon McHugh and Jesi Sasaki * Dizziness and Balance Problems Common in the U.S. * Episode 39: Why Fine Motor Skills Matter with Jennifer Morgan

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Parents have recently reached out with questions and topics they’d like to hear more about. One commonality these topics have is the child or teen who is struggling with emotional regulation. That may be anger, defiance, or communication problems. So in today’s episode, we’re starting to explore different treatment options in the hopes of providing information to families. Today’s focus is on Dialectical Behavior Therapy or DBT.

Our guest on this topic is an expert in the field. Patricia (Patty) Gieselman, MFT is the founder and Executive Director of Choices Counseling & Skills Center, which specializes in this type of behavior therapy. She has tons of experience working with adults, adolescents, children, and their families using this approach.

In our conversion, she explains why it is important to provide youth with skills and strategies that improve their ability to manage their emotions and give them the tools needed to accept those parts of their life that cannot be changed. This model is unique in many ways and in Patty’s experience, extremely impactful and successful.

Show Notes: [3:43] - Patty is an expert in Dialectical Behavior Therapy (DBT) and explains how and why it was developed.

[4:41] - DBT is Cognitive Behavior Therapy and zen practice combined.

[6:02] - The goal is to bring together acceptance, validation, and change. DBT treats problem behaviors that are caused by emotional dysregulation.

[7:18] - The DBT model includes multiple components, broken up into skills groups and individualized therapy.

[9:03] - There is an adaptation of DBT for children. Children are sensitive and easily reactive to the world.

[10:23] - A part of DBT is a family component that gives parents the skills to create an environment that is validating to the child.

[11:15] - DBT for Children has a child component, a parent component, and a parent/child component.

[13:35] - Parents are also given the skills to manage their own emotional dysregulation.

[14:41] - Patty lists some of the behaviors that are treated by DBT. But the goals for DBT for Children are different from those for adults.

[16:31] - A specific diagnosis is not the focus of DBT, but rather the behaviors that impact daily life.

[18:28] - In the beginning of DBT for Children, there’s an assessment period to help parents triage the problem that impacts their relationship.

[20:26] - Through the multi-family skills groups, parents have the same assignments and activities as their children.

[22:29] - Patty describes DBT as mindfulness that has been behavioralized.

[24:06] - Through the process, Crisis Survival Skills are also taught to help children.

[25:46] - We all have to accept things we don’t like and know the difference between those things and the things we can change.

[27:23] - Other therapies use the term “trigger”, but DBT views triggers differently.

[29:51] - Patty explains what “Check the Facts” means and the ways clients are taught to manage the situation without exhibiting problem behaviors.

[32:38] - Patty describes what they look at in individual therapy sessions and how parents sometimes inadvertently reinforce behaviors.

[35:03] - DBT gives children, adolescents, and families the skills and tools to handle difficult situations and accept the things that can’t be changed.

[36:50] - Parents also have access to skills leaders for coaching as needed.

[37:32] - Validation is not the same thing as praise.

[38:31] - We are all guilty of skipping the step of validating emotions and jumping to solving problems. We can’t solve the problem with high emotions.

About Our Guest: Patricia (Patty) Gieselman, MFT is a DBT-Linehan Board of Certification, Certified

Clinician™. She is the founder and Executive Director of Choices Counseling & Skills

Center, which specializes in comprehensive Dialectical Behavior Therapy (DBT) for adults, adolescents, children and their families. She is a licensed Marriage and Family Therapist with extensive experience working with adults, adolescents, and families in both community-based and residential settings. During her career, she has worked in the public and private sector as a clinician, consultant, trainer, program director, and Vice President of Clinical Services. In addition to offering counseling services, Ms. Gieselman trains mental health professionals as a provider of continuing education courses for the California Association of Marriage & Family Therapists (CAMFT), Board of Registered Nursing (BRN) and the California Psychological Association (CPA) and has been an adjunct instructor for local universities. She has been an invited trainer both nationally and internationally. Patty is well-known for her practical yet often whimsical approach to teaching and problem solving.

Connect with Patty: * Choices Counseling & Skills Center * 626-470-9834 ext. 328 * Email patty@choices.care

Links and Related Resources: * Find a Psychologist * Find a Marriage and Family Therapist * Find a Therapist (Licensed Clinical Social Worker) * Beyond Credentials: Three Extras to Look For in Your Child’s Therapist * Anxiety and Depression in Adolescents

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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When one person in a family is struggling, it impacts the entire family. This is true for everything, but it is particularly true for the families of a child with learning difficulties.

Today, we have the first guest of a brand new year, Dr. Lauren who has graciously been on the Diverse Thinking Different Learning Podcast before. Since the previous discussion we had about dyslexia (episode 21), Dr. Lauren has continued her mission in supporting families by launching The Dyslexia Mom Boss Podcast. She is also a member of the ChildNEXUS community and she takes a family approach when working with students.

Ultimately, it’s not just about the child with dyslexia, but about the entire family and how to support each other.

Show Notes: [1:44] - Dr. Lauren was a previous guest on the podcast and has since launched her own podcast called Dyslexia Mom Boss.

[3:29] - Learning disabilities are not exclusive to the United States. They are a world issue.

[5:12] - Dr. Lauren shares her own experiences with ADHD. Although she does not have dyslexia herself, her experiences with learning impacted her mission as an educator.

[7:05] - Her first teaching job was working in a school for students with dyslexia. This was the start of her passion in helping this population of learners.

[9:27] - There is a disconnect between what parents and educators know about dyslexia and the struggling child in the classroom.

[10:22] - A huge problem is the access to reliable information.

[12:02] - What is D3 and why does Dr. Lauren group these three learning disabilities together?

[14:14] - More often than not, there is a comorbidity in children with dyslexia.

[15:32] - Through the public school system, it could take a lot of time to discover learning disabilities, and delays in identification cause parents and children to become overwhelmed.

[17:03] - Parent training and learning is also incredibly important in supporting dyslexic children at home.

[18:05] - Dr. Lauren puts us in the shoes of a child with dyslexia.

[19:15] - When one person in the family is struggling, it impacts the entire family.

[21:54] - When your child is upset or struggling, your initial reaction is to make it better.

[23:17] - Through her experience, Dr. Lauren has found that intervention sessions turn into listening to the concerns of the parents.

[24:18] - Parents need to also pour into themselves and not solely focus on the unique needs of their child.

[26:06] - The stressors of raising a child with struggles can have a negative impact on the marriage and relationship between parents.

[27:20] - Our brains go to the negatives first. We have to actively change our mindset.

[29:53] - Our thoughts have so much power in how we feel and how we behave.

[31:40] - When there is so much focus on the struggle, it is easy to forget that these students have strengths too.

[33:20] - There is no one curriculum for the dyslexic learner because everyone is completely different.

[35:02] - In order to advocate for your child’s needs, it is crucial to learn about dyslexia and how to support your child.

About Our Guest: Dr. Lauren’s passion for educating, advocating, and bringing awareness to dyslexia at the domestic and international levels began in the elementary classrooms of private schools serving students with language-based learning disabilities. She has been a certified Special Educator for over a decade, and she earned her Doctor of Education in Teaching, Learning, Leadership, & Curriculum in 2019 from Northeastern University and holds a dual masters in Special Education and Elementary Education from Syracuse University and a Bachelor’s degree in Psychology from Syracuse University.

Dr. Lauren is the CEO and founder of Think Dyslexia LLC and delivers training and professional development for teachers and administrators at the district level focusing on dyslexia awareness and dyslexia screening. Dr. Lauren has worked with over 15 school districts at the national and international level leading educators and leaders to success. Dr. Lauren believes in a holistic approach to the dyslexia journey and coaches families every step of the way in the process.

Connect with Dr. Lauren: * Free Resources from Dr. Lauren * ChildNEXUS Provider Profile * Email: drlauren@thinkdyslexia.org * Dr. Lauren on Instagram * The Dyslexia Mom Boss Podcast * The Dyslexia Mom Boss Podcast on Instagram * Holistic Strategy Session Consultation Call

Links and Related Resources: * Episode 111: Overcoming Dyslexia and Addressing the Reading Crisis with Sally Shaywitz, M.D. * Episode 21: What You Know and Don’t Know About Dyslexia with Dr. Lauren McClenney Rosenstein * Episode 27: Why We Need to Support Parents Whose Kids Struggle with Learning with Maria Fagan Hassani * Episode 76: Using Content and Connections to Help Kids Thrive

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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When is it important to consider an evaluation for your child? Well, the earlier the better. But then the question is, what are the differences between evaluations and which is best for your child? My guest on today’s episode helps break it down and dives deep into the differences between a neuropsychological evaluation and a psychoeducational evaluation. Not only that, but we also discuss the challenges of evaluating non-English speakers and identifying neurodevelopmental disorders in children whose native language is not English.

I am thrilled to have Dr. Vindia Fernandez with me today. Dr. Fernandez is a pediatric neuropsychologist who specializes in working with children, adolescents, and young adults with neurodevelopmental issues including autism, epilepsy, ADHD, and learning disabilities as well as schizophrenia-spectrum disorders. As a private practice neuropsychologist in Southern California, she also sees the impact and importance of culturally and linguistically appropriate evaluations. Today she shares with us her valuable expertise.

Show Notes: [0:48] - Dr. Fernandez is the founder of the Center for Pediatric Neuropsychology to address the growing need for appropriate evaluations for Latino/a children.

[2:16] - Dr. Fernandez defines a psychoeducational evaluation, as that is the most commonly used assessment offered to parents of school-aged children.

[3:40] - A neuropsychological evaluation is not a specific type of evaluation but more an assessment performed by a neuropsychologist.

[5:19] - It not only helps identify the learning difficulties a child may have, but also gets deeper into the medical side of things to find possible underlying medical issues.

[7:01] - The purpose of an evaluation in schools is different from the evaluations done when a parent goes to see a neuropsychologist.

[8:50] - Psychologists in a private practice have a lot more flexibility in diagnosing as opposed to the more narrow guidelines of a school evaluation.

[9:36] - A diagnosis is important but it is what you do with that information that is the most valuable.

[11:04] - Dr. Fernandez wrote an article about dyslexia and she discusses some of the reasons why students could have trouble reading.

[13:54] - The intervention and accommodations that are recommended as a result of the evaluation will certainly differ depending on what those results are.

[15:31] - Oftentimes there is more than one issue that the student is struggling with. All issues need to have an intervention simultaneously.

[17:32] - For a period of time, minority or underrepresented populations were overrepresented in special education.

[18:44] - Several laws have since been passed as a result of some landmark cases in education.

[20:00] - Some immigrant parents may not have a lot of experience with formal education and may feel uncomfortable in a professional setting.

[21:49] - Developing rapport with parents is important.

[22:37] - The parent interviews and questionnaires that are a part of the evaluation process will vary in detail. Some parents share a lot of information and others do not.

[25:52] - One myth is that bilingual children automatically have a limited vocabulary when they learn two languages simultaneously.

[27:42] - We should not overpathologize differences in learning, but working with specific populations, it is important to be aware of various cultures and backgrounds.

[29:37] - The types of children Dr. Fernandez usually sees are the ones who are struggling in school in comparison to their peers.

[31:25] - When there’s a level of distress associated with the learning difficulty that can’t be explained by normal development, the behaviors are red flags.

[33:21] - Don’t ignore your gut feeling. If you feel that your child is struggling more than their peers, seek an evaluation to determine the root cause of the struggle.

About Our Guest: Dr. Fernandez obtained her Ph.D. in clinical psychology from the University of Houston where she studied pediatric neuropsychology and completed research on the neuroanatomical markers of dyslexia. She completed her APA-accredited internship and postdoctoral fellowship at the UCLA Semel Institute. Her specialty training includes working with children, adolescents, and young adults with neurodevelopmental issues including autism, epilepsy, ADHD, and learning disabilities as well as schizophrenia-spectrum disorders. Dr. Fernandez has also worked closely with the UCLA PEERS Program and developed a passion for teaching social skills to neurodiverse youth. In 2017, Dr. Fernandez founded the Center for Pediatric Neuropsychology in part to address the growing need for culturally and linguistically appropriate evaluations for Latino/a children. She is an attending clinician and volunteer clinical faculty member in the UCLA Hispanic Neuropsychiatric Center of Excellence and collaborates with the Los Angeles Department of Mental Health on program development and training.

Connect with Dr. Vindia Fernandez: * PediatricNeuropsych.com * ChildNEXUS Provider Profile - Vindia G. Fernandez, Ph.D.

Links and Resources: * ChildNEXUS Home Page * Dyslexia Blog Article * ChildNEXUS Live Back to School Town Hall

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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I feel very strongly that if we put in place certain practices, more children with undetected learning disabilities would be identified early and receive appropriate treatment. There’s a lot of education that needs to be done about the different learning challenges that students face. And that’s why I started this podcast.

In this re-aired episode of the Diverse Thinking Different Learning Podcast, I discuss the first step in uncovering why a child is struggling - assessment. Why does a child need an assessment? What does an assessment involve? What does an evaluation tell parents and educators? Let’s dive into what an assessment looks like and why it is more than just testing.

Show Notes: [1:29] - The reasons you seek an assessment will vary per child, but you see their difficulties are hindering their success.

[2:38] - It is never too late to evaluate a child when you see that they are struggling and need some support. An assessment helps you get to the root of the difficulties.

[3:35] - Some struggles can be overcome by implementing appropriate intervention.

[4:12] - The assessment is so much more than testing.

[6:13] - A child’s early developmental milestones will also be discussed to find if the challenges the child is having now may have been observed early on as well.

[7:23] - Dr. Wilson also explains that the assessment involves gathering information from other sources, especially from teachers.

[8:38] - Observations will begin when they first enter the office.

[10:04] - An assessment should also involve the child’s perspective. It's not only about getting information from parents and teachers.

[12:01] - There are several domains that are being assessed during the testing session. Domains may vary depending on the test, but Dr. Wilson breaks down the domains you will find in a comprehensive evaluation designed for determining the root of the problem.

[12:27] - One such domain is Intellectual Functioning. This typically asks the child to complete tasks that they have never been asked to complete before.

[14:09] - Another domain that is typically assessed is Academic Achievement in the areas of Reading, Writing, and Math.

[15:35] - When assessing academics, Dr. Wilson explains that some tasks will be timed and others will be untimed which helps determine an appropriate intervention or accommodation.

[16:21] - Another domain that’s assessed is Attention and Concentration which can greatly interfere with learning processes.

[17:15] - Can the child pull information from memory? Does the child have a stronger visual memory than verbal memory?

[18:39] - Another process that is looked at is Executive Functioning which is an umbrella term that includes organization, planning, and an individual’s ability to work towards a goal.

[19:19] - Language Functioning includes expressive language and receptive language. How do they express themselves? How do they understand others?

[20:14] - The evaluation also looks at Visual Spatial and Visual Motor Functioning which helps us understand how the child perceives information that he or she sees.

[21:23] - Something important to keep in mind is that children and adolescents are social beings. They will often have an emotional response to their struggles.

[23:15] - In parent and teacher questionnaires, there will be questions about stomachaches and headaches to determine if there is a pattern.

[23:50] - Behaviors such as defiance or breaking rules are also looked at as these could co-exist with the learning difficulty or a way for the child to cover up the struggle.

[24:45] - Media use will be asked about which could be affecting sleep, attention, and has a connection with depression.

[26:46] - Exercise is also looked at as it can enhance mental health and brain growth. Is there a connection between the child’s amount of exercise and their challenges?

[27:18] - Once all of this information is gathered, Dr. Wilson can use it to determine if there is a disorder, what the disorder is, and can then develop an appropriate intervention.

[28:51] - The information from this assessment also helps a parent or educator be more patient and gives them guidance on how to help them.

[30:23] - An assessment is only the first step. It determines the reason for the struggle and once we have that information and gives us a roadmap to help the child to overcome their struggles so that they can thrive.

Links and Resources: * ChildNEXUS Home Page * More About Dr. Karen Wilson * What is a Comprehensive Evaluation and How Can it Help Support My Child’s Learning? * Pediatric Neuropsychological Assessment * Signs Your Child May Have a Learning Disorder

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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The end of the calendar year marks the middle of a school year and for many this is a time to explore school options. Many parents are making decisions for after the holiday break or even for the next academic year. Today, we are exploring the homeschooling option and you may be surprised to find that it might be the right fit for you and your family.

Today’s guest is Mel Nichols, an educator who is passionate about one-on-one instruction and has chosen the homeschool option for her own child. In the conversation today, Mel breaks down what homeschooling actually is and why there are so many misconceptions about it. She also lists some of the many advantages it has to offer with the main ones being flexibility and time.

Don’t let the word homeschool scare you. Mel shares the resources available that support families and how this non-traditional option might be exactly what your child needs.

Show Notes: [2:20] - The end of December means that some parents are taking a look at their child’s progress and making decisions for the rest of the year or for next school year.

[3:57] - Homeschooling can take many different forms and works differently for every family.

[5:35] - There are many advantages to homeschooling, but it isn’t the right fit for everyone.

[7:08] - Mel says that the main advantage is time.

[8:42] - Homeschooled students do not have to adhere to a school calendar.

[10:37] - Social emotional skill development is a concern some families have when making the decision to homeschool.

[12:01] - Every state has a homeschool association and some cities have homeschool groups. If there isn’t one, you can create one.

[13:37] - When a child is at home, parents can build a sense of what they need.

[15:09] - Some families also choose to travel as part of their curriculum, but you can also explore the community around you.

[16:26] - There are many opportunities that you can choose for your child to do.

[17:56] - We need to rethink and redefine what homeschooling actually is.

[19:37] - As you homeschool, you can adapt and make changes to each day.

[20:54] - Homeschooling also allows students to make their own choices and learn what works for themselves.

[22:17] - Mel describes the things that Pacific Preparatory offers to homeschool families.

[24:28] - Homeschool could be the answer to a child’s struggle in school. Mel has some tips on taking a moment before structuring your homeschool routine.

[25:53] - Talk to other homeschool families and find people for support.

[27:01] - You can reach out to Pacific Preparatory and Tutor Corps to ask questions and gain some guidance on making the decision to homeschool.

About Our Guest: Mel Nichols has worked in the 1:1 education space through Pacific Preparatory and Tutor Corps since 2015, overseeing the work of the leadership team and managing the organization as Chief Operating Officer. She holds a Bachelor of Arts in Secondary English Education from Western Michigan University, a Single Subject Teaching Credential in English Language Arts, and a minor in political science. Prior to joining the Tutor Corps & Pacific Prep team, Mel taught middle school in Sacramento through the Teach For America program and with the Knowledge is Power Program (KIPP) in San Francisco. She has also served as an Instructional Coach through Breakthrough Collaborative’s summer programming at San Francisco University High School where she supported aspiring teachers. As an absolute 1:1 education enthusiast, Mel is currently beginning a journey into home education with her oldest daughter, who is five-years-old. Outside of her professional work, Mel enjoys spending time with her family, reading, traveling, and dabbling in real estate investing.

Connect with Mel: * Pacific Preparatory Website * Tutor Corps Website * Email Mel

Links and Related Resources: * Episode 85: How a Personalized, Differentiated Curriculum Helps Students with Erika Sneath * Episode 17: How Micro Schools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O’Shaughnessy

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We are in the midst of a reading crisis in the United States. This problem has existed for a long time, but it has been exacerbated by the COVID-19 pandemic. It has been said that the pandemic has caused the loss of 2 decades worth of progress made in reading. We have the knowledge, research, and science to address this issue, but we are lacking action.

Today’s guest is Dr. Sally Shaywitz, one of the world’s preeminent experts on reading and dyslexia and author of Overcoming Dyslexia. Dyslexia is the most common learning disorder on the planet, affecting about one in five individuals, regardless of age or gender. In today’s episode, Dr. Shaywitz shares what is known about dyslexia, the 40 years of data to show what works in overcoming dyslexia, and the sad reality that there is little action being taken to improve screening students and providing the appropriate interventions.

There is so much we can do and it all starts with understanding.

Show Notes: [2:31] - Regardless of decades of research, there are still a lot of misconceptions.

[3:44] - Dyslexia is a very specific learning disability, but the term “learning disability” is very vague.

[5:21] - Through brain imaging, Dr. Shaywitz was able to determine the neuro signature of dyslexia.

[7:21] - Educators, parents, and the individual with dyslexia need to know that they are intelligent and have the intelligence to read, but dyslexia makes it a struggle.

[8:58] - Dyslexia is common in all areas of the world. The consequences are similar in all cultures.

[10:06] - Those with dyslexia can be good readers while still reading slowly.

[11:02] - The most important step is for the student to be identified as dyslexic.

[12:34] - Through her studies, Dr. Shaywitz has nearly 40 years worth of data for both typical readers and dyslexic readers from childhood to adulthood.

[13:50] - Indicators of dyslexia can be seen as early as first grade. Identifying those at risk for developing dyslexia and intervening early can accelerate reading growth.

[15:06] - Screening can take place later, but by then, the window of time for the most reading growth has passed.

[17:03] - Currently, we are scoring worse in previous years in identifying dyslexia in young students.

[18:09] - Dr. Shaywitz describes the screener used to determine the risk of dyslexia.

[20:08] - A universal screener is a solution to this reading crisis.

[21:13] - Given that we know a great deal about dyslexia, it is disgraceful that more isn’t being done to support students.

[22:14] - ADHD and anxiety often co-occur with dyslexia.

[23:36] - We often hyperfocus on the struggles, but what are the common strengths for those with dyslexia?

[24:42] - School policies and teacher training surrounding dyslexia need to be changed.

[25:46] - There is also research on individuals incarcerated who are also dyslexic.

[27:06] - Dr. Shaywitz offers a course on Coursera that can be found here.

[29:36] - We need screening, intervention, and education for parents, teachers, and students.

About Our Guest: Sally E. Shaywitz, M.D. is the Audrey G. Ratner Professor in Learning Development at Yale University and Co-Founder and Co-Director of the Yale Center for Dyslexia & Creativity. She is a world renowned scientist and dedicated, compassionate physician who is devoted to bringing ground-breaking scientific advances to benefit dyslexic children and adults.

Connect with Dr. Shaywitz: * Overcoming Dyslexia by Sally Shaywitz, MD

• Overcoming Dyslexia Online Course with Sally Shaywitz, MD

Links and Related Resources: * 6 Quick Questions for Parents Concerned About Dyslexia * Dyslexia * Episode 22: How Students with Dyslexia Can Develop the Skills Needed for Reading with Forough Azimi

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Imagine books where the characters have ADHD, Autism, and think differently. Now imagine a book where these characters are the heroes.

Representation is so vitally important, but those who are neurodiverse often see themselves in books as the person who gets bullied. So when deciding to write a Science Fiction novel, author Carol Kauffman knew her 40 years of experience as a speech and language pathologist would play a big role in developing these characters.

This is a different type of episode today as Carol shares just enough about Crystal Child: The Diamond Star Saga to get excited about reading it. It is her hope that not only children and teens read this story, but that the adults in their lives do as well. What they may discover is that those who experience struggles will see that their ability to overcome their disabilities or thrive despite their challenges may actually be their greatest superpowers.

Show Notes: [2:23] - We learn a great deal from books, but we also see ourselves in the characters in books.

[3:18] - We like to have heroes that are like us. When starting her book, Carol noticed the trends in current literature.

[4:58] - In Carol’s book series, Crystal Child: The Diamond Star Saga, the hero in the story deals with real challenges as a girl with ADHD. Carol describes the characters.

[7:01] - Carol sums up the story and the real challenges that Crystal faces.

[11:40] - This book has readers guessing till the end.

[12:33] - Through her experience with helping neurodiverse students, kids she has known over the years have creeped into the story.

[14:25] - Carol’s hope is that readers will realize that there is hope for them and they are valuable regardless of their challenges.

[16:27] - The book was written from a place of empathy and knowledge.

[17:34] - Students who experience struggles can see that aspects of their disabilities may actually be their greatest superpowers.

[20:29] - Grit is what children with ADHD attribute to success.

[22:25] - With brilliance must come compassion.

[24:33] - The book is a middle grade or young adult novel with a main character who is 13 years old.

[26:21] - Carol hopes the adults in a child’s life will read this book together with them.

[27:51] - There are many talking tools that Crystal uses in the book that are actual techniques used to teach social skills to children who think differently.

[29:17] - There are also grounding techniques to help those with anxiety disorders.

[31:13] - There will be a sequel to this story and Carol already has plans for answering some unanswered questions.

About Our Guest: Carol Kauffman, MA, provided services as a speech-language pathologist for over forty years to children with challenges such as ADHD, autism, anxiety, communication disorders, and trauma as both a professional and parent. In addition to direct services, she has also written articles, e-courses, and presented online and live seminars to other professionals, stressing the critical need for better collaboration to help treat the whole child. Her other interest is healing the environment. Both passions are featured in her first full-length middle grade novel about a girl, Kristal, and her twin, Tad, who has autism. Kristal has ADHD, anxiety, and PTSD - and is astonished to find out she’s been named in a mysterious prophecy as the only one who can save humanity from a coming catastrophe. At first, she is terrified, but eventually realizes her so-called disabilities may actually be her greatest superpowers. Ms. Kauffman hopes that through this story, she can help decrease the stigma and celebrate the gifts of those with neurodiverse learning styles.

Connect with Carol: * ChildNEXUS Provider Profile * Email: ckauffm1@columbus.rr.com * Crystal Child: The Diamond Star Saga by Carol Kauffman

Links and Related Resources: * ALPS Children - A Steep Climb But Well Worth It * Attention Deficit Hyperactivity Disorder * Autism Spectrum Disorder * Episode 63: Supporting Youth with Autism and ADHD with Holly Blanc Moses * Episode 106: Childhood Anxiety and ADHD with Dr. Norrine Russell

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Returning to the podcast today are Vickie Brett and Amanda Selogie in a unique collaboration episode that will also air on the Inclusive Education Project (IEP) Podcast.

Through my experience as a clinical neuropsychologist specializing in pediatric assessments, parents ask a lot of great questions. In this episode, together with Educational attorneys, Vickie and Amanda, we are addressing some of the most common IEP-related questions in an effort to inform and educate parents.

Show Notes: [1:26] - Does my child need a diagnosis to get accommodations at school?

[4:49] - What should parents do when they approach the teacher with concerns, but the teacher discourages an assessment?

[6:53] - What are SST meetings and their purpose within the school?

[10:01] - Does a child need an assessment if there is a diagnosis of just ADHD?

[11:23] - If I, as a parent, do not agree with the school’s assessment results and believe that something else is going on, what are my options?

[13:12] - What will an IEP provide that a 504 Plan will not?

[16:10] - What are the pros and cons of requesting an Independent Educational Evaluation (IEE)?

[18:04] - If a parent chooses to have a private assessment done and the results show the need for accommodations, modifications, or treatment, what is the next step with their school district?

[20:41] - What are parents entitled to if they have a private evaluation done?

[24:01] - Why are services not provided at private schools and can private school students still access public school services?

[26:57] - How does Child Find work in school districts to ensure they find students in private schools that need services?

[28:29] - If the school is recommending support that is not evidence-based, can I push back to ensure that my child gets an evidence-based intervention, and what should that look like?

[34:01] - No matter the situation, follow your gut feeling.

About Our Guests: Vickie BrettVickie Brett was born and raised in Southern California and through the Inclusive Education Project she focuses on advocating and educating families about their legal rights. Vickie is committed to strengthening her clients who come to her disheartened and beaten down by the current education system. Because Vickie is bilingual, she represents and empowers many monolingual Spanish-speaking families. She is a dedicated pro bono attorney for the Superior Court of Los Angeles’s Juvenile and Dependency 317(e) Panel and, in the past, was a supervising attorney for the UCI Law School's Special Education Law Project.

Amanda Selogie

Amanda Selogie received a bachelor’s degree in Child and Adolescent Development, specializing in Education from California State University, Northridge and a Juris Doctorate from Whittier Law School where she served as a Fellow in the prestigious Center for Children's Rights Fellowship Program and served in the school's pro-bono Special Education Legal Clinic. Amanda immersed herself in the world of civil rights and educational advocacy through her work in education, empowerment, and advocacy with the Inclusive Education project, supporting inclusion in early education through her appointment to the Orange County Child Care and Development Planning Council and their Inclusion Collaborative Committee, previous work serving as a supervising attorney for UCI Law School’s Education Rights Pro-bono project and coaching of AYSO’s VIP (Very Important Player) program coaching players living with disabilities and creating an inclusive soccer program.

Connect with Vickie and Amanda: * Inclusive Education Project Website

Links and Related Resources: * Episode 32: Advocating for Children with Special Needs with Heather Zakson * Episode 1: Demystifying the Assessment Process * What is a Comprehensive Evaluation and How Can It Help Support My Child’s Learning? * How to Initiate a Special Education Assessment

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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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When your child receives a diagnosis, it can be overwhelming. Even when a report is thorough and clear on what the next steps are, it can be frightening and a lot to process. This is something we hear all the time from parents, “What do I do next?”

Guests Sari Goodman and Shelley Lawrence are here to answer that question. There really are many things you can and should do, but today we’ve narrowed it down to the top 5 things you need to do right away after your child receives a diagnosis. Sari and Shelley walk you through what to do and why each step is important.

When parents have greater knowledge about their child’s struggles, it can lead to an increase in understanding and an improvement in adherence and response to treatment. We want to reduce parenting stress, increase understanding of your child’s strengths and weaknesses, and give parents the tools they need to adequately support their child.

Show Notes: [2:27] - Oftentimes parents aren’t sure what to do with the information they receive after their child gets a diagnosis.

[3:47] - First and foremost, read and learn what is written in the report.

[4:48] - Ask questions about the report to better understand.

[5:55] - Remember that your child has strengths in addition to the weaknesses identified in the report.

[7:28] - Find out who your “go-to” person is at your child’s school and have a meeting.

[8:29] - Always make sure that all the actions taken are in service to your child.

[10:45] - Parents can focus on areas of support that the school doesn’t give.

[12:01] - It is important to share report information with schools.

[13:44] - The report will be enlightening and may serve as a form of relief.

[14:53] - Kids know when they are struggling.

[16:07] - The more parents understand what is in the report, the more they can help their children with understanding themselves.

[17:18] - Show kids their progress!

[18:32] - This report and diagnosis does not change who your child is.

[19:20] - There are people whose job it is to help you understand and implement this report.

[22:39] - Sharing evaluation results with the child is incredibly important and a relief to them as well.

[24:40] - You don’t have to be an expert in education, but you can be an expert in your child.

[26:01] - Sometimes, support could be a change in parenting style.

[27:14] - A child can use their strengths to compensate for areas of weakness.

[28:55] - Social support is important for parents.

[30:32] - When you’re equipped with the knowledge, you can better advocate for and support your child.

Want More Learning Group Information? https://bit.ly/ChildNEXUSParentGroups

About Our Guests: Shelley Lawrence

As an Independent School administrator for 2 decades, Shelley had the unique experience of working with families of students who were striving to succeed in school. She is adamant in her belief that, with the proper support in place, all children can succeed in school. Shelley brings her passion for children, her strong connections with outside providers in the community, her keen observation and listening skills and her understanding of the complexities of learning, to help families navigate the school journey with their child. In addition, Shelley is a trained advocate who can help families navigate the IEP process.

Sari Goodman

Sari Goodman is a Certified Parent Educator and Trainer who is an avid cheerleader for the most significant people in a child’s life - the parents. She supports parents and guardians by developing a comprehensive understanding of family dynamics to create a customized action plan that reduces chaos and brings calm. She has been an educator of students, teachers, and parents for over 30 years.

Connect with Sari and Shelley: * ChildNEXUS Provider Profile: Sari Goodman * ChildNEXUS Provider Profile: Shelley Lawrence

Links and Related Resources: * Episode 27: Why We Need to Support Parents Whose Kids Struggle with Learning with Maria Fagan Hassani * ChildNEXUS Parent Learning Groups

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Do you have a child in your life that just doesn’t seem to care about anything? In a post-pandemic world, we’re seeing children and adults alike struggling to regain the motivation they once had. This is particularly challenging for the students who have learning differences and have been trying to catch up.

Today, we welcome back Dr. Ellen Braaten, author of the bestseller Bright Kids Who Can’t Keep Up and an upcoming release Bright Kids Who Couldn’t Care Less, which is the topic of today’s discussion. Oftentimes, kids are very bright but they just don’t seem to care. Dr. Braaten discusses how to meet kids where they are, set goals, and maintain motivation.

Show Notes: [2:08] - Welcome back, Dr. Braaten! A previous episode featuring Dr. Braaten is one of the podcast’s most popular conversations.

[3:34] - Motivation has become a struggle for kids and adults alike since the pandemic.

[4:56] - Motivation is the reason behind the things we do. It varies for everyone.

[6:01] - There are three parts of motivation: initiation, persistence, and intensity.

[7:17] - There is some overlap with executive functioning skills and ADHD.

[8:59] - The focus on catching up at school has negatively impacted motivation. Kids need to do the things that bring them joy.

[10:30] - “Understanding is the foundation of hopefulness.”

[11:03] - Dr. Braaten lists some of the things to consider in your own child.

[12:36] - Kids can be good at something but might not enjoy doing it. Parental and societal expectations play a huge role in motivation.

[14:35] - Make sure life includes the things that they love.

[16:17] - Observe behavior and character in different environments.

[18:10] - Practicing is more about being deliberate rather than rote drills.

[19:27] - As adults, we need to realize the things that individuals need to do to be motivated. Overscheduling impedes joy.

[21:30] - Overscheduling is a huge problem. Kids need rest that isn’t just sleeping.

[22:23] - Sometimes the goal needs to be to take a step back.

[23:50] - Meet your child where they are.

[25:33] - Involve your child in these conversations.

[27:41] - Imagining the future is a powerful motivational tool.

[29:19] - Connect the things that they’re doing and focusing on to their future.

[32:41] - It is challenging to go from one thing to another, especially at a young age.

[33:38] - What are the red flags to look for and what should you do about them?

[35:40] - Depression can attribute to lack of motivation.

[36:33] - You can pre-order Dr. Braaten’s new book, Bright Kids Who Couldn’t Care Less.

About Our Guest: Dr. Ellen Braaten is the founder and executive director of the Learning and Emotional Assessment Program (LEAP) at Massachusetts General Hospital, the Kessler Family Endowed Chair in Pediatric Neuropsychological Assessment, and associate professor at Harvard Medical School. She is widely recognized as an expert in the field of pediatric neuropsychological assessment, particularly in the areas of learning disabilities and attentional disorders. She has published numerous papers, chapters, and reviews on topics related to ADHD, learning disorders, child psychopathology, processing speed, and intelligence, and written and edited numerous books for parents and professionals, including the bestseller Bright Kids Who Can’t Keep Up and her newest book, Bright Kids Who Couldn’t Care Less.

Dr. Braaten has a strong interest in educating the public on topics related to child mental health. She maintains an active speaking schedule and contributes regularly to local and national news outlets such as NBC and the New York Times. She received her PhD in Psychology at Colorado State University and completed her psychology internship and post-doctoral fellowship at Massachusetts General Hospital and Harvard Medical School.

Connect with Dr. Ellen Braaten: * Website

Links and Related Resources: * Bright Kids Who Couldn’t Care Less by Dr. Ellen Braaten * Episode 53: Understanding Depression in Children and Teens with Dr. Dorie Weiss * Episode 67: Your Child’s Anxiety - When to Worry with Dr. John Piacentini * Anxiety and Depression in Adolescents * Episode 61: Slow Processing Speed with Dr. Ellen Braaten * Find a Provider/School * Need Some Guidance? Book a Consultation

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Did you know that between 25 and 33 percent of children with ADHD have a coexisting anxiety disorder? In fact, childhood anxiety is the second most common condition co-occurring with ADHD. So how can we help children who struggle with both? We’ve had several conversations about ADHD and anxiety separately, but now let’s dive into the topic of comorbidity with today’s guest Dr. Norrine Russell.

Dr. Russell comes to us with over 20 years of experience creating positive youth development and parenting education programs. She has extensive knowledge of child development, learning profiles, special needs, and positive parenting philosophies. She blends this knowledge to provide students and parents with comprehensive support and the tools they need to grow and thrive. I am thrilled to have her join this conversation today.

In this episode, Dr. Russell describes what it might look like for a child or an adolescent to struggle with both ADHD and anxiety and what that means for parents and caregivers.

Show Notes: [2:26] - The “honeymoon period” after starting the new school year is over.

[4:11] - Comorbidity is when you have two or more disorders.

[5:16] - Since the pandemic, there are more children experiencing anxiety, children experiencing higher anxiety, and more parents with anxiety.

[6:37] - Support for anxiety often includes family support.

[7:44] - There has been a cultural shift in parenting that has created increased anxiety.

[9:10] - Sometimes the trigger for an anxious parent is another parent’s experience.

[10:43] - Anxiety hijacks the brain.

[12:02] - The process of calming down and being inside the thinking part of their brain can take a long time for a student with anxiety.

[13:51] - It’s common for adolescents with anxiety to stuff their anxiety down, but there will be a trigger that allows it to come back up.

[15:02] - It’s important to consider the question of comorbidity. This impacts the approach to helping students with either ADHD, anxiety or both.

[16:28] - Very few have just ADHD.

[18:15] - Multimodal therapy is the most impactful.

[19:56] - Medication isn’t a magic potion but alongside coaching can be helpful. A combined approach is what’s best.

[21:30] - When medication is needed and there’s a delay in accessing it, there can be a contribution to anxiety.

[23:54] - A common concern about medication is addiction.

[25:18] - There is a lot of misinformation out there for parents when making decisions about treatment for their children.

[26:36] - Collaboration between therapists and other adults working with students is very valuable.

[28:31] - For younger children, it is harder for them to understand their feelings. Older children will be able to identify when they feel anxious.

[30:01] - Sometimes teacher comments are taken as mandates to take action when in reality it is just information.

[31:18] - It is not your fault. You do not need to feel ashamed. But, you are responsible for finding out what to do.

[32:30] - People in a child’s support team all have a different role.

[33:40] - Be clear on what support schools can provide.

About Our Guest: Dr. Norrine Russell is the founder of Russell Coaching for Students, which uses an innovative method of coaching for complex students, including those who are 2E; have ADHD, Autism, or Anxiety; and those with learning differences. This innovative method, Connected Coaching, has proven successful for hundreds of students since 2009. She is the author of the recently published guide for parents, “Asking the Right Questions Before, During, and After Your Child’s ADHD Diagnosis.”

Connect with Dr. Russell: * Russell Coaching Website * LinkedIn * Facebook * Email: drrussell@russellcoaching.com

Links and Related Resources: * Episode 67: Your Child’s Anxiety - When to Worry with Dr. John Piacentini * Anxiety and the Family * Episode 99: Straight Talk About ADHD in Girls with Dr. Stephen Henshaw * FOMO and How it Might Affect Children with Attention Issues

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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If your child has been diagnosed with ADHD, you might be considering your treatment options. The American Academy of Pediatrics recommends that for children between the ages of 4 and 6, the first line of treatment should include parent training in behavior management and behavioral classroom interventions. Medication should be used if those interventions do not result in significant improvement or if the child continues to have serious problems. For children and adolescents between the ages of 6 and 18, recommended treatment is FDA approved medications along with parent training in behavior management and classroom interventions. Medication works alongside behavior management.

We get questions frequently about medication and they need to be answered by a pediatric expert. That’s why I have asked Dr. Syed Naqvi to join the podcast for this conversation on medication as a treatment for ADHD.

In this episode, you’ll learn how medication can benefit a child with ADHD, but also the steps to take before it is ever considered.

Show Notes: [2:46] - Over the years, Dr. Wilson has received numerous questions about medication.

[3:33] - Medication consultations are necessary to determine if it’s appropriate.

[4:26] - Not every case of ADHD needs medication as treatment.

[5:50] - For medication to be used, ADHD must interfere with daily life.

[7:01] - Be mindful that ADHD might not be the sole factor in disruptive behavior.

[8:55] - Dr. Naqvi is adamant about using standard scales.

[10:10] - Sometimes, Dr. Naqvi can be doing an ADHD assessment and notice other learning disabilities.

[11:33] - Interventions will vary depending on the age of the child and there are a lot of factors that impact them.

[13:14] - Interventions need to be revisited every 6-12 months.

[15:29] - The root cause is the most important piece to find and that’s challenging in a child as they are growing and changing.

[17:23] - All medications have side effects and they need to be considered. If the risks outweigh the benefits, that is not the route to take.

[18:49] - The benefits of medication will be different per child.

[20:50] - Setting boundaries and rules to help manage behavior is necessary in addition to medication.

[23:07] - Dr. Naqvi and Dr. Wilson discuss work by Russell Barkley.

[24:01] - Interventions need to take place before medication is introduced.

[25:19] - Some parents are disappointed when medication isn’t immediately prescribed, but Dr. Naqvi shares that it is not a magic potion.

[27:05] - Dr. Naqvi shares the differences between some common medications prescribed for ADHD.

[30:16] - FDA guidelines must be considered.

[31:36] - Dr. Naqvi educates parents on other types of supplements that could benefit children with ADHD before resorting to medication.

[33:12] - Let children have their joy but be aware of things like treats and how they impact their behavior.

[35:26] - Be aware of myths that surround ADHD and ADHD medication.

[36:43] - Genetics also plays a role in side effects.

[37:53] - ADHD is a genetic disorder, which may impact the parent in remembering to give the child medication appropriately.

[40:39] - If you have questions for Dr. Naqvi, email is the best way to reach him.

About Our Guest: Syed Naqvi MD is Board certified and recertified, in both adult and child & Adolescent psychiatry. He provides state-of-the-art psychopharmacological treatment to children with autism, intellectual disabilities with psychiatric issues, Autism Spectrum Disorder, bipolar disorder, attention deficit hyperactivity disorder, and Tourette's disorder. He has been the recipient of numerous awards. Dr. Naqvi is a Clinical Associate Professor of Psychiatry in UCLA. He also devotes his professional time as Director of Psychiatric services at Wayfinder family services in Los Angeles and in his private practice in Beverly Hills and Calabasas.

Connect with Dr. Naqvi: * Email: naqvihealer@gmail.com

Links and Related Resources: * Episode 34: Key Principles for Raising a Child with ADHD with Dr. Russell A. Barkley * What Causes ADHD? * The Intersection of Executive Function, ADHD, and Other Learning Differences * Executive Functioning and Self Regulation in ADHD * Mindfulness in the Treatment of Attention Deficit Hyperactivity Disorder

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

View Details

If your child has been diagnosed with ADHD, you might be considering your treatment options. The American Academy of Pediatrics recommends that for children between the ages of 4 and 6, the first line of treatment should include parent training in behavior management and behavioral classroom interventions. Medication should be used if those interventions do not result in significant improvement or if the child continues to have serious problems. For children and adolescents between the ages of 6 and 18, recommended treatment is FDA approved medications along with parent training in behavior management and classroom interventions. Medication works alongside behavior management.

We get questions frequently about medication and they need to be answered by a pediatric expert. That’s why I have asked Dr. Syed Naqvi to join the podcast for this conversation on medication as a treatment for ADHD.

In this episode, you’ll learn how medication can benefit a child with ADHD, but also the steps to take before it is ever considered.

Show Notes: [2:46] - Over the years, Dr. Wilson has received numerous questions about medication.

[3:33] - Medication consultations are necessary to determine if it’s appropriate.

[4:26] - Not every case of ADHD needs medication as treatment.

[5:50] - For medication to be used, ADHD must interfere with daily life.

[7:01] - Be mindful that ADHD might not be the sole factor in disruptive behavior.

[8:55] - Dr. Naqvi is adamant about using standard scales.

[10:10] - Sometimes, Dr. Naqvi can be doing an ADHD assessment and notice other learning disabilities.

[11:33] - Interventions will vary depending on the age of the child and there are a lot of factors that impact them.

[13:14] - Interventions need to be revisited every 6-12 months.

[15:29] - The root cause is the most important piece to find and that’s challenging in a child as they are growing and changing.

[17:23] - All medications have side effects and they need to be considered. If the risks outweigh the benefits, that is not the route to take.

[18:49] - The benefits of medication will be different per child.

[20:50] - Setting boundaries and rules to help manage behavior is necessary in addition to medication.

[23:07] - Dr. Naqvi and Dr. Wilson discuss work by Russell Barkley.

[24:01] - Interventions need to take place before medication is introduced.

[25:19] - Some parents are disappointed when medication isn’t immediately prescribed, but Dr. Naqvi shares that it is not a magic potion.

[27:05] - Dr. Naqvi shares the differences between some common medications prescribed for ADHD.

[30:16] - FDA guidelines must be considered.

[31:36] - Dr. Naqvi educates parents on other types of supplements that could benefit children with ADHD before resorting to medication.

[33:12] - Let children have their joy but be aware of things like treats and how they impact their behavior.

[35:26] - Be aware of myths that surround ADHD and ADHD medication.

[36:43] - Genetics also plays a role in side effects.

[37:53] - ADHD is a genetic disorder, which may impact the parent in remembering to give the child medication appropriately.

[40:39] - If you have questions for Dr. Naqvi, email is the best way to reach him.

About Our Guest: Syed Naqvi MD is Board certified and recertified, in both adult and child & Adolescent psychiatry. He provides state-of-the-art psychopharmacological treatment to children with autism, intellectual disabilities with psychiatric issues, Autism Spectrum Disorder, bipolar disorder, attention deficit hyperactivity disorder, and Tourette's disorder. He has been the recipient of numerous awards. Dr. Naqvi is a Clinical Associate Professor of Psychiatry in UCLA. He also devotes his professional time as Director of Psychiatric services at Wayfinder family services in Los Angeles and in his private practice in Beverly Hills and Calabasas.

Connect with Dr. Naqvi: * Email: naqvihealer@gmail.com

Links and Related Resources: * Episode 34: Key Principles for Raising a Child with ADHD with Dr. Russell A. Barkley * What Causes ADHD? * The Intersection of Executive Function, ADHD, and Other Learning Differences * Executive Functioning and Self Regulation in ADHD * Mindfulness in the Treatment of Attention Deficit Hyperactivity Disorder

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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As we record this episode in October, keep in mind that now is a good time to review your child's classroom accommodations. If they have a learning disability, learning challenges that affect them in the classroom, or mental health difficulties that also impact their ability to access the curriculum, they may benefit from classroom accommodations.

With accommodations, expectations are the same. What a child is expected to know, learn, or do does not change. Accommodations offer support to account for challenges that students face and really help level the playing field. But when it comes to ADHD specifically, what accommodations are helpful?

Dr. Carrie Jackson is today’s guest and she has a wealth of knowledge about accommodations, how to properly use and track them, and which ones are helpful for children and adolescents with ADHD. In our conversation today, Dr. Jackson explains what accommodations are, how ADHD impacts a student’s ability to learn in a classroom environment, and how parents and educators can support their needs with accommodations.

Show Notes: [2:19] - There is so much to discuss when it comes to ADHD. It can be overwhelming.

[3:29] - Dr. Jackson has a parent guide on her website that is extremely helpful.

[5:07] - Girls with ADHD are more likely to be overlooked and misdiagnosed.

[6:30] - Inattention is a very internal struggle which is hard to see, but accommodations are very helpful.

[8:38] - Classroom accommodations are changes to the classroom environment in a way that will support your child with their learning style.

[9:48] - There is a misconception about accommodations being unfair.

[10:50] - Classroom accommodations also help with self-confidence.

[11:50] - When it comes to ADHD, the accommodation of having a distraction free environment is often recommended.

[13:40] - Peers can often make a difference in seating as well.

[15:40] - Wobble seats and fidget toys can be helpful but for others they are more distracting.

[17:12] - Daily report cards are a great motivational tool and accommodation.

[18:39] - ADHD changes as the child gets older.

[20:00] - An organization accommodation is particularly helpful for older students with ADHD.

[21:28] - Sometimes after an assessment, the child doesn’t want the accommodation.

[23:17] - Some accommodations will not be noticeable by peers.

[24:37] - It’s about paying attention to what is helpful to each student in accessing the curriculum. Track these over time.

[26:19] - Schools will not give these accommodations automatically.

[27:12] - Start the conversation with your child’s teacher about their diagnoses.

About Our Guest: Carrie Jackson, PhD is a licensed child psychologist, speaker, and author working in San Diego, California. She has published over 20 articles and book chapters related to parenting, ADHD, and defiance. Dr. Carrie Jackson maintains a private practice and shares evidence-based mental health information on social media. In addition to her private practice, Dr. Carrie Jackson is also an adjunct professor at the University of San Diego, where she teaches child therapy to Marriage and Family Therapy graduate students.

Connect with Carrie Jackson: * Website * Parenting ADHD * Instagram * Phone: 619-719-1940

Links and Related Resources: * Episode 99: Straight Talk About ADHD in Girls with Dr. Stephen Henshaw * Episode 91: Key Principles for Raising a Child with ADHD with Dr. Russell A. Barkley * Book a Consultation * Find a Provider/School * Search for Articles/Blogs

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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As we record this episode in October, keep in mind that now is a good time to review your child's classroom accommodations. If they have a learning disability, learning challenges that affect them in the classroom, or mental health difficulties that also impact their ability to access the curriculum, they may benefit from classroom accommodations.

With accommodations, expectations are the same. What a child is expected to know, learn, or do does not change. Accommodations offer support to account for challenges that students face and really help level the playing field. But when it comes to ADHD specifically, what accommodations are helpful?

Dr. Carrie Jackson is today’s guest and she has a wealth of knowledge about accommodations, how to properly use and track them, and which ones are helpful for children and adolescents with ADHD. In our conversation today, Dr. Jackson explains what accommodations are, how ADHD impacts a student’s ability to learn in a classroom environment, and how parents and educators can support their needs with accommodations.

Show Notes: [2:19] - There is so much to discuss when it comes to ADHD. It can be overwhelming.

[3:29] - Dr. Jackson has a parent guide on her website that is extremely helpful.

[5:07] - Girls with ADHD are more likely to be overlooked and misdiagnosed.

[6:30] - Inattention is a very internal struggle which is hard to see, but accommodations are very helpful.

[8:38] - Classroom accommodations are changes to the classroom environment in a way that will support your child with their learning style.

[9:48] - There is a misconception about accommodations being unfair.

[10:50] - Classroom accommodations also help with self-confidence.

[11:50] - When it comes to ADHD, the accommodation of having a distraction free environment is often recommended.

[13:40] - Peers can often make a difference in seating as well.

[15:40] - Wobble seats and fidget toys can be helpful but for others they are more distracting.

[17:12] - Daily report cards are a great motivational tool and accommodation.

[18:39] - ADHD changes as the child gets older.

[20:00] - An organization accommodation is particularly helpful for older students with ADHD.

[21:28] - Sometimes after an assessment, the child doesn’t want the accommodation.

[23:17] - Some accommodations will not be noticeable by peers.

[24:37] - It’s about paying attention to what is helpful to each student in accessing the curriculum. Track these over time.

[26:19] - Schools will not give these accommodations automatically.

[27:12] - Start the conversation with your child’s teacher about their diagnoses.

About Our Guest: Carrie Jackson, PhD is a licensed child psychologist, speaker, and author working in San Diego, California. She has published over 20 articles and book chapters related to parenting, ADHD, and defiance. Dr. Carrie Jackson maintains a private practice and shares evidence-based mental health information on social media. In addition to her private practice, Dr. Carrie Jackson is also an adjunct professor at the University of San Diego, where she teaches child therapy to Marriage and Family Therapy graduate students.

Connect with Carrie Jackson: * Website * Parenting ADHD * Instagram * Phone: 619-719-1940

Links and Related Resources: * Episode 99: Straight Talk About ADHD in Girls with Dr. Stephen Henshaw * Episode 91: Key Principles for Raising a Child with ADHD with Dr. Russell A. Barkley * Book a Consultation * Find a Provider/School * Search for Articles/Blogs

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today we are continuing the conversation about language skills and development, but this time we’re discussing how speech-language therapy helps students with dyslexia. In previous episodes we’ve talked about speech and language development and we’ve talked about dyslexia, but now we combine the two because they are certainly linked.

My guest today is Nancy Rose Steinbock, an absolute expert in the field of language and literacy disorders. In our conversation today, Nancy talks in length about the connection between language development and literacy and the unfortunate truth that some teachers and educators are not equipped or prepared to effectively support students who are struggling. Nancy gives fantastic tips on what to look for in the early years before school begins for a child, even when pediatricians and caregivers are saying “wait and see”.

All this and more in this conversation today with Nancy Steinbock.

Show Notes: [3:01] - We often talk about language development and literacy separately, but they are closely linked.

[4:36] - The key to mitigating language disorders is early identification and intervention.

[5:49] - Nancy describes research that demonstrates what to look for in early stages of language development.

[7:50] - While being told to “wait and see”, there are things we can look for before professional intervention.

[9:02] - Non-verbal communication is a form of language.

[11:30] - We need to be careful about discerning the difference between a child who has a language development disability and one who is progressing differently.

[13:06] - A parent’s concern should always be considered as they know their child better than anyone. Don’t always buy into the “wait and see” approach.

[14:13] - There are times that language development plateaus and makes it appear that some are catching up when there is still an issue.

[17:11] - Many children miss out on early intervention due to the lack of understanding of the link between language and literacy.

[19:35] - One of the mistakes we’ve made in teacher education is that we’re not training teachers in the last decade in language.

[21:18] - Nancy shares the problems she ran into when working with students and teachers virtually.

[24:03] - Nancy demonstrates speech to print vs. print to speech.

[26:30] - Language encompasses reading, writing, and speaking and these are developing simultaneously.

[28:46] - Because language has been a struggle, children who have not had support become less attuned to listening and experience learned helplessness.

[31:08] - Nancy describes some of the other behaviors that develop when a student has not received the help they need.

[32:51] - This is not a quick process. This could take years.

[34:28] - Asking indirect questions when a student is engaged is much more effective.

[36:01] - It is important for students to engage with a story.

[37:40] - Connect with Nancy to learn more.

About Our Guest: As a speech language pathologist, Nancy Rose Steinbock, M.A., CCC-SLP is an expert in the field of language and literacy disorders. Over 40 years’ experience in the field and engagement with experts in the fields of language development and disorders have developed her expertise in diagnosing and treating spoken and written language skills.

She was fortunate to complete four years of doctoral study at City University of New York, CUNY, when children identified as ‘learning disabled’ were seen to be ‘language disabled.’ Connections between early childhood speech-language development and academic under-achievement were studied across disciplines in the program.

Knowing that prevention is key to mitigating language disorders, Nancy has created numerous programs and strategies to work with teachers and students who are at risk for developing these disorders. Focusing on bilingual language acquisition and interventionist methods, she founded Inglese Dinamico, an innovative bilingual education project in Venice, Italy, where she provided extensive teacher-training in speech and language development disorders for nearly 15 years. Her ’intervention methodology’ for EL teaching has been carried over into her EL teaching for adults in her practice located on Martha’s Vineyard in Massachusetts.

Connect with Nancy Steinbock: * ChildNEXUS Provider Profile * MV Language Website

Links and Related Resources: * Episode 102: Everyday Activities That Help Build Language Skills with Stefanie Trenholme, MS, CCC-SLP * Dyslexia Article * 6 Quick Questions for Parents Concerned About Dyslexia * Episode 21: What You Know and Don’t Know About Dyslexia with Dr. Lauren McClenney Rosenstein * Get Reading Support

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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There are countless opportunities built into a child’s everyday life that could be used for support in language development. The best parts are that they won’t even know they’re working on these skills and they’re fun!

Today’s guest is Stefanie Trenholme, a Speech and Language Pathologist and children’s book author. In our conversation today, Stefanie explains some common misconceptions about speech and language development and disabilities. She describes the different areas of language development and the red flags that are often overlooked or misinterpreted.

Did you know your daily routines could be used to help your child’s language development? In this episode, Stefanie really digs into the topic. Be sure to listen to the end to also hear about Stefanie’s fun book that can be used to enhance any child’s language skills and boost their motivation to read.

Show Notes: [2:18] - There is a misconception about what Speech and Language Pathologists do.

[4:27] - Red flags for language development can look different for different kids at different ages, but Stefanie shares some common ones.

[5:52] - There are different areas of language development and for some children, they could be impacted in one area or all.

[7:00] - Some red flags are overlooked by parents.

[8:47] - Although there are different areas of language development, they are connected and often one area’s deficit impacts other areas.

[10:18] - Unaddressed language difficulties in young children can lead to behavior concerns as they are easily frustrated.

[12:12] - Kids may have a difficult time sharing about their day.

[13:27] - Language variation is another area of difficulty that is often overlooked.

[14:51] - By the time a student is in high school, social language becomes more complex.

[17:01] - Parents may not always see language difficulties when they happen most often at school.

[18:45] - Executive functioning also plays a role.

[20:50] - For all children, routines are great for language development.

[22:46] - Kids won’t know they are working on language skills because they are focused on their routine.

[25:00] - There are so many opportunities in a week to hone in on skills in daily routines.

[26:23] - Make the child an active participant in learning.

[27:42] - Stefanie has written a children’s book that parents can use to help with vocabulary and routines.

[29:36] - It is a picture book typically for “little” kids, but picture books can easily be adapted to work with any age.

[31:31] - Lola is a real dog and with her help, Stefanie demonstrates different language skills in a fun and motivational way.

[33:17] - One more thing! Cooking together is great for language skills and executive functioning.

About Our Guest: Stefanie Trenholme is the owner of Trenholme Speech Therapy, a private pediatric practice in West Los Angeles. She has been practicing both in Canada and the United States for twenty years. She has also been a guest speaker at various private schools in both Los Angeles and New York City discussing how speech-language pathologists can help support educators in the classroom. She also goes into schools to teach students how to treat animals. In addition to being voted one of Los Angeles’s top Speech Pathologists by Expertise.com 5 years in a row, she recently was featured as one of the “Top 30 Inspiring Women To Look Out for in 2022.” Stefanie also recently published her first children’s book, “Little Lola Frenchie Loves Bathtime” which stars her therapy dog Lola. The Little Lola Frenchie™️ book series was created not only because Lola is an amazing therapy dog and loved by all who meet and work with her, but also to help children learn language - especially language through daily routines. Stefanie is currently working on her second book which should be out at the beginning of 2023.

Connect with Stefanie Trenholme: * Website * ChildNEXUS Provider Profile

Links and Related Resources: * Little Lola Frenchie * Top 5 Signs Your Need a Speech and Language Pathologist * Episode 20: How Speech and Language Difficulties Affect a Child’s Life with Carol Karp * Helping Your Child with Language Based Learning Disabilities with Dr. Daniel Franklin

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today’s guest is a force in the special education space and her journey began as a parent of a special needs child. Raja Marhaba joins the conversation today to tell you about her traumatic experiences navigating the special education system and how her journey led her to create The Jonathan Foundation.

The Jonathan Foundation for Children With Learning Disabilities is a non-profit organization that raises funds for parents who can’t afford assessments for their children. In many unfortunate situations, a child’s struggles go unnoticed, undiagnosed, and without support for too long and that wasted time impacts their education and their future.

This conversation with Raja will put you in her shoes as a parent who has learned through the eyes of her own children. She hopes that, through the work she does with The Jonathan Foundation, fewer families will experience the challenges she faced and more families will get the support they need.

Show Notes: [1:50] - Welcome to the show, Raja!

[3:15] - Raja’s experience began 26 years ago and she has a parent’s perspective.

[5:27] - As a new mom, she didn’t know how to navigate the special education process. But, she knew her child better than anyone and she learned to be her child’s best advocate.

[7:16] - At the time, Raja found that not every piece of information was given to her.

[8:15] - Raja realized that not everything that was suggested was happening at school to help her son, Jonathan.

[9:57] - Raja describes the journey of learning her son has dyslexia.

[11:37] - He lost a lot of confidence, but acting classes helped to build it back up.

[12:42] - Raja had a lot of questions and lost faith in the school system.

[14:54] - This experience set Raja on a new path. She knew she needed to fight and advocate for her children. She sees this as a turning point in her life.

[16:35] - Back then, there was no Google. Raja’s resources for information were limited, but many of the same problems exist today.

[19:38] - This process and the lack of understanding leads to wasted time.

[20:53] - Because a psychologist took the time to explain and answer her questions, Raja understood the data from assessments.

[21:57] - The assessments could cost a family up to $15,000.

[23:55] - It is important for parents to have a professional in their corner. Raja describes some situations where advocacy was crucial.

[25:57] - Raja focused on assessments with The Jonathan Foundation because of her experience with the huge cost of assessments for her sons.

[27:23] - This experience hurt her family and her own mental health.

[28:20] - Raja describes what she learned about her children and what she learned from them.

[30:11] - Understanding her children opened up the world for her.

[32:05] - Having one child who took so much of her attention, Raja’s youngest son was impacted.

[34:51] - The sooner the better when it comes to an assessment.

[36:29] - If you feel that your child is struggling and the school has said that their evaluation revealed no difficulties, you can request another assessment.

[39:02] - The data from an assessment tells a story.

[40:41] - Donations can be made to the Jonathan Foundation to help children and families without the funds to afford a quality assessment.

[43:29] - Sometimes schools are missing a piece to the puzzle without an assessment.

[44:27] - Raja is currently writing a book and she provides a sneak peek.

[49:57] - Raja’s book will connect you with her story; she hopes that others can learn from her experience.

About Our Guest: Raja B. Marhaba is the Founder and President of The Jonathan Foundation for Children with Learning Disabilities, Inc. The motivation for establishing The Jonathan Foundation was driven by her personal struggles with having two children with disabilities and the multiple battles she endured to obtain appropriate special education and related services from their school district over a period of eight years. The result: eight due process complaint filings, including a hearing; an appeal to the Federal Ninth Circuit District Court; as well as periods of extreme financial hardship from the cost of paying for private assessments, specialized interventions, and placements, retaining legal representation, and witness fees. Thus, Raja envisioned The Jonathan Foundation to be the vehicle she would use to assist families, like her own, in dealing with a "broken" special education system, "one child at a time". Since its inception in 2001, The Jonathan Foundation has provided families of children and adolescents with various types of disabilities with information, resources, referrals, and direct advocacy services by Raja in both special education and regional center matters.

Connect with Raja Marhaba: * The Jonathan Foundation Website * Apply for an Assessment Scholarship

Links and Related Resources: * Episode 1: Demystifying the Assessment Process * How to Initiate a Special Education Assessment * Episode 14: Pursuing and Pushing for a Special Education Assessment with Educational Attorney Leejanice Toback * What is a Comprehensive Evaluation and How Can It Help Support My Child’s Learning? * Episode 3: Neuropsychological Evaluations Through a Cultural Lens with Dr. Vindia Fernandez * Connect with a Neuropsychologist

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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This podcast began in November 2020 in the early months of the Covid-19 pandemic with the hopes of helping parents with a child struggling at home. I wanted to bring information and expertise into their home so they can better support their children. And now, Diverse Thinking Different Learning is celebrating 100 episodes! Let’s revisit the very first episode that sets the stage for the work we do at ChildNEXUS and the mission of the podcast.

Millions of kids struggle with learning, processing, and social difficulties. These challenges interfere with their ability to reach their full potential. My name is Dr. Karen Wilson and I am on a mission to make sure that when kids are struggling, we find out why and we give them the support they need to thrive.

Welcome to the Diverse Thinking Different Learning Podcast. This podcast is a resource for parents and educators working with children with learning difficulties. It is my hope that after listening to this show, you will better understand the challenges that some kids face and know how to help them overcome difficulties, become more resilient, maintain a love for learning, and experience more success.

Today I’m discussing what struggles look like for kids with learning challenges, what parents and educators should do when they see kids are struggling, when to consider an evaluation for a child, and the benefits of targeted intervention.

Show Notes: [2:51] - This episode is about why the identification of learning challenges is so important. What do we do right and where do we go wrong?

[3:39] - Approximately 5% of school aged children have a learning disability and 13% of all public school students receive special education services. Another 15% are struggling due to an unidentified learning or attention issue.

[5:25] - Struggles can look different in different children. Dr. Wilson lists many different examples of what struggles look like in different children.

[6:51] - With misunderstanding sometimes comes mislabeling. Mislabeling can lead to behavioral problems and can cause a lot more anxiety.

[8:12] - We see the struggle, but what we tend to do is to rationalize the difficulty.

[10:16] - With a learning disorder, a child typically experiences trouble learning skills in the regular classroom and tends to be behind their peers in one or more areas.

[11:28] - If you don’t know what the underlying problem is, how can you appropriately intervene?

[12:30] - Some reasons a child may be struggling with reading comprehension is poor working memory, poor phonological processing, and issues with receptive language.

[16:00] - The same is true for writing. Writing is such a complex task for students to tackle.

[19:23] - If you don’t know why a child is struggling, it is difficult to give them the proper support.

[19:57] - Assessments serve as a guide for appropriate intervention to address the difficulties a child experiences.

[22:16] - When we give children the appropriate, evidence-based intervention for their specific learning disorder, we can reorganize their brain pathways.

[24:06] - Not all kids who struggle need a full, comprehensive evaluation. Some learning struggles could be tied to anxiety.

[25:13] - If a child has anxiety and a learning disorder, the intervention for the learning disorder is not enough. The anxiety also needs to be addressed.

[26:46] - When kids don’t get enough sleep, you get poor attention or other possible issues in school.

[28:56] - When a real problem remains unidentified, children may grow to have low self esteem and are at greater risk of struggling with anxiety and depression.

[30:33] - We have to move from observing the struggle to getting students the appropriate intervention and stop rationalizing the problem.

Links and Resources: * ChildNEXUS Website * Find a Provider * Request a Consultation * Search Articles * Listen to more Diverse Thinking Different Learning episodes

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

View Details

This podcast began in November 2020 in the early months of the Covid-19 pandemic with the hopes of helping parents with a child struggling at home. I wanted to bring information and expertise into their home so they can better support their children. And now, Diverse Thinking Different Learning is celebrating 100 episodes! Let’s revisit the very first episode that sets the stage for the work we do at ChildNEXUS and the mission of the podcast.

Millions of kids struggle with learning, processing, and social difficulties. These challenges interfere with their ability to reach their full potential. My name is Dr. Karen Wilson and I am on a mission to make sure that when kids are struggling, we find out why and we give them the support they need to thrive.

Welcome to the Diverse Thinking Different Learning Podcast. This podcast is a resource for parents and educators working with children with learning difficulties. It is my hope that after listening to this show, you will better understand the challenges that some kids face and know how to help them overcome difficulties, become more resilient, maintain a love for learning, and experience more success.

Today I’m discussing what struggles look like for kids with learning challenges, what parents and educators should do when they see kids are struggling, when to consider an evaluation for a child, and the benefits of targeted intervention.

Show Notes: [2:51] - This episode is about why the identification of learning challenges is so important. What do we do right and where do we go wrong?

[3:39] - Approximately 5% of school aged children have a learning disability and 13% of all public school students receive special education services. Another 15% are struggling due to an unidentified learning or attention issue.

[5:25] - Struggles can look different in different children. Dr. Wilson lists many different examples of what struggles look like in different children.

[6:51] - With misunderstanding sometimes comes mislabeling. Mislabeling can lead to behavioral problems and can cause a lot more anxiety.

[8:12] - We see the struggle, but what we tend to do is to rationalize the difficulty.

[10:16] - With a learning disorder, a child typically experiences trouble learning skills in the regular classroom and tends to be behind their peers in one or more areas.

[11:28] - If you don’t know what the underlying problem is, how can you appropriately intervene?

[12:30] - Some reasons a child may be struggling with reading comprehension is poor working memory, poor phonological processing, and issues with receptive language.

[16:00] - The same is true for writing. Writing is such a complex task for students to tackle.

[19:23] - If you don’t know why a child is struggling, it is difficult to give them the proper support.

[19:57] - Assessments serve as a guide for appropriate intervention to address the difficulties a child experiences.

[22:16] - When we give children the appropriate, evidence-based intervention for their specific learning disorder, we can reorganize their brain pathways.

[24:06] - Not all kids who struggle need a full, comprehensive evaluation. Some learning struggles could be tied to anxiety.

[25:13] - If a child has anxiety and a learning disorder, the intervention for the learning disorder is not enough. The anxiety also needs to be addressed.

[26:46] - When kids don’t get enough sleep, you get poor attention or other possible issues in school.

[28:56] - When a real problem remains unidentified, children may grow to have low self esteem and are at greater risk of struggling with anxiety and depression.

[30:33] - We have to move from observing the struggle to getting students the appropriate intervention and stop rationalizing the problem.

Links and Resources: * ChildNEXUS Website * Find a Provider * Request a Consultation * Search Articles * Listen to more Diverse Thinking Different Learning episodes

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We’ve discussed ADHD on the podcast before and it continues to be an important topic. But something we haven’t delved into yet is what ADHD looks like in girls. Dr. Stephen Hinshaw has conducted years of research including a longitudinal study on girls with ADHD and his findings are not only fascinating but important to consider especially if you are the parent of a daughter with ADHD.

Dr. Hinshaw has recently written a book called Straight Talk About ADHD in Girls: How to Help Your Daughter Thrive. Parenting a daughter with Attention-Deficit/Hyperactivity Disorder is no easy path, especially because of the myth that the disorder is rare or nonexistent in girls. In his book, Dr. Hinshaw provides vital information and advice to help you understand and meet your daughter’s needs. And in this episode, he does the same. He delivers up-to-date facts on what ADHD is, why symptoms often appear differently in girls than in boys, why girls with ADHD behave the way they do, how to get an accurate diagnosis, and what treatments are most effective.

There is so much pressure on girls to be perfect and for those with ADHD, it feels especially hard to measure up. The social stigmas and academic challenges ADHD present to girls is often isolating and painful. So listen to Dr. Hinshaw explain the science behind it all and what we can do as parents and educators to help our girls with ADHD.

Show Notes: [2:22] - ADHD is more prevalent in boys than girls, but why?

[3:23] - Because of the difference in development, symptoms of ADHD in girls are often overlooked.

[4:27] - Girls with ADHD tend to show their symptoms differently. Many don’t get diagnosed until they are teenagers or even young adults.

[5:28] - ADHD causes problems with the self-regulation of attention.

[6:30] - It takes some time to observe and diagnose ADHD.

[7:16] - Some girls may show their hyperactivity verbally instead of physically.

[8:43] - Dr. Hinshaw conducted the largest longitudinal study on girls with ADHD.

[9:37] - In childhood, girls with ADHD are just as impaired as boys. Socially, they tend to get rejected by their peers more so than boys.

[11:26] - Dr. Hinshaw shares the differences in the larger consequences like delinquency, substance use, and mental health.

[13:34] - ADHD increases the risk of self harm and suicide.

[15:08] - Low self-esteem, difficult peer relationships, increasing academic struggles, make things challenging in young adulthood too.

[17:01] - Across many studies and types of research, both males and females and the differences between them are not taken into consideration.

[18:54] - There can be more severe social consequences of lack of early intervention for girls.

[21:39] - There are consistent inconsistencies.

[23:00] - Milder conditions or conditions that don’t have as many outward indicators, result in more stigma.

[24:52] - If you are the parent of a girl who has ADHD with a solid diagnosis, you have to show radical acceptance and commitment.
[26:33] - Motivation, regulation, and even medication are things to be considered.

[27:28] - What are your daughter’s strengths?

[28:31] - One valued and strong friendship can offset the social complications they experience.

[29:45] - Research has shown that parents of girls with ADHD tend to have much more parental stress. Parent management training is beneficial.

[31:19] - Get Dr. Hinshaw’s book for 20% off using this special Diverse Thinking Different Learning discount code: 1F2017

About Our Guest: Stephen P. Hinshaw is Distinguished Professor of Psychology at UC Berkeley and Professor of Psychiatry and Behavioral Sciences at UC San Francisco. His work focuses on developmental psychopathology, child and adolescent mental health (particularly ADHD), and the use of clinical trials to understand underlying mechanisms. He also actively investigates mental illness stigma and interventions to reduce it. Hinshaw has authored over 400 articles, chapters, and commentaries plus 13 books. He has won numerous national and international research awards, including the James McKeen Cattell Fellow Award from the Association for Psychological Science, the Distinguished Scientific Contributions Award from the American Psychological Association, and the Sarnat International Prize in Mental Health from the National Academy of Medicine. He was inducted into the American Academy of Arts and Sciences in 2021. His extensive media coverage includes the New York Times, Washington Post, Wall Street Journal, Today Show, CBS Evening News, ABC World News Tonight, and many more.

Connect with Dr. Stephen Hinshaw: * Email: hinshaw@berkeley.edu * Hinshaw Lab at The Institution of Human Development at Berkeley * Dr. Stephen Hinshaw’s Website * GET THE BOOK! The discount code for listeners is 1F2017 and it expires September 30, 2022

Links and Related Resources: * Attention Deficit Hyperactivity Disorder * Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg * Executive Functioning and Self Regulation in ADHD

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We’ve discussed ADHD on the podcast before and it continues to be an important topic. But something we haven’t delved into yet is what ADHD looks like in girls. Dr. Stephen Hinshaw has conducted years of research including a longitudinal study on girls with ADHD and his findings are not only fascinating but important to consider especially if you are the parent of a daughter with ADHD.

Dr. Hinshaw has recently written a book called Straight Talk About ADHD in Girls: How to Help Your Daughter Thrive. Parenting a daughter with Attention-Deficit/Hyperactivity Disorder is no easy path, especially because of the myth that the disorder is rare or nonexistent in girls. In his book, Dr. Hinshaw provides vital information and advice to help you understand and meet your daughter’s needs. And in this episode, he does the same. He delivers up-to-date facts on what ADHD is, why symptoms often appear differently in girls than in boys, why girls with ADHD behave the way they do, how to get an accurate diagnosis, and what treatments are most effective.

There is so much pressure on girls to be perfect and for those with ADHD, it feels especially hard to measure up. The social stigmas and academic challenges ADHD present to girls is often isolating and painful. So listen to Dr. Hinshaw explain the science behind it all and what we can do as parents and educators to help our girls with ADHD.

Show Notes: [2:22] - ADHD is more prevalent in boys than girls, but why?

[3:23] - Because of the difference in development, symptoms of ADHD in girls are often overlooked.

[4:27] - Girls with ADHD tend to show their symptoms differently. Many don’t get diagnosed until they are teenagers or even young adults.

[5:28] - ADHD causes problems with the self-regulation of attention.

[6:30] - It takes some time to observe and diagnose ADHD.

[7:16] - Some girls may show their hyperactivity verbally instead of physically.

[8:43] - Dr. Hinshaw conducted the largest longitudinal study on girls with ADHD.

[9:37] - In childhood, girls with ADHD are just as impaired as boys. Socially, they tend to get rejected by their peers more so than boys.

[11:26] - Dr. Hinshaw shares the differences in the larger consequences like delinquency, substance use, and mental health.

[13:34] - ADHD increases the risk of self harm and suicide.

[15:08] - Low self-esteem, difficult peer relationships, increasing academic struggles, make things challenging in young adulthood too.

[17:01] - Across many studies and types of research, both males and females and the differences between them are not taken into consideration.

[18:54] - There can be more severe social consequences of lack of early intervention for girls.

[21:39] - There are consistent inconsistencies.

[23:00] - Milder conditions or conditions that don’t have as many outward indicators, result in more stigma.

[24:52] - If you are the parent of a girl who has ADHD with a solid diagnosis, you have to show radical acceptance and commitment.
[26:33] - Motivation, regulation, and even medication are things to be considered.

[27:28] - What are your daughter’s strengths?

[28:31] - One valued and strong friendship can offset the social complications they experience.

[29:45] - Research has shown that parents of girls with ADHD tend to have much more parental stress. Parent management training is beneficial.

[31:19] - Get Dr. Hinshaw’s book for 20% off using this special Diverse Thinking Different Learning discount code: 1F2017

About Our Guest: Stephen P. Hinshaw is Distinguished Professor of Psychology at UC Berkeley and Professor of Psychiatry and Behavioral Sciences at UC San Francisco. His work focuses on developmental psychopathology, child and adolescent mental health (particularly ADHD), and the use of clinical trials to understand underlying mechanisms. He also actively investigates mental illness stigma and interventions to reduce it. Hinshaw has authored over 400 articles, chapters, and commentaries plus 13 books. He has won numerous national and international research awards, including the James McKeen Cattell Fellow Award from the Association for Psychological Science, the Distinguished Scientific Contributions Award from the American Psychological Association, and the Sarnat International Prize in Mental Health from the National Academy of Medicine. He was inducted into the American Academy of Arts and Sciences in 2021. His extensive media coverage includes the New York Times, Washington Post, Wall Street Journal, Today Show, CBS Evening News, ABC World News Tonight, and many more.

Connect with Dr. Stephen Hinshaw: * Email: hinshaw@berkeley.edu * Hinshaw Lab at The Institution of Human Development at Berkeley * Dr. Stephen Hinshaw’s Website * GET THE BOOK! The discount code for listeners is 1F2017 and it expires September 30, 2022

Links and Related Resources: * Attention Deficit Hyperactivity Disorder * Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg * Executive Functioning and Self Regulation in ADHD

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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With the use of technology increasing at a rapid rate among people of all ages, we have to ask ourselves how much is too much? The answer to that is kind of complicated. It depends on the content, depends on the activity, and it definitely depends on each individual user. But today’s guest shares why it is important to follow your gut if you think screen time and technology use is a deeper problem.

In this episode, Dr. Joe Dilley helps us see how to identify when kids are dependent on their electronics. This type of addiction as with any addition can be detrimental so he also shares ways we can break the addiction. We have to look for reasons and the motivations behind the use of technology and determine how much is enough and what is beyond the limit.

Dr. Joe Dilley is a licensed Clinical Psychologist practicing in Texas and California. He is also the author of a fantastic book called The Game is Playing Your Kid. This book was written pre-pandemic and although the Covid-19 pandemic changed the way we use technology, the book remains relevant and useful.

Show Notes: [2:07] - Dr. Dilley wrote his book and a few articles for ChildNEXUS regarding technology use in kids pre-pandemic.

[3:03] - The pandemic provided an unexpected and unwelcome boost to everybody’s digital time spent.

[4:01] - Lockdowns and quarantines exacerbated an already high use of technology at home.

[5:08] - Dr. Dilley shares some of the issues high use of technology can cause.

[6:22] - Anxiety has a complex relationship with isolation.

[7:55] - We are just scratching the surface of mental health effects. What will the ripple effect be with academics?

[9:03] - Kids having to learn to read remotely during the pandemic, especially those who have learning differences, are likely to get looked over.

[11:29] - There are unique risk factors of tech use for those with ADHD and/or Autism Spectrum Disorder.

[13:36] - Technology could also be used as an escape for struggling students.

[15:27] - Trust your gut as a parent. If you are concerned that your child is spending too much time using technology, look into it.

[16:55] - Kids are going to push back.

[18:31] - “Screen time” encompasses so many types of use like television, social media, phone use, video games, and more.

[19:54] - What are the physiological and psychological effects of screen time? There are differences depending on the quality of the screen time.

[21:30] - There is a very complex relationship between the use of technology and the possible effects it has.

[22:58] - After about 3 hours, the benefits of gaming diminish.

[23:58] - Playing a video game as a team for 2 hours is much different than scrolling through Instagram for 2 hours.

[26:26] - The methods in his book have been recommended to parents by their own children.

[27:27] - Going back to school could be a great time to reset the guidelines around technology use at home.

[29:34] - There are ways to communicate with your child or adolescent that can place boundaries on technology use.

[30:41] - This isn’t a quick process and it can be difficult.

[31:31] - It is much easier to just put the kids in front of the screen, especially the younger ones.

[33:22] - Seize the opportunities to make some changes.

About Our Guest: Dr. Joe Dilley graduated from the University of Iowa with honors and high distinction in Psychology. He then brought this multifaceted view of the human psyche to his doctoral studies at Northwestern University, where he completed his Ph.D. in Clinical Psychology. Now a licensed psychologist practicing in Texas and California, Dr. Joe specializes in the assessment and treatment of anxiety, ADHD, and Gaming Disorder. His book The Game Is Playing Your Kid: How to Unplug & Reconnect in the Digital Age offers practical and fair approaches to managing screen time, even in the COVID era.

Connect with Dr. Joe Dilley: * Synergy Psych Website * Phone: (626) 539-2001 x1

Links and Related Resources: * The Game is Playing Your Kid by Dr. Joe Dilley * How to Unplug and Reconnect in the Digital Age by Dr. Joe Dilley * Clarifying Gray Areas in Family Tech Use * Family Tech Use Part 2: Resolving Common Dilemmas * Episode 24: Should We Worry About Screen Time During a Pandemic? with Dr. Allison Kawa

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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With the use of technology increasing at a rapid rate among people of all ages, we have to ask ourselves how much is too much? The answer to that is kind of complicated. It depends on the content, depends on the activity, and it definitely depends on each individual user. But today’s guest shares why it is important to follow your gut if you think screen time and technology use is a deeper problem.

In this episode, Dr. Joe Dilley helps us see how to identify when kids are dependent on their electronics. This type of addiction as with any addition can be detrimental so he also shares ways we can break the addiction. We have to look for reasons and the motivations behind the use of technology and determine how much is enough and what is beyond the limit.

Dr. Joe Dilley is a licensed Clinical Psychologist practicing in Texas and California. He is also the author of a fantastic book called The Game is Playing Your Kid. This book was written pre-pandemic and although the Covid-19 pandemic changed the way we use technology, the book remains relevant and useful.

Show Notes: [2:07] - Dr. Dilley wrote his book and a few articles for ChildNEXUS regarding technology use in kids pre-pandemic.

[3:03] - The pandemic provided an unexpected and unwelcome boost to everybody’s digital time spent.

[4:01] - Lockdowns and quarantines exacerbated an already high use of technology at home.

[5:08] - Dr. Dilley shares some of the issues high use of technology can cause.

[6:22] - Anxiety has a complex relationship with isolation.

[7:55] - We are just scratching the surface of mental health effects. What will the ripple effect be with academics?

[9:03] - Kids having to learn to read remotely during the pandemic, especially those who have learning differences, are likely to get looked over.

[11:29] - There are unique risk factors of tech use for those with ADHD and/or Autism Spectrum Disorder.

[13:36] - Technology could also be used as an escape for struggling students.

[15:27] - Trust your gut as a parent. If you are concerned that your child is spending too much time using technology, look into it.

[16:55] - Kids are going to push back.

[18:31] - “Screen time” encompasses so many types of use like television, social media, phone use, video games, and more.

[19:54] - What are the physiological and psychological effects of screen time? There are differences depending on the quality of the screen time.

[21:30] - There is a very complex relationship between the use of technology and the possible effects it has.

[22:58] - After about 3 hours, the benefits of gaming diminish.

[23:58] - Playing a video game as a team for 2 hours is much different than scrolling through Instagram for 2 hours.

[26:26] - The methods in his book have been recommended to parents by their own children.

[27:27] - Going back to school could be a great time to reset the guidelines around technology use at home.

[29:34] - There are ways to communicate with your child or adolescent that can place boundaries on technology use.

[30:41] - This isn’t a quick process and it can be difficult.

[31:31] - It is much easier to just put the kids in front of the screen, especially the younger ones.

[33:22] - Seize the opportunities to make some changes.

About Our Guest: Dr. Joe Dilley graduated from the University of Iowa with honors and high distinction in Psychology. He then brought this multifaceted view of the human psyche to his doctoral studies at Northwestern University, where he completed his Ph.D. in Clinical Psychology. Now a licensed psychologist practicing in Texas and California, Dr. Joe specializes in the assessment and treatment of anxiety, ADHD, and Gaming Disorder. His book The Game Is Playing Your Kid: How to Unplug & Reconnect in the Digital Age offers practical and fair approaches to managing screen time, even in the COVID era.

Connect with Dr. Joe Dilley: * Synergy Psych Website * Phone: (626) 539-2001 x1

Links and Related Resources: * The Game is Playing Your Kid by Dr. Joe Dilley * How to Unplug and Reconnect in the Digital Age by Dr. Joe Dilley * Clarifying Gray Areas in Family Tech Use * Family Tech Use Part 2: Resolving Common Dilemmas * Episode 24: Should We Worry About Screen Time During a Pandemic? with Dr. Allison Kawa

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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This episode may make you angry but I am hoping that it will also motivate you to advocate for change. I’ve invited Dr. Bibi Pirayesh back to the Diverse Thinking Different Learning Podcast to talk about learning disabilities as a social justice issue. This topic is certainly charged and rightfully so. Today, we discuss whether our current education system was built for neurodiverse learners.

It is hard for me to believe that Dr. Pirayesh fell into educational therapy by accident as she is extraordinary at the work she does. She is also an extraordinary advocate. Her work in the field is tireless and in this episode, she and I discuss the hardships we face as a society that does not allow all learners to reach their potential.

Show Notes: [2:47] - Welcome back, Dr. Pirayesh!

[3:53] - Learning disabilities is a social justice issue and in recent years social justice has become extremely politicized.

[5:10] - While social justice is typically viewed as based around race, gender, and sex, it is all connected through ableism.

[6:19] - Why people may feel frustrated and feel like they can’t move forward.

[8:19] - What is the ideology that fuels ableism in the education system?

[9:57] - The way that it is, isn’t necessarily the way it is supposed to be. It’s just the way it was built and the education system is working exactly the way it was designed.

[11:10] - The education system was designed to be competitive.

[13:53] - When you read special education law, it becomes clear that this system is created in a specific way.

[15:56] - As a system, we don’t always interpret the science correctly.

[16:54] - During the pandemic, people became more aware of learning problems and mental health issues, but this is not a new problem.

[18:41] - Dr. Pirayesh was hopeful in the beginning of the pandemic when there were fast changes in education, but things are settling back to where they were as the pandemic slows.

[20:18] - One positive change is access to mental health support, but we haven’t made any shifts for marginalized students who learn differently.

[22:10] - Reading is one area where research is plentiful and solid and yet we aren’t making changes in the system.

[23:16] - There is a connection between the prison system and education system.

[26:09] - Many people, including Dr. Pirayesh, have felt at times hopeless for change.

[27:45] - Small change is a starting point and Dr. Pirayesh sees the impact of individuals and schools being receptive to advocacy.

[29:49] - Change is absolutely possible.

[31:21] - Dr. Pirayesh shares some mindset shifts she has had to make in her business and personal life.

[33:04] - There are hopeful things in a society that isn’t built for everyone. Having these conversations isn’t enough. There has to be action.

[34:42] - How are people coming up against the system and what is the result?

[37:10] - Share your story here.

About Our Guest: Dr. Bibi Pirayesh holds a Bachelor's degree in Neuroscience and Education from the University of Pittsburgh and a Master's degree in Developmental Psychology from Columbia University where her work focused primarily on children’s development of mathematical thinking and cognitive neuroscience. While the emphasis of Dr. Pirayesh’s work is on remediating learning disabilities in a one-on-one setting, she is also a sought after speaker and community advocate for children and families around learning rights. Bibi works with children grades 1-12 and covers a wide range of learning difficulties including dyslexia, ADHD, and spectrum disorders. Dr. Pirayesh completed her doctoral work at Loyola Marymount University where she is also faculty and is involved with a number of service organizations including The Association of Educational Therapists.

Connect with Dr. Bibi Pirayesh: * The Difference is Not the Deficit Project: Share your story

Links and Related Resources: * Episode 5: Educational Therapy, Distance Learning, and Social Justice with Dr. Bibi Pirayesh * 6 Quick Questions for Parents Concerned About Dyslexia

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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This episode may make you angry but I am hoping that it will also motivate you to advocate for change. I’ve invited Dr. Bibi Pirayesh back to the Diverse Thinking Different Learning Podcast to talk about learning disabilities as a social justice issue. This topic is certainly charged and rightfully so. Today, we discuss whether our current education system was built for neurodiverse learners.

It is hard for me to believe that Dr. Pirayesh fell into educational therapy by accident as she is extraordinary at the work she does. She is also an extraordinary advocate. Her work in the field is tireless and in this episode, she and I discuss the hardships we face as a society that does not allow all learners to reach their potential.

Show Notes: [2:47] - Welcome back, Dr. Pirayesh!

[3:53] - Learning disabilities is a social justice issue and in recent years social justice has become extremely politicized.

[5:10] - While social justice is typically viewed as based around race, gender, and sex, it is all connected through ableism.

[6:19] - Why people may feel frustrated and feel like they can’t move forward.

[8:19] - What is the ideology that fuels ableism in the education system?

[9:57] - The way that it is, isn’t necessarily the way it is supposed to be. It’s just the way it was built and the education system is working exactly the way it was designed.

[11:10] - The education system was designed to be competitive.

[13:53] - When you read special education law, it becomes clear that this system is created in a specific way.

[15:56] - As a system, we don’t always interpret the science correctly.

[16:54] - During the pandemic, people became more aware of learning problems and mental health issues, but this is not a new problem.

[18:41] - Dr. Pirayesh was hopeful in the beginning of the pandemic when there were fast changes in education, but things are settling back to where they were as the pandemic slows.

[20:18] - One positive change is access to mental health support, but we haven’t made any shifts for marginalized students who learn differently.

[22:10] - Reading is one area where research is plentiful and solid and yet we aren’t making changes in the system.

[23:16] - There is a connection between the prison system and education system.

[26:09] - Many people, including Dr. Pirayesh, have felt at times hopeless for change.

[27:45] - Small change is a starting point and Dr. Pirayesh sees the impact of individuals and schools being receptive to advocacy.

[29:49] - Change is absolutely possible.

[31:21] - Dr. Pirayesh shares some mindset shifts she has had to make in her business and personal life.

[33:04] - There are hopeful things in a society that isn’t built for everyone. Having these conversations isn’t enough. There has to be action.

[34:42] - How are people coming up against the system and what is the result?

[37:10] - Share your story here.

About Our Guest: Dr. Bibi Pirayesh holds a Bachelor's degree in Neuroscience and Education from the University of Pittsburgh and a Master's degree in Developmental Psychology from Columbia University where her work focused primarily on children’s development of mathematical thinking and cognitive neuroscience. While the emphasis of Dr. Pirayesh’s work is on remediating learning disabilities in a one-on-one setting, she is also a sought after speaker and community advocate for children and families around learning rights. Bibi works with children grades 1-12 and covers a wide range of learning difficulties including dyslexia, ADHD, and spectrum disorders. Dr. Pirayesh completed her doctoral work at Loyola Marymount University where she is also faculty and is involved with a number of service organizations including The Association of Educational Therapists.

Connect with Dr. Bibi Pirayesh: * The Difference is Not the Deficit Project: Share your story

Links and Related Resources: * Episode 5: Educational Therapy, Distance Learning, and Social Justice with Dr. Bibi Pirayesh * 6 Quick Questions for Parents Concerned About Dyslexia

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Why is intervention, particularly early intervention, so important? The answer is brain plasticity, which is the brain’s ability to change, reorganize, and even develop more efficient pathways for processing information. Research into the neurological bases of reading disorders, for example, has shown the educational and cognitive strategies can reroute brain networks and the brain can reorganize to overcome reading obstacles. Today’s guest shares with us all about early intervention.

Dr. Tania Abouezzeddine is a licensed Clinical Neuropsychologist and is also a faculty member at Rosemead School of Psychology at Biola University. In today’s episode she explains why early intervention is key and how it results in positive changes in the brain. She not only shares why early intervention is important but how it impacts the development of the brain and the science behind it all.

Show Notes: [2:45] - It is important to understand why a child is struggling before deciding on the intervention.

[3:31] - Any good intervention begins with an accurate diagnosis or assessment.

[4:28] - What makes a good assessment?

[5:52] - A lot of times, children are more likely to be labeled with behavior disorders.

[6:55] - Tania shares research surrounding behavior disorders diagnosed to particular demographics that result in a negative trajectory.

[9:09] - Tania describes some of the negative results of an inaccurate diagnosis or assessment.

[10:18] - If an intervention has not begun by age 8, a child with a reading disorder will likely not bridge the gap in their reading.

[11:48] - Reading disorders are hereditary.

[14:03] - There is evidence that you can change the brain through good, consistent, and intense intervention.

[15:19] - External interventions result in a positive change in the brain.

[16:24] - The purpose of interventions is not to have a better reading score.

[17:43] - Every brain is working at its own pace, but it will improve with intervention and depends on the severity of the disorder.

[19:02] - There’s a high percentage of children with more than one disorder.

[20:17] - The child also needs to understand why an intervention is necessary.

[21:59] - Tania works with high school graduates in college who have not been diagnosed and still cannot read independently. That window of time has been missed.

[23:23] - Training the brain through early intervention can create new brain pathways that are similar to a child without a disorder over time.

[24:46] - Sometimes parents are afraid to know and they avoid an assessment.

[26:14] - Early intervention is also important because you can catch these problems before a child becomes jaded.

[27:50] - The identification of strengths can help the intervention as well.

[30:49] - Knowing strengths shows the child that their weaknesses don’t define them.

[32:19] - What happens when a child doesn’t receive positive early intervention?

[34:25] - We all have things we are not good at, but when it comes to reading and learning disorders they can have negative ramifications.

[36:02] - Tania shares examples of students who choose majors or professions based on areas of weakness rather than their strengths.

[38:41] - Students can also receive a charted plan to help with prioritizing.

About Our Guest: Dr. Abouezzeddine is a licensed Clinical Neuropsychologist (across the lifespan with a specialty in Pediatrics) and is a full-time faculty member at Rosemead School of Psychology at Biola University. She obtained her doctoral degree from the University of Southern California where she specialized in childhood trauma and resilience, which continue to be areas of research interest. After the completion of her doctoral studies, Dr. Abouezzeddine went on to specialize in Clinical Neuropsychology, beginning with a clinical internship in Geriatric Neuropsychology at the West Los Angeles VA Medical Center and continuing on with two additional years of clinical postdoctoral studies in Pediatric Neuropsychology at UCLA’s Semel Institute of Neuroscience. Dr. Abouezzeddine specializes in the cognitive assessment of children and adolescents with neurodevelopmental disorders (e.g. ADHD, Autism), Learning Disabilities (e.g. Reading, Math), as well as cognitive impairments related to Traumatic Brain injury or and other medical conditions (e.g. epilepsy). She also occasionally assesses adults and older adults in Arabic schedule permitting. She is fluent in both English and Arabic.

Connect with Tania Abouezzeddine: * Website * Email: pedsneurola@gmail.com or Tania.Abouezzeddine@gmail.com * ChildNEXUS Provider Profile

Links and Related Resources: * Episode 2: Demystifying the Assessment Process * Episode 22: How Students with Dyslexia Can Develop the Skills Needed for Reading with Forough Azimi * Episode 1: Uncovering Why a Child is Struggling

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Why is intervention, particularly early intervention, so important? The answer is brain plasticity, which is the brain’s ability to change, reorganize, and even develop more efficient pathways for processing information. Research into the neurological bases of reading disorders, for example, has shown the educational and cognitive strategies can reroute brain networks and the brain can reorganize to overcome reading obstacles. Today’s guest shares with us all about early intervention.

Dr. Tania Abouezzeddine is a licensed Clinical Neuropsychologist and is also a faculty member at Rosemead School of Psychology at Biola University. In today’s episode she explains why early intervention is key and how it results in positive changes in the brain. She not only shares why early intervention is important but how it impacts the development of the brain and the science behind it all.

Show Notes: [2:45] - It is important to understand why a child is struggling before deciding on the intervention.

[3:31] - Any good intervention begins with an accurate diagnosis or assessment.

[4:28] - What makes a good assessment?

[5:52] - A lot of times, children are more likely to be labeled with behavior disorders.

[6:55] - Tania shares research surrounding behavior disorders diagnosed to particular demographics that result in a negative trajectory.

[9:09] - Tania describes some of the negative results of an inaccurate diagnosis or assessment.

[10:18] - If an intervention has not begun by age 8, a child with a reading disorder will likely not bridge the gap in their reading.

[11:48] - Reading disorders are hereditary.

[14:03] - There is evidence that you can change the brain through good, consistent, and intense intervention.

[15:19] - External interventions result in a positive change in the brain.

[16:24] - The purpose of interventions is not to have a better reading score.

[17:43] - Every brain is working at its own pace, but it will improve with intervention and depends on the severity of the disorder.

[19:02] - There’s a high percentage of children with more than one disorder.

[20:17] - The child also needs to understand why an intervention is necessary.

[21:59] - Tania works with high school graduates in college who have not been diagnosed and still cannot read independently. That window of time has been missed.

[23:23] - Training the brain through early intervention can create new brain pathways that are similar to a child without a disorder over time.

[24:46] - Sometimes parents are afraid to know and they avoid an assessment.

[26:14] - Early intervention is also important because you can catch these problems before a child becomes jaded.

[27:50] - The identification of strengths can help the intervention as well.

[30:49] - Knowing strengths shows the child that their weaknesses don’t define them.

[32:19] - What happens when a child doesn’t receive positive early intervention?

[34:25] - We all have things we are not good at, but when it comes to reading and learning disorders they can have negative ramifications.

[36:02] - Tania shares examples of students who choose majors or professions based on areas of weakness rather than their strengths.

[38:41] - Students can also receive a charted plan to help with prioritizing.

About Our Guest: Dr. Abouezzeddine is a licensed Clinical Neuropsychologist (across the lifespan with a specialty in Pediatrics) and is a full-time faculty member at Rosemead School of Psychology at Biola University. She obtained her doctoral degree from the University of Southern California where she specialized in childhood trauma and resilience, which continue to be areas of research interest. After the completion of her doctoral studies, Dr. Abouezzeddine went on to specialize in Clinical Neuropsychology, beginning with a clinical internship in Geriatric Neuropsychology at the West Los Angeles VA Medical Center and continuing on with two additional years of clinical postdoctoral studies in Pediatric Neuropsychology at UCLA’s Semel Institute of Neuroscience. Dr. Abouezzeddine specializes in the cognitive assessment of children and adolescents with neurodevelopmental disorders (e.g. ADHD, Autism), Learning Disabilities (e.g. Reading, Math), as well as cognitive impairments related to Traumatic Brain injury or and other medical conditions (e.g. epilepsy). She also occasionally assesses adults and older adults in Arabic schedule permitting. She is fluent in both English and Arabic.

Connect with Tania Abouezzeddine: * Website * Email: pedsneurola@gmail.com or Tania.Abouezzeddine@gmail.com * ChildNEXUS Provider Profile

Links and Related Resources: * Episode 2: Demystifying the Assessment Process * Episode 22: How Students with Dyslexia Can Develop the Skills Needed for Reading with Forough Azimi * Episode 1: Uncovering Why a Child is Struggling

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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How are you feeling about this new upcoming school year? Would you say you feel hopeful about it? Now it is really important to feel hopeful about the upcoming school year, but it isn’t enough to just hope that your child or client will have a better school year. We know that there are many pieces to the puzzle of having a great school year, but hope does matter. And today our guest talks about the science of hope and what that means for heading back to school.

Lindsay Recknell is an expert in hope and in this episode, she explains what this intangible concept feels like within our brains. When you dig deep into it, it seems complicated with the Hope Theory, the Hope Circuit, the Hope Scale. But really, this concept is simple to grasp and even better, it can be taught. Hope is contagious and can absolutely change your mental health and wellbeing. In this episode, Lindsay also walks us through an incredibly useful exercise that you can do independently or even with your family as we cultivate hope for a new school year.

Show Notes: [2:31] - This time of year is a time of new beginnings.

[3:58] - When we think about the word hope, it feels intangible.

[5:39] - Lindsay explains Positive Psychology.

[6:40] - Hope Theory is when the action of hope comes into play. Lindsay also explains the Hope Circuit.

[7:47] - This concept is simple to grasp. Hope can be taught.

[8:38] - We all have hope, even if it is deep down. There is a scientifically validated test called The Hope Scale.

[9:24] - Lindsay believes that hope is contagious.

[10:16] - You can also increase your hope independently.

[11:31] - The Hope Circuit connects to our intrinsic thoughts on hope.

[12:40] - Lindsay explains the Hope Circuit and what happens in your brain.

[14:13] - Do this activity with Lindsay. Pause and write these things down.

[16:24] - As you think about the vision you’ve created, you will feel something. That’s your brain on hope.

[17:05] - If you can do this exercise over and over with your family when you need a hope booster, it is so powerful.

[18:38] - Hopefulness is not all about feeling happy. Hope and optimism are related but are independent from each other.

[19:42] - Lindsay’s definition of hope is that the future will be better than today by taking action over the things we can control.

[21:04] - What are some of the things we can do to help build hope?

[23:01] - You don’t have to start with something huge.

[24:20] - The process of reaching the goal is more important than the goal itself in a lot of ways.

[25:40] - We know that life is hard sometimes, but we have tools to help us leverage hope.

About Our Guest: As an expert in hope and a Certified Psychological Health & Safety Advisor, Lindsay Recknell works with individuals and organizations to increase their levels of psychological health & safety in the workplace using Positive Psychology and the Science of Hope. She empowers individuals, strengthens teams and transforms organizations through her Self-Awareness Superhero, Dream Catalyst and Wellness Webinars programs. Lindsay lives in Calgary with her husband and their two Golden Retrievers.

Connect with Lindsay Recknell: * Expert In Hope Website * Phone: 403-200-0943 * Instagram * Hope Motivates Action Podcast

Links and Related Resources: * Episode 51: How Parents and Educators Can Collaborate to Help Students Thrive with Shelley Lawrence * Parent Professional Partnerships: Seven Tips for Success * Reflections on Being Back in the Classroom: Reaching for Gains and Growing Pains * Episode 15: From High School to College: Steps to Success for Students with Disabilities with Elizabeth C. Hamblet

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Many argue that homework is not all that important in the grand scheme of things. Research actually shows that it has little to no beneficial effect on learning. But of course the independence and organization of schoolwork at home is absolutely helpful in building habits, and it is important to practice skills learned. But for many kids who think and learn differently, homework can be a struggle, and my guest today says it is not worth sacrificing important family time and certainly not your relationship with your child.

Josh Horwatt is an educational therapist and founder of Beyond Bored Educational Services. In addition to working with kids through Beyond Bored, he is also a dad who has experienced homework from the parent’s point of view as well. Listen as Josh gives some great pointers on how to manage homework and as he reminds us that it’s not always a big deal. “It’s just homework.”

Show Notes: [2:39] - Back to school can be exciting, but it is also a return to homework. Most students do not have a positive feeling about homework.

[3:32] - After experiencing a 6 to 7 hour school day, students then complete more schoolwork at home in the form of homework.

[4:42] - Students are at different stages; homework means something different and is more or less important depending on where they are.

[6:09] - The type of homework has different levels of priority.

[8:16] - Josh shares his approach to homework with his own kids and students.

[9:35] - Setting a time limit for homework is a great strategy as well. The younger the student, the shorter the amount of time.

[11:32] - Homework helps to develop work ethic and independence; it is not used to learn new skills.

[12:38] - Some parents have a lot of hang-ups about homework. It’s okay if it’s not done. Most teachers are very reasonable.

[13:45] - Some parents are intense about the details regarding homework and that can put strain on the parent-child relationship.

[15:38] - If a learner did their homework incorrectly, don’t make them go back and redo it. Make note of it and reach out to the teacher.

[17:37] - Ask your child what help they need with their homework. This teaches them to reflect.

[19:24] - A lot of parents have their own negative relationship with homework and may be repeating a lot of the things they experienced.

[20:52] - Teachers receive the end result of homework, but don't know the strain and help that the student might have needed to complete it.

[22:01] - Communication with teachers is so important.

[23:34] - With neurodivergent students, homework comes on top of the work they do with educational therapists or outside therapists.

[25:01] - Educators need to be cognizant of the homework load they’re putting on students who have a lot on their plate already.

[27:15] - If you can model to a family how to complete homework, it’s worth it.

[28:35] - Working with your own child is different from them working with a tutor or teacher. That’s okay.

[29:47] - Josh describes a personal experience of working with a challenging student and what he learned from working with him.

[31:28] - Tutoring is academic, but connection is the ultimate goal.

[33:19] - Take it slowly. Remember that there are stages. In the beginning, kids are going to be diligent, but their motivation may slide as time goes on.

About Our Guest: Josh Horwatt is an educational therapist and founder of Beyond Bored Educational Services. He specializes in working with kids with dyslexia and kids who are highly resistant to intervention. Beyond Bored provides specialized tutoring for kids who are bored and detached from school using an approach called "Connection Tutoring." Josh is a father of 3 children and says he is a bad but avid surfer.

Connect with Josh Horwatt: * Beyond Bored Website * Email: josh@beyondbored.org * ChildNEXUS Provider Profile

Links and Related Resources: * Supporting Parents of Children with Language Based Learning Disabilities * Classroom and Home Accommodations for More Effective Learning * Reading With Your Child * Find Support

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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With back to school season quickly approaching, most families are looking for ways to set their children up for success as we settle back into a routine. This looks different for every family and every child, but one thing that everyone should consider is the importance of social-emotional learning. Today’s episode is about just that and its connection to executive functioning, self-awareness, and self management skills.

Joining the podcast today is Jess Corrine from Learnfully, a personalized educational program that connects students with specialists that meet their needs and set them up for success. Jess is the Head of Educational Services for Learnfully and comes to us with over 20 years of neurodiversity experience, including being the mother of her own neurodiverse children.

As we start to transition back to a school routine, what are things you can do at home to ease that transition for your learner?

Show Notes: [2:43] - Jess comes to Learnfully from private practice and feels like she now has a greater reach to help more students.

[3:31] - 1 in 5 students have some sort of learning difference, but those are only the ones that are actually diagnosed.

[4:42] - Social-emotional learning gets overlooked a lot of times but for neurodiverse students, this area needs explicit instruction.

[6:18] - So much of what children do is within a social environment. There are a lot of components to social emotional development.

[7:25] - 80% of your success as an adult is based on your emotional intelligence. Connectivity leads to the highest level of results.

[8:27] - Neurodiverse or neurotypical, all children need direct instruction on the components of social-emotional learning.

[10:54] - The majority of learners need to be taught how to problem solve and interact with their peers.

[12:10] - Learnfully offers social skills groups to enhance a learner’s confidence in safe social environments.

[13:47] - A growth mindset is important to cultivate for young learners.

[15:06] - Anything is possible and a growth mindset opens up a learner’s eyes to their capability.

[16:16] - What is mindfulness and self-regulation?

[17:56] - Coaching caregivers in how to teach self-regulation tools before children are faced with situations in the classroom is very effective.

[19:25] - Learning challenges can make social emotional problems worse.

[20:57] - When we’re overwhelmed, it’s hard to access higher level skills, like decision making skills and problem solving skills.

[22:41] - At home, it is important to model and validate.

[24:05] - Set up a schedule that works explicitly for your child before the school year starts. They can practice in a safe space.

[25:43] - Ease back into a routine before school starts rather than starting it the day before going back to school.

[26:50] - Lowering anxiety and increasing readiness at the start of a new school year helps with more than academics.

[28:23] - Jess explains some strategies that worked for her.

[29:46] - Collaboration gives students agency.

[30:53] - The more that students learn about how they learn, the more success they will see in their learning.

[32:12] - What is Learnfully and what do they do to help children with their learning differences?

About Our Guest: Jess Corrine is the Head of Educational Services for Learnfully and has dedicated her life to providing learning support to families using multi-sensory, evidence-based curriculums. She has 20+ years of neurodiversity experience including 10 years as an Executive with Lindamood-Bell Learning Processes and several years serving neurodivergent learners and their families within her private practice. At Learnfully, she oversees the administration of academic assessments, the development of differentiated instructional plans, and instructional implementation for children with or without diagnoses. Learnfully focuses primarily on building learner confidence while developing skills in reading, comprehension, spelling, writing, math, social skills, Executive Functioning, and beyond. Jess is the parent of three (most likely, four) neurodivergent kiddos and prides herself on being the best teacher mama she can be!

Connect with Jess Corinne: * Learnfully Website * Call or Text: 650-459-5400

Links and Related Resources: * Episode 79: How to Develop Social Thinking Skills with Michelle Garcia Winner * Episode 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson * 5 Tips for Fostering Social Emotional Development in Twice Exceptional Children * Find a Provider/School

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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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While the summertime is a great time for a break, it is also an opportunity to stretch and practice executive functioning skills. Executive functioning skills are often connected to success at school, but in reality, they are necessary for all aspects of life. We’ve discussed executive functioning skills in previous episodes, but today’s conversation is all about how we as parents can use this down time in the summer to help our children improve these skills before they head back to school.

Today’s guest for this conversation is Michelle Porjes, an educational psychologist who is passionate about executive functioning. She provides a plethora of great ideas for these weeks in the summer leading up to a new school year and reminds us that practicing executive functioning skills does not have to look like schoolwork. Because these are skills are necessary for all aspects of life, practicing them could look like playing board games and even planning vacations.

Listen for ways you can practice these skills with your kids at home.

Show Notes: [2:49] - How does Michelle explain what executive functioning is? She helps people manage their time, their stuff, and information.

[4:07] - Executive functioning isn’t study skills. It is much more than that.

[5:50] - You can practice some things over the summer when there’s not as much chaos.

[6:51] - Structure and checklists are so helpful.

[8:06] - There is a benefit to some intellectual work over the summer as well like reading and writing.

[9:36] - It doesn’t have to be schoolwork. Intellectual stimulation can come from a lot of real world experiences.

[11:01] - Family games are extremely beneficial to executive functioning, but are also fun and great for family time.

[12:39] - While we do read in school, reading shouldn’t be tied to school. Reading happens everywhere.

[13:44] - We function in relation to other people. Kids need to engage with executive functioning with communication and practice.

[15:57] - When you go on a trip, even for just a weekend, involve your kids in the planning.

[18:08] - August is a weird month with consuming thoughts of the upcoming school year.

[19:09] - Before buying school supplies, see what you already have. Do this with your child.

[21:35] - You might think your schedule is set, but things could change. Model flexibility.

[23:41] - Carve out time for family time to help with anxiety about the upcoming year.

[25:08] - Kids should be included in the planning. This not only gets them excited and gives them some control, but also helps with executive functioning skills.

[26:47] - There are a lot of factors to consider when planning extracurricular activities.

[28:30] - Michelle posts a lot of articles and blog posts on a variety of topics. She also has a lot of resources on her website and offers consultations.

About Our Guest: Michelle is a licensed educational psychologist and a credentialed school psychologist in the state of California. She also is a member of the Association of Educational Therapists. She has worked in the private school world for over 23 years where she specialized in consulting, case management, supervision, leadership, and program development.

Currently, Michelle has her own practice where she specializes in executive functioning coaching and helping experienced educators establish tutoring and educational support services that thrive. She routinely works with individuals of all ages and presents workshops and trainings on executive functioning coaching.

Connect with Michelle Porjes: * ChildNEXUS Provider Profile: Michelle Porjes * Instagram * Facebook * Website

Links and Related Resources: * What is Executive Functioning? * Episode 11: Executive Functioning 101 * Episode 69: How Games Can Help Kids Learn * The Intersection of Executive Functioning, ADHD, and Other Learning Differences * Summertime and Executive Functioning Skills * Navigating the Yearly Calendar: Executive Functioning in August

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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In today’s episode, we are revisiting an episode about Attention-Deficit/Hyperactivity Disorder (ADHD) with the incredible Dr. Russell Barkley. He has officially retired this year after a career in making significant contributions to understanding ADHD. I was honored to have him on the Diverse Thinking Different Learning Podcast last year as an internationally recognized authority in ADHD and I know that this discussion is a great resource for parents, families, educators, and clinicians working with the child with ADHD.

Dr. Barkley is a clinical psychologist and a Clinical Professor of Psychiatry at the Virginia Commonwealth University School of Medicine. He is also an author of numerous books particularly on the subject of ADHD and today we discuss his most recent book The 12 Principles for Raising a Child with ADHD, which I highly recommend.

In addition to sharing his vast amount of knowledge, Dr. Barkley also shares how ADHD has affected his own family that has helped lead to his passion for understanding it and guiding others. He has been incredibly supportive of ChildNEXUS and was gracious enough to allow me to republish his ADHD fact sheets on our website.

So listen on to learn the science behind ADHD and several of the key principles for raising a child with the disorder.

Show Notes: [3:16] - The fourth edition of Dr. Barkley’s best selling book Taking Charge of ADHD: The Complete, Authoritative Guide for Parents became available in 2020. There is also a companion guide called The 12 Principles for Raising a Child with ADHD.

[3:56] - Dr. Barkley explains that a superficial definition of ADHD is a neurodevelopmental disability in the emergence of two mental functions that we all possess: the capacity to pay attention and the ability to inhibit excessive action.

[6:41] - When you look at ADHD beyond the superficial level, you can see how debilitating it can be.

[7:22] - Dr. Barkley explains the inhibition dimension of ADHD and how it appears in children with ADHD.

[9:37] - The hyperactivity we see not only affects movement, but also manifests as excessive talking and interrupting.

[10:06] - Another type of impulsivity that most people don’t talk about is motivational impulsivity.

[11:04] - Those with ADHD don’t value delayed gratification and consequences which can lead to problems with some types of intervention.

[13:00] - The emotional impulsivity in ADHD is different from mood disorders because the emotions are rational, just not controlled.

[14:20] - Many times, these impulsivities are missed especially when manifested in preschoolers with ADHD.

[15:19] - Dr. Barkley describes how ADHD impacts a child’s executive functioning development from preschool onward.

[16:46] - Across development, ADHD is first and foremost a self-regulation problem. Relative to your age, one is not able to do what their peers can.

[19:04] - What is normal age-appropriate behavior and what is cause for concern? ADHD begins where impairment begins.

[20:11] - The dimensionality is something that can cause a lot of confusion and misconceptions.

[22:20] - Raising a child with ADHD has been found through research to be as stressful and as challenging as raising a child with Autism Spectrum Disorder.

[23:32] - In the 1970s when Dr. Barkley entered the field, it was believed that ADHD came from bad parenting.

[25:14] - Dr. Barkley emphasizes the importance of finding strengths and aptitudes of a child with ADHD even if they are “outside the box.”

[27:12] - There are a lot of pathways to success and it's not all about making money. It is about finding something that is meaningful to you and following it. Those with ADHD can do that in spite of their difficulties.

[28:45] - The next step is to find opportunities in the community that help the child with ADHD with their aptitude. Develop the non-traditional aptitude and be in their corner all the time.

[30:04] - Focusing solely on excellence in school will not lead to success for children with ADHD.

[31:51] - Dr. Barkley discusses the importance of true acceptance and throwing your ideas of “good parenting” out the window.

[32:55] - Focusing on what is developmentally critical over the trivial can improve your relationship with your child.

[35:33] - Because of a strong relationship, when consequences become inevitable, you won’t be driving your child away.

[37:23] - Dr. Barkley’s book comes highly recommended for parents with practical strategies for raising a child with ADHD.

[38:21] - Why did Dr. Barkley write The 12 Principles of Raising a Child with ADHD?

[40:07] - The book is a great next step for parents after a diagnosis.

[41:09] - Dr. Barkley shares the personal impact ADHD has had on him, including the death of his twin brother.

[43:07] - Time blindness is something people with ADHD really suffer with and can be very demoralizing and devastating if not understood.

About Our Guest: Russell A. Barkley, Ph.D. is an internationally recognized authority on Attention-Deficit/Hyperactivity disorder (ADHD) in children and adults who has dedicated his career to widely disseminating science-based information about ADHD. He is currently a Clinical Professor of Psychiatry at the Virginia Commonwealth University School of Medicine. Dr. Barkley has published numerous books, rating scales, and clinical manuals and more than 300 scientific articles and book chapters on ADHD and related disorders. He has presented more than 800 invited lectures in more than 30 countries, and he has appeared on nationally televised programs including 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and other programs.

More Resources from Dr. Russell Barkley: * RussellBarkley.org

Links and Related Resources: * What Causes ADHD? * Episode 33: Attention Deficit Hyperactivity Disorder 101 with Dr. Nicholas Thaler * Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg * Episode 63: Supporting Youth with Autism and ADHD with Holly Blanc Moses * The Important Role of Executive Functioning and Self-Regulation in ADHD * Taking Charge of ADHD: The Complete Authoritative Guide for Parents by Dr. Russell Barkley * 12 Principles for Raising a Child with ADHD by Dr. Russell Barkley * Executive Functions: What They Are, How They Work, and Why They Evolved by Dr. Russell Barkley

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During the summer months, parents have an opportunity to review some things to get ready for the next academic year. This is especially true for parents of a child who learns and thinks differently. Whether your child is attending summer school or taking a mental health break over the summer, there are things that you can do to ensure that your child’s IEP, 504 Plan, or your child’s need for an evaluation are ready to go.

To help us understand this topic and our rights, powerhouses Vickie Brett and Amanda Selogie join the podcast today. Vickie and Amanda are both attorneys and founders of the Inclusive Education Project, which includes support groups, an IEP Learning Center, and a podcast. Ultimately, they are committed to strengthening and empowering clients who come to them beaten and broken down by their experience in the education system.

Show Notes: [2:34] - Right now in the summer, Vickie and Amanda are feeling the need to recharge.

[4:01] - There is a collective trauma as a result of the pandemic that we continue to be impacted by.

[6:37] - Schools don’t know if gaps in learning are due to Covid or if there are underlying issues that a student needs support for.

[8:36] - The Individuals with Disabilities Education Act does not look at a student as compared to their peers. It looks at their needs and circumstances.

[10:11] - If their experience is impacting them in the educational environment, a student may be eligible for an IEP.

[12:52] - The majority of people working at schools do not have legal knowledge.

[14:13] - If there is a suspicion of a disability, an assessment must be done, even if they don’t believe they’ll qualify.

[15:53] - Include several people in an email when requesting assessments or IEP evaluations.

[17:44] - If requested over the summer, the time frame begins on the first day of school. In California, schools have 15 days to complete an assessment.

[19:41] - At the beginning of Covid-19 lockdowns, many parents experienced seeing their child learn for the first time.

[21:14] - What do you get with an IEP that you don’t get with a 504?

[22:39] - Even if your child does not qualify for an IEP, the information gathered from the evaluation is valuable.

[24:00] - You should not be getting pushback regarding an assessment.

[27:07] - It is important to know that you can request an IEP meeting at any time. Vickie and Amanda share when to request one.

[29:14] - Sending an email to all teachers is important to keep in contact about their IEP.

[31:47] - IEP goals should be written concisely. Take a look at those goals and see what you can work on over the summer as well to see what they’re able to do.

[33:47] - Take every opportunity to ask questions.

[35:08] - It is completely okay, however, to take the summer off for mental health breaks.

[36:41] - Another valuable tip is to bring a friend to an IEP meeting to take notes.

[38:14] - When should you reach out for legal help?

[40:33] - Each school year brings increased academic demands. Bring concerns up to the school and request an IEP meeting.

[41:57] - If you send an email over the summer, be aware that administrators may not prioritize this until the school year starts.

About Our Guests: Vickie Brett was born and raised in Southern California and through the Inclusive Education Project she focuses on advocating and educating families about their legal rights. Vickie is committed to strengthening her clients who come to her disheartened and beaten down by the current education system. Because Vickie is bilingual, she represents and empowers many monolingual Spanish-speaking families. She is a dedicated pro-bono attorney for the Superior Court of Los Angeles’s Juvenile and Dependency 317(e) Panel and, in the past, was a supervising attorney for the UCI Law School's Special Education Law Project.

Amanda Selogie received a bachelor’s degree in Child and Adolescent Development, specializing in Education from California State University, Northridge and a Juris Doctorate from Whittier Law School where she served as a Fellow in the prestigious Center for Children's Rights Fellowship Program and served in the school's pro-bono Special Education Legal Clinic.

Amanda immersed herself in the world of civil rights and educational advocacy through her work in education, empowerment, and advocacy with the Inclusive Education project, supporting inclusion in early education through her appointment to the Orange County Child Care and Development Planning Council and their Inclusion Collaborative Committee, previous work serving as a supervising attorney for UCI Law School’s Education Rights Pro-bono project and coaching of AYSO’s VIP (Very Important Player) program coaching players living with disabilities and creating an inclusive soccer program.

Connect with Vickie and Amanda: * Inclusive Education Project Website * Contact Inclusive Education Project

Links and Related Resources: * Episode 32: Advocating for Children with Special Needs with Heather Zakson * Episode 2: Demystifying the Assessment Process * What is a Comprehensive Evaluation and How Can It Help Support My Child’s Learning? * How to Initiate a Special Education Assessment

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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We have all experienced a lot of challenges in the last few years. While children have shown an incredible amount of resilience, we cannot dismiss the trauma that many have experienced and continue to experience in an unpredictable world. This episode with guest Dr. Cheryl Arutt is all about how to help kids cope with trauma. But first, what exactly is trauma? What distinguishes it from anxiety? And what happens when our bodies forget how to tell when we’re safe?

Dr. Cheryl Arutt is a nationally recognized expert on PTSD and in our conversation today, she shares her expertise and excitement over new trauma treatment. You will learn a great deal about what trauma is, what it does to the body, why even small traumas can be cumulative, and what we can do about it as parents and educators.

Show Notes: [2:35] - Over the last three years, children have shown an incredible amount of resilience, but some have lasting trauma from recent experiences.

[3:41] - Everyone experiences anxiety. But when your nervous system becomes overwhelmed, you can’t tell when you are safe.

[4:58] - With trauma, our brains are dysregulated and this is particularly impactful for children because their brains are still developing.

[6:27] - We have been through so much with the pandemic and the barrage of school shootings. Unpredictability can cause trauma.

[7:58] - It is very reassuring to keep things as predictable as possible in the home.

[9:08] - fMRI was a huge game-changer for trauma treatment and understanding our brains.

[10:44] - Parts of our brains are completely unavailable when you’re dysregulated.

[12:12] - Dr. Arutt shares a beneficial breathing exercise to do when dysregulated that can be done with children.

[13:56] - Under the best circumstances, parenting is hard. With recent challenges, parenting got even tougher. Past trauma can also impact parents.

[15:11] - Fear responses are meant to help in the moment. But when there is constant fear, a child’s brain is not functioning fully.

[16:56] - Dr. Arutt explains how PTSD triggers work.

[17:59] - Seemingly small instances can be traumatizing. Everyone experiences this differently. For those with learning differences, school can be encoded as trauma.

[19:43] - Children don’t learn when they are dysregulated.

[20:32] - Dr. Arutt describes EMDR treatment.

[23:01] - EMDR can be done in groups and can be done with children.

[24:15] - There is a misconception about “big T and little t” traumas. All traumatic experiences need to be addressed.

[25:54] - Small traumas are insidious and cumulative.

[28:04] - Connection protects us from a lot of trauma.

[29:21] - What are some things parents can do to help support children at home and prepare them for the transition back to school?

[31:12] - Dr. Arutt explains the difference between fight and flight.

About Our Guest: Dr. Cheryl Arutt is a licensed clinical and forensic psychologist in private practice specializing in trauma recovery and creative artist issues. Her approach to therapy emphasizes insight, self-awareness, and empowerment to help people have more gratifying lives. Dr. Cheryl is also a nationally recognized expert on PTSD, a sought-after mental health commentator on national TV programs & podcasts, a high-profile speaker and a forensic consultant. She strongly believes in the human capacity to heal from trauma and is a passionate advocate for the understanding of mental health issues both in and beyond the consulting room.

Connect with Dr. Cheryl Arutt: * Dr. Cheryl’s Website * Instagram

Links and Related Resources: * Anxiety and the Family * Anxiety and Depression in Adolescents * Episode 8: Mindfulness with Dr. Kathleen Carroll Wray * Episode 6: Managing Family Stress and Anxiety with Dr. Stephanie Mihalas

Need anxiety and trauma support for your child?

• Psychologists (California)
• Marriage and Family Therapists (California)
• Licensed Clinical Social Workers (California)

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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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For many parents, it is a struggle to strike that perfect balance between supporting their child in their area of struggle while also developing areas of talent. This is especially true for 2e, or twice exceptional, kids. It is possible to boost an area of strength and talent while also working on skills that are more challenging and today’s guest has developed an exciting program that can help strike that balance.

Samuel Young is the founder of Young Scholars Academy, a virtual enrichment program that helps twice-exceptional students to feel seen, nurtured, confident, and happy. Their primary focus is to empower students to develop their interests and talents so that they may lead meaningful, fulfilling lives and be the creative agents of change that our world desperately needs. As a neurodivergent educator, Samuel knows firsthand how it feels to be on the brink of giving up, but through the connection with a mentor, he persevered and is now giving back to others through exciting virtual learning opportunities that are highly engaging and interesting.

In this episode, Samuel demonstrates the power of a strong mentorship and why enrichment programs are crucial for 2e students to thrive. His passion for this topic is contagious and this interview will leave you feeling excited, empowered, and inspired.

Show Notes: [2:30] - Samuel explains what is meant by twice exceptional or 2e students.

[3:51] - There are three ways of masking which means that there are different ways someone is hiding their talents or deficits.

[5:20] - Everyone has strengths and weaknesses.

[6:22] - Samuel shares his own experience as a struggling student.

[8:18] - Twice exceptional students are underserved because they aren’t talked about often. Samuel explains why it is so rewarding to work with 2e students.

[10:02] - Instead of being gifted or learning disabled, people can be both.

[11:03] - Students are constantly being told what their challenges are; we need to also reinforce their strengths.

[12:35] - Key ingredients to support are mentoring and like-minded peers.

[13:29] - We love Superman because he has a weakness and a strength.

[14:53] - Mentors can say the same thing as parents, but it will land differently for a student because of their similarities and connection.

[16:12] - A good mentor is someone who can help students tap into their own voice, profile their own strengths, and allow them to understand their areas of growth.

[17:48] - Because they are so asynchronous, social emotional skills may not be developing the same as their peers.

[19:49] - Samuel is passionate about reaching marooned 2e students who are not getting the support they need through virtual mentoring.

[21:57] - Samuel describes some of the ways he connects students together and demonstrates how they are creating something and truly owning it.

[23:17] - If the offered solution to helping students with academics is taking away electives or extracurricular, don’t do it. Don’t take away something they love.

[25:02] - We celebrate the people who are really good at what they love.

[26:41] - Samuel describes the programs available at Young Scholars Academy that are not available through schools.

[28:31] - There’s also a course that creates intuitive writers that can tap into their own voice.

[30:01] - Ultimately, it is important to take what students love and promote self-esteem.

[33:38] - These are students who are the future of the world and they may be on the brink of giving up.

[35:37] - We have to allow youngsters to fail with grace. We all fail and we need to normalize failure.

[37:51] - Students are going to fail. We have to prepare them for that and show them how to cope with it and learn from it.

About Our Guest: Samuel Young, MEd, is a growth-minded, two-time Fulbright Scholar and director of Young Scholars Academy, a strength-based, talent-focused virtual enrichment center that supports twice-exceptional students and their families. Samuel is a neurodivergent educator who has ADHD. As an ADHD learner, he has a tremendous understanding of, experience in, and respect for all things related to neurodiverse education.

Samuel has been featured in the documentary 2e2: Teaching The Twice Exceptional, the textbook Understanding The Social and Emotional Lives of Gifted Students, 2nd Ed., Variations Magazine, 2e News, and other publications.

Connect with Samuel Young: * ChildNEXUS Member Profile

• Young Scholars Academy Website

• Phone: (424) 835-5324

Links and Related Resources: * Young Scholars Blog: Mentoring 2e Kiddos * Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault * 5 Tips for Fostering Social Emotional Development in Twice Exceptional Children * Creative and Crushed Children Who Think Differently

Find Additional Educational Therapists here.
Find More Educational Specialists here.

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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We often talk about ways to help students with dyslexia while in the classroom. But what happens when they are ready to enter the workplace and they still feel like their learning challenges will hinder them? There is a place for everyone and, in reality, those with dyslexia are a true asset to many companies, specifically those in the tech industry.

Today’s guest is Jeannette Roberes and she wears a lot of different hats. She is an author, speech pathologist, educator, and software engineer. While it sounds like a disconnected career path, Jeanette has used her multitude of experiences and passions to guide her to her role today: an advocate for individuals with dyslexia to pursue careers in tech. She works tirelessly to help organizations be better equipped and accessible to those with dyslexia, and she helps companies understand that individuals with dyslexia come with their own set of superpowers that can be a true asset.

Show Notes: [2:21] - Jeannette is on the board for Smiles for Speech and she explains her role there alongside previous podcast guest, Sandy.

[4:06] - As a speech pathologist, Jeanette found the work extraordinary and she explains how she became an advocate for those with dyslexia.

[5:34] - Jeannette is also a software engineer and she shares why she sought a career change by utilizing her interests.

[7:01] - This experience allowed Jeannette to see how she could be multi-passionate.

[8:03] - In the past, we’ve seen our parents and grandparents work one job for their whole career, but things are different these days.

[9:12] - She now focuses on helping technology companies hire neurodiverse individuals.

[10:27] - Dyslexia is a language-based disorder that results in a high level of difficulty in reading. Dr. Wilson shares a bit about dyslexia.

[11:12] - Jeannette’s book outlines ways for employers to create accessible work spaces for those with dyslexia and what they bring to the job.

[12:33] - Many educators are not familiar with dyslexia and are inadvertently providing their students with a negative experience.

[13:49] - There is a mindset shift that needs to take place for not only employers but for those with dyslexia to know that they are valuable.

[15:54] - We want to tap into our interests and work in a space that allows us to do that.

[17:17] - Jeannette and Dr. Wilson discuss tools that can be used to better prepare someone with dyslexia to become proficient in technology.

[19:16] - There are several products available and assistive technologies that have a huge impact; however, many parents and students think it is “cheating.”

[21:22] - It is not the case that working harder results in success. It is so much more than who works the hardest.

[24:02] - No matter the learning difference, we need to embrace every dynamic, including employers.

[26:43] - Not only do employers and educators need to embrace their differences, individuals need to know that they are assets.

About Our Guest: Jeannette Roberes is an author who has worked as a speech pathologist, software engineer, and educator. She has spoken in over 40 countries and has earned recognition in The Washington Post and U.S. News & World Report, among other media acknowledgements. Jeannette’s commitment to life-long learning is noted through her LETRS ® early childhood facilitator certification, TEACCH ® , Fast ForWord ® and PROJECT READ ® curriculum certifications. Her debut book, Technical Difficulties: Why Dyslexic Narratives Matter in Tech, has received 5 star reviews across Goodreads and Amazon. Jeannette is the chief academic officer of Bearly Articulating and a board member of Smiles for Speech.

Connect with Jeannette Roberes: * Barely Articulating Website * Smiles for Speech * Technical Difficulties: Why Dyslexic Narratives Matter in Tech by Jeannette Roberes

Links and Related Resources: * 6 Quick Questions for Parents Concerned About Dyslexia * Dyslexia * Episode 21: What You Know and Don’t Know About Dyslexia with Dr. Lauren McClenny Rosenstein * Episode 22: How Students with Dyslexia Can Develop the Skills Needed For Reading with Forough Azimi * Episode 27: Why We Need to Support Parents Whose Kids Struggle With Learning with Maria Fagan Hassani

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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Today’s guest is a force. She is a change maker and a passionate advocate who works with the schools in her community to develop programs that facilitate neurodiversity. Hailing from Jamaica, Toni-Ann Millen joins the Diverse Thinking Different Learning Podcast to discuss building trust, normalizing making mistakes, facilitating inclusion and belonging, and creating a safe space. These are the first steps to intervention for kids who learn and think differently.

Toni-Ann and I connected through LinkedIn and moving forward, we plan to work together to bring more awareness and education to parents and educators. Be sure to also listen till the end of the episode as ChildNEXUS has an exciting announcement about doing just that through virtual learning sessions for parents.

Show Notes: [2:39] - Toni-Ann is based in Jamaica and works actively in her community.

[4:07] - It’s important for educators to stay up to date on research and best practices.

[5:32] - Sometimes parents decide to relocate their family to gain access to services for their child. Toni-Ann describes Jamaica’s accessibility.

[7:42] - Awareness in many areas is a problem.

[8:20] - In some schools, there may be 50 students in one classroom with one teacher.

[9:32] - Toni shares common comments from teachers and parents as a result of lack of awareness.

[11:49] - To bring awareness to the abilities of children, Toni has done many things in her community including meeting with the Prime Minister.

[13:14] - The private schools in Jamaica should be replicated and become the norm in rural areas as well.

[15:20] - Parents who can afford private schooling have the advantage. This is not a lot of families which causes larger class sizes in public schools.

[17:09] - It is just one piece to have access to assessments.

[18:23] - In her private practice, Toni-Ann found that when reports were sent to schools, they went into a file and nothing was done with them.

[20:31] - If there are not enough resources to support private school placement for students who are struggling, support should be integrated into all schools.

[21:52] - Toni-Ann is passionate about the term “neurodiversity.”

[22:42] - We need to move from “What do you have?” to “What do you need?”

[24:03] - Toni-Ann knows there is a need in her country and is passionate about working in her community.

[25:24] - EduPhase came out of Toni-Ann’s desire to do more.

[26:36] - EduPhase gives support to parents to find the resources they need.

[28:10] - When students start with EduPhase and Toni-Ann, her first priority is creating a safe environment.

[29:14] - Toni-Ann admits frustration but shares how she controls it.

[31:10] - Toni-Ann makes it a point to normalize making mistakes.

[32:18] - A major concern is when parents think that a child’s behavior or struggle is due to learning loss from the pandemic.

[34:00] - A child without any challenge in learning will catch up, but people may miss the opportunity to help students who need intervention.

[35:55] - Virtual learning groups are available and accessible from anywhere in the world to help educate parents in what can be done at home.

[37:20] - In Jamaica, a disabilities act was very recently written but it takes time to implement change.

[39:07] - Toni-Ann shares her dream for Jamaica regarding neurodiversity.

[40:24] - If a teacher doesn’t feel like a child belongs, the child won’t feel safe.

[41:23] - Toni-Ann shares an experience of a parent who felt hurt and broken when they didn’t feel like they belonged.

[42:46] - Special needs classes are not a bad thing, but it shouldn’t be the first plan.

[43:50] - Dr. Wilson and Toni-Ann will be partnering together.

[44:29] - Dr. Wilson announces Virtual Learning sessions for parents to help increase understanding of learning differences and provide guidance on how to support children at home.

About Our Guest: Toni-Ann Millen is currently working with schools in the development of school programs that facilitate neurodiversity in Jamaica. She has a private practice where she provides educational assessments to provide targeted individualized learning programs for students with learning challenges and disabilities who need support in the general classroom. She also has experience working as a Special Educator, Special Education Coordinator, Lecturer in Special Education, and Education Consultant.

Connect with Toni-Ann Millen: * EduPhase Website * LinkedIn * Phone: (876) 433-8331

Links and Related Resources: * Is Your Child Struggling in School? * What Are the Indicators of Learning Disabilities? * Classroom and Home Accommodations for More Effective Learning * Episode 5: Educational Therapy, Distance Learning, and Social Justice with Dr. Bibi Pirayesh * Episode 37: Literacy: A Social Justice Issue with Resha Conroy * Episode 62: How Lessons Learned in 2021 Can Help All Students

Join our email list so that you can receive information about upcoming webinars and our new virtual learning groups - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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How do differentiated curriculum integrated with SEL support students with learning differences and mental health challenges? It’s safe to say that this type of instruction is fantastic for any student as it targets individual needs and strengths and today’s guest has all the answers.

Joining today is Erika Sneath, a former classroom teacher turned Curriculum Specialist at the unique Pacific Preparatory School where individualized curriculum isn’t only possible, it’s the norm. She is passionate about her job and creates lessons that are engaging, rigorous, and support the needs of all students. In this episode, we dive into those three components of a strong curriculum, why they are important, and how Pacific Preparatory School is able to provide that. She answers questions about flexibility and how students can get what they need in a 100% virtual setting.

Show Notes: [2:08] - Through her years of teaching, Erika learned so much about kids who learn differently.

[3:11] - There is so much involved in being a student. Erika describes the lessons she learned from her students.

[4:37] - As a teacher, sometimes Erika felt that she couldn’t give every student exactly what they needed as an individual. She learned to give herself grace.

[6:00] - When there’s a relationship, learning soars because it is a safe, collaborative learning environment.

[7:14] - Curriculum and lessons should be engaging, rigorous, and supportive, but as a classroom teacher, Erika felt that she had to pick and choose.

[8:27] - What is appropriate for a student’s access point?

[9:49] - In a classroom, the access point might be all over the place. Where did students start with their learning and where can they go?

[11:29] - A lot of times, students who learn differently can get lost in a classroom of many students and fall behind without the level of support they need.

[12:50] - Erika gives an example of how she learned student behavior is linked to rigor, engagement, and support.

[15:42] - There are some questions teachers can ask themselves about lessons and individual students when individualizing curriculum.

[16:46] - Erika describes how the curriculum works at Pacific Preparatory School.

[17:50] - Customized curriculum looks different for each student and even takes into consideration a student’s anxiety.

[20:40] - As parents, ask questions. Pacific Preparatory School is very collaborative.

[22:20] - Virtual learning can be overwhelming, but reaching out for support is helpful.

[24:23] - How is Social Emotional Learning integrated into a fully online setting?

[25:57] - Growth Mindset is a large component of the curriculum at Pacific Preparatory School.

[27:02] - Social Emotional Learning cannot take place without a safe and collaborative learning environment.

[29:20] - In addition to collaborating with parents, other professionals are brought into conversations to help customize a student’s curriculum.

[31:15] - Pacific Preparatory School includes extracurricular activities that give students opportunities to socialize.

[33:18] - A flexible schedule creates new opportunities for students to socialize.

About Our Guest: Erika graduated with a Bachelor of Arts in Elementary Education from Whitworth University before completing her Masters of Science degree in Curriculum and Instruction from Portland State University. She was a dedicated elementary classroom teacher for several years, and saw herself continuing along that path, until her passion for creating engaging curriculum led her to become the Curriculum Specialist & Academic Dean at Pacific Preparatory School. There she works with families and teachers to support the individualized curriculum development process. She is passionate about ensuring that lessons are engaging, rigorous, and support the needs of all students. In her free time, she enjoys spending time with her friends and family, working on a puzzle, getting outside, and reading. She is currently in the process of writing her own children's book, which seeks to highlight the ordinary in inclusion and difference.

Connect with Erika Sneath: * Pacific Preparatory School Website * ChildNEXUS Provider Profile: Pacific Preparatory * Email: Erika@PacificPreparatory.com * Phone: (314) 722-7737

Links and Related Resources: * Episode 52: How a 1:1 Instruction Model Helps Students with Jaime Porras and Vailet Yarijanian * Episode 18: How Non-Public Schools Meet the Needs of Diverse Learners with Dr. Jason Bolton * Episode 17: How Micro Schools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O'shaughnessy * Schools that serve kids who think and learn differently

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We’ve discussed assessments before in previous episodes, but today’s episode is unique. Parents and educators may be unfamiliar with dynamic assessments and how they can not only benefit the educator in driving instruction, but also help the student learn more about the ways they learn and achieve success.

Dr. Daniel Franklin is no stranger to the ChildNEXUS community as a ChildNEXUS provider and the Diverse Thinking Different Learning Podcast. In a previous episode, Dr. Franklin discussed his book Helping Your Child with Language-Based Learning Disabilities and he joins me today to share his expertise on the topic of dynamic assessments. For the conversation today, Dr. Franklin discusses this type of assessment from the point of view of the practitioner, but he also shares a lot of the history and science behind why dynamic assessments can benefit students and educators.

What sets these assessments apart from other forms? Listen to find out more.

Show Notes: [2:24] - Dynamic assessments are not as well known as other forms of assessments to parents and educators.

[3:12] - Dynamic assessments involve a high level of interaction in varying degrees.

[4:23] - Dr. Franklin describes the history of dynamic assessments dating back to the 1930’s.

[5:46] - The younger the student is, the more necessary it is for instruction to be mediated.

[6:32] - How can we use assessments dynamically to determine a student’s potential?

[8:44] - You can have two kids get the same exact score on the exact same test but they can have their score for very different reasons.

[10:55] - When a child takes a test, they may have a behavioral or psychological difference that impacts their ability to perform on the test.

[12:04] - Dr. Franklin demonstrates how he proctors a dynamic assessment.

[13:27] - You can have a child take a test that they should do very well on, but they may shut down on the first question.

[14:52] - Teachers may not be available to provide a dynamic assessment.

[15:51] - Dynamic assessments are a reasonable and appropriate accommodation on a student’s IEP.

[17:33] - Are guidance and prompts permitted during dynamic assessments? Dr. Franklin says there are different approaches.

[21:14] - Repeated mistakes can be examined quickly.

[23:02] - The valuable information gathered from a dynamic instruction is why a student is struggling.

[24:51] - Another key element to dynamic assessments is in writing.

[26:32] - Within writing support, there is the concern about authorship.

[27:31] - Practitioners should be in contact with educators to clarify all the notes taken and the legitimacy of the assessment particularly in the area of writing.

[29:17] - Standardized tests are given to all students under the same conditions and cannot be deviated from the set guidelines.

[30:50] - Dr. Wilson gives an example of how she creates a report to show what a child could do outside a standardized test and what information can help guide teachers in their instruction.

[32:52] - One of the benefits of dynamic assessments is determining the potential of a child.

[34:02] - If children continue to experience struggle and failure, it can unfortunately become how they perceive themselves.

[35:18] - Sharing your observations with the child is an opportunity to model instruction and boost confidence.

[36:53] - A parent can also use a homework assignment dynamically to help determine where they can help in a meaningful way.

[37:50] - Traditional testing often makes the assumption that every child comes to the assessment with the same tools.

About Our Guest: Dr. Franklin is the author of Helping Your Child with Language-Based Learning Disabilities, and a co-editor of The Los Angeles Psychologist. He holds a master’s degree from the Harvard Graduate School of Education and a PhD from UCLA in Education. Dr. Franklin has over 30 years of experience in education as a teacher, administrator, and educational consultant.

Connect with Dr. Daniel Franklin: * FranklinEd.com * (310) 571-1176 * ChildNEXUS Provider Profile: Dr. Daniel Franklin * Facebook * Twitter

Links and Related Resources: * Episode 4: Helping Your Child with Language Based Learning Disabilities with Dr. Daniel Franklin * Episode 2: Demystifying the Assessment Process * How to Initiate a Special Education Assessment * Helping Your Child with Language-Based Learning Disabilities by Daniel Franklin PhD * Supporting Parents of Children with Language-Based Learning Disabilities

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In this informative episode, we take a look at college for students with disabilities. Oftentimes, we focus our energy on children with learning differences when they are young, but what happens when students reach young adulthood and express a desire to attend college? Are they ready? What does ready mean?

Dr. Eric Endlich is today’s guest and he offers key strategies and mindsets that can help set students up for success. He has said that students with disabilities may have tremendous potential as well as exceptional needs but to fulfill that potential in college, they need to be sufficiently prepared. Dr. Endlich also shares that it is never too early and it is never too late to start working on skills that prepare students for higher education.

Show Notes: [2:42] - We spend a lot of time ensuring that students get the support they need when they are young, but there comes a time when students may want to go to college and lack preparation.

[4:01] - Dr. Endlich helps students find colleges that meet their needs and also helps college-bound students complete the application process.

[5:35] - There are a lot of things that Dr. Endlich looks at regarding skills that ensure independence.

[6:56] - Individuals with the same diagnosis have different needs and the college selection process is very important.

[8:14] - Graduation rates are lower for students with learning differences.

[9:16] - It is important to not only consider the colleges that students can get into, but also colleges where students can be successful and finish their program.

[10:02] - Parents and students should not wait until senior year in high school to ask questions and should consider what things their child can do independently.

[12:25] - Academic coaching is available at some colleges.

[13:34] - When should you begin working on skills needed for independence? Dr. Endlich says it is never too early and never too late.

[15:04] - Executive functioning and adaptive living skills are things that can be asked about. There may be support available.

[16:30] - Community colleges are excellent at providing study and financial skills courses and many school districts offer dual enrollment with community colleges.

[18:32] - Self-awareness comes first. Students need to know what they are good at and what their deficits are.

[20:21] - If they have self-awareness and can then self-advocate, students are on their way to success.

[21:48] - In most colleges, it is up to the student to approach the professors with their list of accommodations.

[23:21] - In many cases, students have not yet had to solve their own problems.

[25:44] - Dr. Endlich was involved with a film called Autism Goes to College and describes some of his students on the panel.

[27:55] - Obsessions or special interests seen in autism may lead to a career.

[29:27] - It is so important for students to find their community. If they get into a college and are unable to make friends there, they will often want to leave.

About Our Guest: Eric Endlich, Ph.D., clinical psychologist and founder of Top College Consultants®, helps neurodivergent students transition to college. Dr. Endlich is on the Learning Differences/Neurodiversity Committee and Diversity/Equity/Inclusion Committee of the Independent Educational Consultants Association, and has been awarded the "Making a Difference" award by the IECA. He co-manages a 2,400-member Facebook group, Parents of College Bound Students with Learning Disabilities, ADHD and ASD. A professional writer and national presenter, he has been interviewed by Forbes, Business Insider, CollegeXpress, College Confidential and U.S. News & World Report.

Connect with Eric Endlich, Ph.D.: * Top College Consultants Website * (617) 515-3568 * Parents of College Bound Students with Learning Disabilities, ADHD, and ASD Facebook Group

Links and Related Resources: * Episode 15: From High School to College: Steps to Success for Students with Disabilities with Elizabeth C. Hamblet * Episode 47: Helping Students Transition to Adulthood with Dr. Gwennyth Palafox

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Does your teen have the necessary skills needed to achieve autonomy? If not, how can we build these skills through empowering rather than enabling? As parents, we often think we are doing the right thing by jumping in and helping with tasks and responsibilities, especially if they seem challenging or uncomfortable. But we may be doing more harm than good.

On the Diverse Thinking Different Learning Podcast today, we have two guests, Nicole Kaplan and Peggy Oram. Both guests are members of the ChildNEXUS provider community, which is a tool you can use to search for providers of various expertise. Today, Nicole and Peggy share their expertise on the topic of executive functioning skills and independence in adolescents. If you are the parent, educator, or caregiver of a younger child however, they also share ways to avoid codependency by starting this skill development early on.

Show Notes: [1:53] - Welcome to the show, Nicole and Peggy!

[2:58] - We want to foster independence so adolescents are less reliant upon adult assistance.

[4:02] - Sometimes we think we are doing the right thing by doing things for our children, but we may be causing more harm than good.

[5:01] - There are some tasks that aren’t chores, they’re real responsibilities. By doing so many things for them, we set them up with bad habits.

[6:16] - This is an ongoing process for teens and young adults.

[7:10] - There is an important link between executive functioning skills and autonomy.

[8:40] - Nicole and Peggy describe biological age and executive functioning age.

[10:31] - Keep in mind that this is a rule of thumb. Every child learns differently.

[11:35] - Executive functioning skills are only taught in school through academics. Many schools do not teach them at all.

[13:13] - Just because you are intelligent doesn’t necessarily mean you have the executive functioning skills to succeed in everyday life.

[14:51] - It is human nature to jump in and take over to make things easier for your child.

[15:45] - Peggy and Nicole explain the difference between empowering and enabling.

[17:09] - Learning to manage frustration is key to learning EF skills.

[18:41] - The framework in helping and stepping back is called scaffolding.

[20:34] - The hardest part for the parent is to sit back and watch.

[22:06] - Take tasks apart and look at each step. Using laundry as an example, teens might not know how to fold laundry because they’ve not thought about it.

[24:45] - Knowing why each step is important is something adolescents need to understand.

[27:14] - If we jump in too soon, we’re sending the message that we don’t think they can do it.

[28:40] - These skills are teachable at any time. It’s never too late to help build autonomy.

[30:11] - Sometimes these skills feel very unnatural.

[30:42] - Peggy and Nicole share some resources that are also linked below.

[31:49] - We should start teaching kids to capitalize on their strengths.

[33:10] - Keep in mind that these skills are not always easy for kids. Modeling is important, but kids need to move from observer to active participant.

About Our Guests: Nicole Kaplan received her undergraduate degree in English Literature, with an emphasis in Education, from the University of California, Los Angeles. She went on to earn her Master's degree in Special Education with a specialization in Educational Therapy from California State University Northridge. She is also an active member of the Association of Educational Therapists. For over two decades, Nicole has seen clients in a private practice setting collaborating with students, parents, teachers, learning specialists, psychologists, and neuropsychologists to create a game plan tailored to her client’s specific academic and emotional needs. She works from a strengths-based perspective, helping students from age 6 through adulthood to overcome or compensate for learning challenges. She is the founder of empowerED Learning, which provides holistic, comprehensive services for neurodiverse students and parents. Nicole and her team work in-person and virtually, depending on the students’ academic needs.

Peggy Oram graduated with a Master’s Degree in Special Education with an emphasis in Educational Therapy. She has worked with neurodiverse students of all ages, from pre-K to young adults, for almost 30 years. Her primary focus is one-on-one remediation of various types of learning issues: reading, writing, mathematics, language skills, processing skills, social skills, and executive functioning skills. Through her practice and personal experience, she takes a special interest in children and teens with ADHD and/or diagnosed as being on the autism spectrum. These students need a strong foundation and important tools to succeed in an increasingly complex world, and she is excited to share how parents can learn how to support their children every step of the way. She recently moved from Los Angeles to the greater Nashville area, where she is seeing students in person and virtually.

Connect with Nicole Kaplan: * EmpowerED Learning Website * Nicole’s ChildNEXUS Profile * (310) 709-4054 * EdTherapy@NicoleKaplan.net

Connect with Peggy Oram: * EmpowerED Learning Website * Peggy’s ChildNEXUS Profile * (310) 429-5621 * Peggy.EdTherapy@gmail.com

Links and Related Resources: * Episode 47 - Helping Students Transition to Adulthood with Dr. Gwennyth Palafox * Search for a Provider

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Welcome back for another exciting conversation, this time with an educator who has been working with children for over 40 years. Dr. Victoria Waller, author of Yes! Your Child Can: Creating Success for Children with Learning Differences, joins the Diverse Thinking Different Learning Podcast to help us identify the strengths of each child to unlock their full potential. Her focus for the last 40 years and counting is not what is wrong with children, but what is right.

In our discussion today, Dr. Waller shares several of her experiences and student success stories that have resulted from focusing on interests and strengths. As parents and educators, sometimes we get caught up in honing in on deficits and while early intervention is crucial, we can better reach a child and develop a trusting relationship when we help them with the things they love. Releasing in June 2022, Dr. Waller’s book is highly recommended for all parents.

Show Notes: [2:07] - Victoria Waller’s book is available for preorder for release in June 2022.

[3:10] - Even 40 years ago, Victoria never called it a disability and sees kids’ incredible abilities.

[4:14] - Victoria shares the statistics that show that most parents think their child will “snap out of it” and educators think children with learning differences are “lazy.”

[6:01] - What inspired her to write this specific book? After putting the book aside, Victoria had two experiences that pushed her to publish.

[8:19] - When you have a gut feeling, you have to get your child help.

[10:40] - Sharing another story about a child’s passion, Victoria proves the impact of using a child’s interests in their learning.

[12:32] - All children have positives and strengths and recognizing them is empowering.

[13:53] - Some kids spend all day in school and every day in therapy after school and it can be detrimental to have too much going on.

[14:59] - Most parents pay close attention to what their child can’t do rather than what they can do.

[16:12] - Sometimes you need to get creative to teach a skill using a child’s passion. It connects their interest with learning and sparks more interest.

[18:41] - Many children with learning differences can use their passions to create.

[20:56] - In her book, Victoria takes readers on a step by step process.

[23:06] - You can be smart, but still struggle.

[24:23] - Parents tend to be afraid of learning problems and struggles can cause stress for both the parents and the student.

[25:44] - While helping parents understand, Victoria’s book is also helping empower students.

[27:24] - Confidence is crucial and is even a key component of socializing.

[30:01] - It is okay to reach out to a teacher or therapist.

[31:21] - Victoria’s book also provides educators with ways to communicate with parents about a child’s strengths.

About Our Guest: Victoria E. Waller, Ed.D. holds a B.S. in Education from Wayne State University, and both an M.Ed. as a certified reading specialist and an Ed.D. focusing on reading and learning differences from the University of Cincinnati. Dr. Waller has been awarded the University of Cincinnati’s Distinguished Alumna College of Education Award, was one of three finalists for the L.A. Music Center’s Bravo Award for Outstanding Teaching, and was named a Local Hero in the L.A. Times for her Printer Pal Program, connecting students with nursing home occupants. She was the creator of the Disney Busy Bags for Travel on Planes and Cars for Disney/Hyperion Books and has created backpacks and toys for M&M Mars, Inc.

Connect with Victoria Waller, Ed.D: * Victoria Waller, Ed.D. Website * Instagram

Links and Related Resources: * Yes! Your Child Can: Creating Success for Children with Learning Differences by Dr. Victoria Waller * Turning Kids’ Passions and Enthusiasms into Superpowers with Barry Prizant, Ph.D., CCC-SLP * Helping Your Child with Language-Based Learning Disabilities with Dr. Daniel Franklin

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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What would happen if we switch from seeing problematic behaviors as a child being defiant and willfully uncooperative to seeing those behaviors as strategies to cope with anxiety and emotional dysregulation? Dr. Barry Prizant is here to show us what happens when we make that shift.

In his recently updated and expanded book Uniquely Human: A Different Way of Seeing Autism, Dr. Prizant presents seemingly problematic behaviors as part of a range of strategies to cope with a world that feels chaotic and overwhelming. Rather than curb these behaviors, it’s better to enhance abilities, build on strengths, and offer support that will lead to more desirable behavior and a better quality of life.

In this episode, Dr. Prizant explains how different behaviors appear to us as parents and educators, but what would happen if we take the time to find out why the behaviors are occurring. He also helps us take deep interests and reframe how we see them to expand learning and ultimately boost confidence and motivation.

Show Notes: [2:06] - Welcome to the show, Dr. Prizant! Karen highly recommends Dr. Prizant’s book Uniquely Human.

[3:26] - Books like Uniquely Human, humanize the experiences of those on the Autism spectrum.

[4:50] - Dr. Prizant describes his background and in depth training. He looks through a developmental lens.

[6:21] - For decades, parents have been wanting to understand the reason for a behavior but it is hard to understand if we don’t ask them about their experience.

[8:05] - We have to see a child’s behavior as their way of coping with emotional dysregulation.

[9:49] - When you justify a behavior or jump to conclusions, it gives you permission to not ask why.

[10:38] - You have to find the underlying issue and find a solution rather than just trying to stop the behavior.

[11:58] - Dr. Prizant’s book is focused primarily on children with Autism, but these issues are seen in many others, too.

[13:45] - Most often, we focus on things a child cannot do, but honoring a child’s strengths is so crucial.

[15:10] - Peaks could be characterized by intense interests.

[16:48] - The most important thing is building trust.

[17:57] - To demonstrate, Dr. Prizant shares a story about a child intensely interested in flags and about a child who was fascinated by calendars.

[20:33] - What is the difference between an obsession and an enthusiasm? It’s how we see the behavior.

[22:06] - When we respect a child’s interest, we build trust and expand their learning and engagement with others.

[24:34] - We should show appreciation for a child’s interest. Show your appreciation by engaging with them in their interest.

[26:19] - Sometimes we can set special times for enthusiasms or integrate them into the day to day routines.

[28:27] - The limitations are in our creativity in how we can see the possibilities of their interests.

[30:36] - Dr. Prizant shares the story of a student who is hyperlexic.

[32:46] - It is important to give every child the opportunity to shine with their unique strengths.

About Our Guest: Dr. Barry Prizant is a speech-language pathologist with close to 50 years experience as a researcher and international consultant for autistic individuals and their families. He is a Visiting Scholar at Brown University and Director, Childhood Communication Services. Publications include The SCERTS Model manuals, an educational approach implemented in more than a dozen countries, four books and 130 scholarly chapters and articles. Barry has presented more than 900 seminars and keynote addresses internationally, including two invited presentations at the UN for World Autism Awareness Day. He has received numerous honors for his career contributions.

Connect with Barry Prizant, Ph.D., CCC-SLP: * Uniquely Human Podcast * Website | LinkedIn | Facebook | Twitter

Links and Related Resources: * Episode 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson * Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber * Uniquely Human: Updated and Expanded: A Different Way of Seeing Autism by Barry Prizant, Ph.D.

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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In this brand new episode, guest Michelle Garcia Winner joins me as we discuss social thinking skills. If you have ever heard of the Zones of Regulation, Think Social, or Thinking About You Thinking About Me, you’ve got Michelle Garcia Winner to thank. Her work is recognized globally and she joins the Diverse Thinking Different Learning Podcast today in her mission to share the importance of social learning.

Social Thinking is the ability to consider your own and others’ thoughts, emotions, beliefs, intentions, and knowledge to help interpret and respond to the information in your mind and possibly through your social behavioral interactions. During the last two years, we have experienced never-before-seen changes in how we interact with others due to the pandemic. We know that socially, many children experienced social loss in addition to academic loss. But now what? How can we integrate evidence-based strategies to help children improve their social competencies?

You don’t want to miss this conversation. Listen to the brilliant Michelle Garcia Winner demonstrate the importance of social thinking skills and what we can do as parents and educators.

Show Notes: [2:20] - Because of the pandemic, many children have experienced social loss in addition to academic loss.

[3:11] - Kids don’t only learn academics in schools, they learn how to be a part of a community.

[4:01] - We tend to think that kids have a lot of these social skills when they start school.

[5:02] - Social vocabulary is a component of the Social Thinking program.

[6:31] - Michelle demonstrates a way to show kids to “think with their eyes.”

[7:56] - Social expectations and social rules are constantly changing and we have to be flexible.

[9:23] - Problems are not all the same size and most young children react to all problems as if they are the same size.

[10:40] - There are so many hidden social rules in different situations.

[12:07] - We need to teach why we do things in certain situations.

[13:54] - Social thinking impacts more than just social interactions, but also academics.

[14:57] - In many cases, we don’t tell kids what we expect or why.

[16:03] - Imagination also plays a key role.

[18:34] - Isn’t it amazing what your brain is already doing? Kids did remarkably well imagining that they were still in a classroom when shifting to distance learning.

[20:27] - When we empower kids to describe what they want from others, they have better tools to reflect on their own behavior.

[21:56] - We have to give ourselves grace that these skills are not always taught well. Each of us cannot do this full throttle all of the time.

[24:02] - There is a difference in how we communicate and thrive socially, virtually and in-person, especially in young children.

[25:59] - Because of the extended amount of time on screens, kids did not experience social learning.

[26:56] - It is never too late to start Social Thinking.

[28:03] - This learning is preparing children to live independently and is important to integrate into all learning.

About Our Guest: Michelle Garcia Winner, MA, CCC-SLP, is the founder of Social Thinking and a globally recognized thought leader, author, speaker, and social-cognitive therapist. She is dedicated to helping people of all ages develop social-emotional learning, including those with social learning differences. Across her 35+ year career she has created numerous evidence-based strategies, treatment frameworks, and curricula to help interventionists foster social competencies in those they support. Michelle's work also teaches how these competencies impact a person's broader life, including their ability to maintain relationships and their success in school and career.

Connect with Michelle Garcia Winner, MA, CCC-SLP: * Social Thinking Website

Links and Related Resources: * Social Thinking Website * What is Social Thinking? * Episode 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson * Bully-Proofing Strategies for Teens with Autism Spectrum Disorder and Other Social Challenges

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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With April being Autism Awareness and Acceptance Month, we want to do our part to increase acceptance and understanding as well as help parents and educators connect with the resources they need. So, today we are re-airing an episode with Holly Blanc Moses all about youth with both Autism and ADHD. We’ve had several episodes on them separately and while Autism and ADHD do have a lot of overlapping qualities, children who have both have unique differences. Today’s guest is the perfect expert not only professionally, but personally as well because she is a parent to two differently wired boys. Holly Blanc Moses joins the podcast today as everyone’s favorite behavior expert and licensed mental health therapist. She has over 23 years of experience in ADHD, Autism, and anxiety and is the host of The Autism ADHD Podcast.

Listen on to find out ways we can not only support youth with Autism and ADHD, but also find the support we need as parents and educators.

Show Notes: [3:11] - How are kids with both Autism Spectrum Disorder and ADHD different from those with one or the other?

[3:56] - In the past, people were not allowed to be diagnosed with both.

[5:05] - Autism and ADHD have a lot of overlapping characteristics.

[6:47] - Dysregulation is a major topic of concern.

[8:34] - Many parents may feel at a loss when it comes to needing support. Holly reminds us that you are not alone.

[11:07] - Once you have your support in place, you can better regulate yourself and find the support and mentors for your child.

[11:59] - There are many groups on social media full of parents in need of support.

[13:38] - Parents are better parents when their own needs are met too.

[17:10] - Be in tune to the reason behind behaviors observed. You have to address the reason before you can address the behavior.

[18:36] - Holly tells a personal story that illustrates the reason behind a behavior.

[22:17] - Children might be confused and afraid to ask questions due to anxiety, which can lead them to appear defiant or give up.

[25:37] - With autism and ADHD, students are more likely to exhibit high anxiety and depression, and experience loneliness.

[29:39] - Holly has an online course for setting your child up for social success.

[31:07] - Be flexible in changing interventions if something isn’t working.

[32:07] - Once per year IEP meetings may not be sufficient. If something needs to change, parents should ask for additional meetings to review progress.

[33:39] - Don’t punish a child for poor grades or for things they cannot control.

[35:42] - With differently wired kids, there is an emphasis on the challenges, but remember that everyone’s wins are different.

[37:07] - Practice shifting your mindset to one of celebration.

[39:03] - Their wins are going to be different. As a parent or educator, it is important to celebrate every win possible.

[41:03] - Holly has many resources on her website, hosts the Autism ADHD Podcast, and has a lot of groups to connect with her and other parents.

About Our Guest: Holly Blanc Moses is a Licensed Psychological Associate, a Licensed Clinical Mental Health Counselor, and an ADHD Certified Clinical Services Provider with over 23 years of experience in ADHD, Autism, and anxiety. She understands from both a professional standpoint and a personal one as a mother of two differently wired boys. She is also the host of the Autism ADHD Podcast.

Connect with Holly Blanc Moses: * Holly Blanc Moses Home Page * The Autism ADHD Podcast * Free Behavior and Social Success Guides * Autism/ADHD Facebook Group for Parents

Links and Related Resources: * Autism Spectrum Disorder * Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber * Episode 45: How Sensory Processing Impacts Communication with Jessie L. Ginsburg * Episode 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson * What is an Autism Mama Bear? * Beyond Credentials: Three Extras to Look for in Your Child’s Therapist

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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April is Autism Awareness and Acceptance Month and here at ChildNEXUS, we want to do our part to increase acceptance and understanding as well as help parents and educators connect with the resources they need. So, today we are re-airing an episode with Dr. Lisa Hancock to help us better understand what Autism Spectrum Disorder is. 1 in 54 children in the United States are diagnosed with Autism Spectrum Disorder. With this number growing, it would make sense that this is a very well understood disorder. Unfortunately there is a lot of confusion surrounding ASD, what it looks like, and what to do about it. Because of this confusion, I knew we needed an expert to help us better understand it. Our guest today is Dr. Lisa Hancock.

Dr. Hancock is a licensed clinical psychologist who specializes in working with individuals with Autism Spectrum Disorder, those who are twice-exceptional, and those who are highly gifted. She has worked for many years helping families navigate both public and private school systems, and she provides neuropsychological assessments to determine underlying issues in children, teens, and adults.

In today’s episode, Dr. Hancock paints a clearer picture of what Autism Spectrum Disorder is, why there is confusion surrounding it, and what it could look like in children and adults. She helps us better navigate understanding of this large umbrella term and leaves us wanting to learn more.

Show Notes: [3:57] - Prior to 2013, there was a distinctive difference between Autism, Asperger’s, and other terms. Dr. Hancock explains why there was a difference.

[5:10] - After 2013, Autism and Asperger’s were put under one umbrella term.

[6:41] - Dr. Hancock understands why Autism and Asperger’s are grouped together but explains why those in the field will use both terms when speaking to parents.

[9:14] - Dr. Hancock diagnoses Autism in adults who were previously missed.

[10:09] - The tests used in diagnosing are different depending on the age of the child.

[10:59] - There is a test that is commonly used to diagnose Autism that Dr. Hancock does not use.

[13:41] - Diagnosing Autism could be missed for a variety of reasons.

[15:14] - Age 4 and 5 is a window for noticeable Autism-related behaviors.

[16:26] - What is a child capable of doing but isn’t doing consistently?

[18:44] - There is no standard for diagnosing Autism in teens and adults in the United States. Some adults realize they may have been misdiagnosed.

[20:31] - Dr. Hancock developed a battery for identifying Autism in adults.

[23:10] - Those with Autism Spectrum Disorder and a developmental or intellectual delay are often diagnosed by a pediatrician. Dr. Hancock sees children who have less noticeable symptoms.

[25:56] - Dr. Hancock explains patterns in birth history, learning disabilities, eating issues, sleeping problems, and auditory processing.

[26:59] - Social issues in early years are harder to pinpoint especially when children attend the same school for several years.

[28:10] - Dr. Hancock describes some social issues that could vary depending on the child in question.

[29:53] - There is confusion around children being able to outgrow symptoms. Some young people with ASD continue to struggle with certain things, but you just don’t see it because they learn compensatory skills and strategies.

[31:42] - Why is it important to have an Autism diagnosis?

[33:51] - A lot of parents don’t want to tell the child’s school about a diagnosis due to stigma. But Dr. Hancock explains why this is not a good idea.

[34:47] - Dr. Hancock discusses safety in those with Autism.

[36:44] - There are things that are impacted that aren’t generally thought about.

[38:09] - We need to believe children when they say that they “don’t know” instead of assuming that they don’t want to do something.

About Our Guest: Dr. Lisa Hancock is a licensed clinical psychologist who provides neuropsychological assessments, counseling, and psychotherapy to children, teens, families, couples, and adults. She has experience with neurodevelopmental, learning, processing, anxiety, and mood disorders; including ADHD, Autism Spectrum Disorders, dyslexia, math and writing disorders, dysgraphia, auditory and visual processing, communication and language disorders, anxiety disorders, conduct disorders, and depressive disorders. Dr. Hancock is experienced in conducting Independent Educational Evaluations (IEE); as well as supporting parents through the Individualized Education Plan (IEP) process.

Additionally, she specializes in working with twice-exceptional individuals (those who are gifted and have concurrent learning or developmental challenges) as well as with individuals who are highly gifted. Dr. Hancock also works with school and district administrators to provide teacher in-service training; conducts parent education workshops; and provides presentations at area schools and community events.

Connect with Dr. Hancock: * Summit Center Office Home Page * Phone: (925) 708-6296

Links and Related Resources: * Autism Spectrum Disorder * Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber * Episode 45: How Sensory Processing Impacts Communication with Jessie L. Ginsburg * Episode 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson * What is an Autism Mama Bear? * Beyond Credentials: Three Extras to Look for in Your Child’s Therapist

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Diverse Thinking Different Learning Podcast is a small part of ChildNEXUS. Today’s episode is a bit different as we are going to dive into all the resources that ChildNEXUS has to offer in addition to guest interviews with the podcast. I want to connect you with the right resources for your child and as ChildNEXUS continues to expand, we can reach more families and educators.

So what is ChildNEXUS? It is a digital platform that provides expert curated content to parents and educators about the identification of and the intervention for learning disorders and mental health issues in children and teens. ChildNEXUS goes a step further. We connect parents with professionals who provide psychological and educational support services. Listen to this episode to learn more about what ChildNEXUS can help you with and check out the links below.

Show Notes: [1:24] - Dr. Wilson describes her passion for helping children and what she has seen over the years.

[2:40] - Many families are told that their children are fine without the support until later in childhood and adolescence.

[3:39] - Mental health concerns and academic skill deficits are at an all time high in the United States.

[4:30] - Dyslexia is disproportionately underdiagnosed in children of color and those experiencing poverty.

[5:10] - Dr. Wilson shares staggering numbers of undiagnosed disorders in children across the world.

[6:11] - What is ChildNEXUS?

[6:49] - When a child is experiencing difficulties, parents are faced with searching for information and professionals. ChildNEXUS has it all in one place.

[7:50] - When kids are connected with the right provider, they can thrive.

[8:43] - Many professionals also offer virtual services.

[10:03] - Through content and connection, we can change the lives of children and adolescents.

Links and Related Resources: * Find a Provider or School * Search Articles * Listen to more podcast episodes here * Not sure what type of provider or support your child needs? * Join our email list

Are you a provider or head of school who serves kids who learn and think differently? We would love to have you in our community. Click here to find out more.

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In this highly anticipated interview, Dr. Traci Baxley and I discuss a critical topic in today’s world: raising justice-minded children. Dr. Baxley’s book Social Justice Parenting: How to Raise Compassionate, Anti-Racist, Justice-minded Kids in an Unjust World is incredibly powerful and I recommend that everyone read it. I am thrilled to have Dr. Baxley join the Diverse Thinking Different Learning Podcast today to talk about her book and what exactly Social Justice Parenting really is.

In addition to being an author, Dr. Baxley is also a professor, consultant, parenting coach, speaker, and mother to five children. Her passion and specialization is in belonging, diversity and inclusion, and social justice education. Her guidance is needed now more than ever as we navigate parenting children through a world that doesn’t yet embrace differences. How can we as parents, caretakers, and educators raise children who are compassionate, kind, loving, accepting, and aspire to be change agents? Listen to Dr. Baxley’s important message and get your hands on a copy of her book.

Show Notes: [1:46] - Welcome to the show, Dr. Baxley!

[2:50] - Dr. Baxley’s book Social Justice Parenting resonated with Dr. Wilson’s personal and professional life.

[4:10] - Social Justice Parenting is a way of being intentional and purposeful in how we are raising our children to be more compassionate and be change agents.

[6:04] - We tend to let our own biases and experiences become our guiding light in how we parent.

[7:19] - What is radical love and how can it change the way we parent?

[8:33] - It is not just about race, but all identities.

[10:00] - Dr. Baxley shares the neurodiversity of her family.

[11:12] - It is important to instill a sense of confidence and acceptance of the labels placed by society as a wonderful part of them, rather than something to feel shame about.

[12:04] - When you accept your child for all that they are, it makes it easier for them to accept their life journey too.

[13:34] - It is a daily challenge to parent out of radical love and reflection rather than fear.

[14:55] - We owe our children the acknowledgement of our own mistakes and acting out of alignment with core values.

[16:47] - This modeling is something that your child will remember when they interact with others in the world.

[18:55] - There are times when children who learn differently will not feel included.

[19:45] - As parents and caregivers, it is our job to create a safe space.

[21:30] - Dr. Baxley shares one of the ways she changes her thinking when listening to her children intentionally in different scenarios.

[22:50] - Who makes up the team outside the home for your children?

[24:37] - We build a compassionate village that extends beyond our home.

[25:50] - Show kindness to yourself as well.

[26:56] - Through even little things, you can model social justice engagement.

[28:52] - Micro acts of kindness can change someone’s life.

[30:08] - Dr. Baxley’s book is available and her work is making an impact.

About Our Guest: Dr. Traci Baxley is a professor, consultant, parenting coach, speaker, and mother to five children. She is the creator of Social Justice Parenting™ and the author of Social Justice Parenting: How to Raise Compassionate, Anti-Racist, Justice-minded Kids in an Unjust World. An educator for over 30 years with degrees in child development, elementary education, and curriculum and instruction, she specializes in belonging, diversity and inclusion, anti-bias curriculum, and social justice education. As a diversity, equity, and inclusion consultant, Dr. Baxley supports organizations and corporations in developing inclusive practices and policies that lead to workplace belonging and high productivity.

Connect with Dr. Traci Baxley: * Email: traci@tracibaxley.com * Social Justice Parenting Website * Social Justice Parenting: How to Raise Compassionate, Anti-Racist, Justice-minded Kids in an Unjust World by Dr. Traci Baxley * Instagram * LinkedIn

Links and Related Resources: * Fostering Social Justice in Our Youth * Episode 5: Educational Therapy, Distance Learning, and Social Justice with Dr. Bibi Pirayesh * Episode 37: Literacy: A Social Justice Issue with Resha Conroy * Episode 4: Helping Your Child with Language Based Learning Disabilities with Dr. Daniel Franklin

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Part of the mission for this podcast is to provide help and hope to parents, caregivers, and educators to children who learn and think differently. Oftentimes the parents’ feelings may be overlooked when it comes to raising an atypical child and today’s episode is all about validating your emotions during various phases of helping your child.

Dr. Rita Eichenstein joins me today to talk about her research and her award winning book, Not What I Expected: Help and Hope for Parents of Atypical Children. She found that in the midst of tons of parenting books, there wasn’t anything for parents who are dealing with confusing and sometimes overwhelming emotions. Dr. Eichenstein uses her expertise and passion to provide parents with the validation that it is okay to feel the way you do and that you are certainly not alone. So listen to this episode to learn the science behind the brain of a parent and what to expect emotionally as you help your child navigate their own unique journey in life.

Show Notes: [3:12] - There are patterns in how parents feel. There are a lot of stigmas and common reactions.

[4:18] - The goal is for children to be happy and people need support.

[5:12] - Dr. Eichenstein gives examples of what questions parents commonly come to her with.

[6:51] - With raising an atypical child, fear and anxiety are common feelings for parents.

[7:46] - What makes us human is our diversity.

[9:19] - It is important to know that some kids will need more support than others.

[10:31] - There are tons of parenting books available but Dr. Eichenstein realized that there wasn’t anything about what it is like inside the mind of a parent.

[11:56] - Research shows that the development of the brain changes when a person becomes a parent.

[13:12] - Dr. Eichenstein explains the science behind the changes in the brain and hormones when becoming a parent.

[14:29] - The brain of a parent with a baby is the equivalent to the brain of someone in love.

[15:27] - There is also a time of grieving that Dr. Eichenstein describes.

[18:10] - Depending on the age, atypical children will need different types of support. The parent worry brain is normal and you are not alone.

[20:01] - The first phase for some parents is denial.

[21:20] - Anger is the next phase for some parents.

[22:24] - Anger is a natural response and parents need to learn to trust.

[24:32] - Seeking solutions is commonly what happens next. Google can be a resource but you will not always find accurate information.

[25:54] - There is research to support evidence based intervention provided by experts.

[27:21] - Depression is also normal during these times.

[28:33] - Self-care is incredibly important and it is okay to ask for help.

[30:14] - Acceptance will come and it is okay to feel heartbroken and total love for the child you have at the same time.

[32:40] - Although we think a child may not understand, be careful of the messages you send to your child by being self-aware.

[34:08] - Make it clear to the child that you are there for them. Convey messages with compassion and empathy.

[35:39] - In some cases, parents may feel a sense of relief when they learn what causes certain behaviors.

[38:14] - Being wired differently are both superpowers and obstacles.

[40:01] - Dr. Eichenstein’s book is available on Amazon and highly recommended.

About Our Guest: Dr. Rita Eichenstein is a licensed psychologist with post-doctoral training in pediatric neuropsychology and special education. She specializes in pediatric neuropsychological assessments and parent training skills. Dr. Eichenstein maintains a private practice at Cedars-Sinai Medical Towers in Los Angeles, California. Areas of expertise include learning disabilities, attention deficit disorders, autism spectrum, gifted populations, as well as college students and graduate students, as well as counseling parents of all ages. She is also the author of the award winning book, Not What I Expected: Help and Hope for Parents of Atypical Children.

Connect with Dr. Rita Eichenstein: * Dr. Rita Eichenstein’s Website * Not What I Expected: Help and Hope for Parents of Atypical Children on Amazon

Links and Related Resources: * Episode 2: Demystifying the Assessment Process * What is a Comprehensive Evaluation and How Can it Help Support My Child’s Learning? * How to Initiate a Special Education Assessment * Episode 32: Advocating for Children with Special Needs with Heather Zakson * Episode 3: Neuropsychological Evaluations Through a Cultural Lens with Dr. Vindia Fernandez

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Returning to the podcast today is Carol Karp, and this episode is all about the impact a personal narrative has on language development. Many of us love stories and storytelling, but we don’t often think of storytelling as a way to develop language skills. The personal narrative helps kids who struggle with language based learning challenges, and Carol is here to explain how. Carol brings her own stories to this episode to truly demonstrate the power the personal narrative can have. The personal narrative is something that can be developed at all different ages, and Carol gives us strategies to start conversing with kids in ways that help promote their language skills, creativity, flexibility, and self-image.

Show Notes: [2:03] - Welcome back, Carol!

[3:33] - “Meeting kids where they are” means having conversations with them about their interests and figuring out what they can and can’t do.

[4:41] - Carol shares a story with a child and how meeting her where she was made the biggest difference.

[6:50] - You can’t work in a traditional sense all of the time or you will miss out.

[8:07] - Some kids have these great continuous stories that go on in their head that can be used to help them communicate.

[9:47] - Studies show that children who tell stories well are more accepted by peers.

[10:31] - A personal story is the story we have about ourselves in our head.

[11:50] - Having a more complicated personal narrative can positively affect writing.

[12:49] - Young children tend to tell stories about things that have happened and the older they get the more fiction develops.

[14:40] - Narration style is developed by asking questions.

[15:30] - A real sense of self can’t be replicated through technology.

[16:40] - Language develops in a social setting.

[18:22] - When a child doesn’t tell a story in sequence, parents can direct them to think about the order of events.

[19:32] - Sometimes, children develop a negative personal narrative.

[22:16] - Carol demonstrates the effect of a negative personal narrative and how to help.

[24:01] - When children see improvement in their communication, their personal narrative changes.

[27:08] - With language difficulties, slow things down and listen.

[29:50] - A common assignment in school is how to relate to the text. Kids have to have a personal narrative to be able to connect.

[32:37] - Vocabulary lessons help promote personal narrative and language flexibility.

[35:14] - Early intervention is very important.

[38:10] - Cultural variations were not taken into account when grammar norms were created.

[40:01] - Storytelling is rooted in culture.

[41:51] - It is harder to connect with other people without a personal narrative.

About Our Guest: Carol W. Karp, M.S., M.Ed., CCC-SLP, is a pediatric clinical speech-language pathologist. Carol holds two Master’s Degrees, one in Education and one in Communicative Disorders. She has two teaching credentials and was an elementary school teacher and training teacher for LAUSD. Upon completion of training in communicative disorders Carol was awarded a clinical fellowship at the Neuropsychiatric Institute Hospital (Semel Institute) at UCLA, where she received advanced training in diagnosis and intervention for children with speech and language difficulties. She is one of only a small number of Speech and Language Pathologists with this unique dual background. Carol has a Certificate of Clinical Competence in Speech-Language Pathology from the American Speech Language Hearing Association (ASHA Number 01099141); as well as licensure as a Speech-Language Pathologist by the California Speech-Language Pathology and Audiology and Hearing Aid Dispenser Board for over twenty years (License Number Sp8297). She is the founder of Westside Speech and Language Pathology Associates, Inc. and has conducted a thriving private practice since 1991.

Connect with Carol Karp: * CK Curriculum Coaches Website * Phone: (310) 804-7805 * ChildNEXUS Profile: Carol W. Karp M.S., M.Ed.

Links and Related Resources: * Top 5 Signs You Need a Speech and Language Pathologist * Speech and Language Disorders in Children More Than Meets the Mouth * Episode 20: How Speech and Language Difficulties Affect a Child’s Life with Carol Karp * Episode 4: Helping Your Child with Language Based Learning Disabilities with Dr. Daniel Franklin

Cited Research: Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children's reading-comprehension difficulties: a randomized controlled trial. Psychological science, 21(8), 1106–1116. https://doi.org/10.1177/0956797610375449

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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As human beings, we are constantly filled with different emotions. As adults, we have learned our own ways of managing these emotions, but for children who learn and think differently managing big emotions is a challenge that’s hard to understand. Regulation of big feelings is a skill that takes a long time for many children to develop and that’s why co-regulation is important for parents and caregivers to be able to provide. But what is self-regulation and co-regulation? Today’s guest helps us understand the terms and how crucial it is to teach and model. Danielle Kent joins the podcast today to share the importance of self-regulation and how we can co-regulate to support children and adolescents. Danielle gives examples and some tips on how to regulate our own emotions to stay calm and to model the skills used to do so. And after hearing this conversation, I think you’ll agree that teaching co-regulation and self-regulation should be prioritized. Show Notes: [2:24] - Managing big emotions is a frequently seen challenge. Danielle explains why she is passionate about normalizing big feelings.

[4:10] - There’s nothing wrong with having frustration, but how it is communicated can be inappropriate for the situation.

[5:28] - Self-regulation is the ability to connect the dots between your thoughts and emotions and direct yourself forward.

[6:45] - Co-regulating is regulating with someone, a caregiver in particular.

[7:55] - Some kids need a longer amount of time to co-regulate before they can self-regulate.

[9:09] - Danielle describes proactive and responsive co-regulation.

[11:32] - Sometimes it may be difficult to understand behaviors.

[12:34] - Executive functioning encompasses several skills and Danielle gives an example to demonstrate how regulation is part of that.

[14:29] - The ability for you as the parent to be regulated while your child is struggling is very important.

[15:30] - Seek to understand the experience your child is having.

[17:49] - The parent’s experience also matters and how you model regulation can calm down a child as well.

[19:12] - As parents, we are coaching imperfectly.

[20:15] - Approaching experiences as learning opportunities is a crucial mindset.

[21:17] - Danielle gives an example to show how to look at regulation skills as a long game.

[22:50] - We all have different brains and we all need different tools.

[24:30] - Sometimes kids need explicit language on how to shift.

[26:57] - Kids need to understand that everyone has different brains and that it is not a bad thing.

[27:43] - Teaching self-regulation skills must be a priority.

[30:02] - Normalizing all types of communication and types of play helps give children a strong sense of self and an understanding of others.

[31:43] - As an SLP, Danielle noticed regulation concerns in some students but her passion for self-regulation came from learning about her son.

About Our Guest: Danielle graduated with her Masters in Speech-Language Pathology in 2011 and has worked in a variety of settings. She is dedicated towards equipping and empowering parents and professionals to support the development of self-regulation and joyful/autonomous communication via prioritizing co-regulation. She completed the VT- LEND fellowship in 2016 and completed DIR Floortime (R) Certification the fall of 2021. She is the owner/operator of Piece of Mind Therapy and Consulting, LLC. Danielle stepped into the Program Director position for the VTHEC Neurodiversity and Inclusion Program in the Spring of 2021. Danielle runs The Brainy SLP Podcast and The Brainy SLP YouTube station.

Links and Related Resources: * Episode 9: How Occupational Therapy Helps Kids with Leah Hiller * Episode 45: How Sensory Processing Impacts Communication with Jessie L. Ginsburg, M.S., CCC-SLP * Self-Regulation and Toxic Stress: A Comprehensive Review of Self-Regulation Interventions from Birth Through Young Adulthood * Co-Regulation From Birth Through Young Adulthood

Connect with Danielle Kent: * The Brainy SLP Podcast * The Brainy SLP YouTube Channel * Danielle Kent’s Website * Danielle Kent on Instagram

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Joining the conversation today is Dr. Thomas Brown, Director of the Brown Clinic for Attention and Related Disorders. Dr. Brown is also the author of several articles and books, but today we talk about his most recent book ADHD and Asperger Syndrome in Smart Kids and Adults.

Listen to Dr. Brown as he describes common difficulties individuals with ADHD and Asperger Syndrome have and how it impacts them going into adulthood. In many situations that he has seen, children with Asperger Syndrome go unnoticed until middle school, high school, or even beyond as their level of intelligence is generally very high. As they get older, executive functioning and social demands increase and that’s where things might get challenging. This episode is about those struggles and helping these individuals better understand the world around them.

Show Notes: [2:49] - Dr. Brown shares what inspired him to write his most recent book, ADHD and Asperger Syndrome in Smart Kids and Adults: Twelve Stories of Struggle, Support, and Treatment.

[4:01] - A common struggle for children and adults with ADHD and Asperger Syndrome is with socialization.

[5:09] - Dr. Brown believes the grouping of Asperger Syndrome with Autism is a disservice and notes the differences.

[6:24] - The executive functioning of those with ADHD and those with Asperger Syndrome have a lot of similarities.

[8:52] - Autism Spectrum Disorder is a very broad spectrum but Dr. Brown notes some of the differences in Asperger Syndrome.

[11:08] - Moving into middle school and high school makes things more difficult with executive functioning and social demands.

[13:12] - Many times, Asperger Syndrome is not detected in early elementary grade levels.

[15:24] - Another concern that Dr. Brown notes is regulating emotions.

[17:32] - Dr. Brown looks closely at executive functioning to understand the profile for each child he sees.

[19:30] - Dr. Brown gives an example of the complexity of ADHD.

[22:17] - The cognitive ability of individuals with Asperger Syndrome is very high.

[24:20] - Many times, they are not able to see someone else’s perspective.

[25:57] - In those with Asperger Syndrome, there is difficulty understanding how their interaction makes others feel.

[27:42] - Dr. Brown shares a story of a man who continued to lose his job to demonstrate how social struggles can manifest in adulthood.

[31:07] - Dr. Brown lists some of the noticeable social tendencies in early years.

[32:51] - Emotional regulation also impacts motivation in both positive and negative ways.

[34:47] - When Asperger Syndrome goes unnoticed until high school or even later, it can be difficult to deal with. Many times, individuals are praised for their intelligence but then struggle with other challenges.

[38:01] - Remember that it is not intentional when individuals say something hurtful.

[39:18] - While very intelligent, some individuals struggle with reading social cues.

[40:11] - Dr. Brown says to remember strengths and talents in treatment.

About Our Guest: Thomas E. Brown earned his Ph.D. in Clinical Psychology at Yale University and then served on the clinical faculty of the Dept. of Psychiatry at Yale School of Medicine for 21 years while operating a clinic in CT for children and adults with ADHD and related problems. In May 2017, he relocated to California where he sees patients and directs the Brown Clinic for Attention and Related Disorders in Manhattan Beach, California.

Dr. Brown has taught continuing medical education courses on ADHD for the American Psychiatric Association for 20 years and has given lectures and workshops in hospitals, medical schools, universities, and for professional and advocacy groups throughout the U.S. and in more than 40 other countries. He served as Adjunct Clinical Associate Professor of Psychiatry & Behavioral Sciences at the Keck School of Medicine of the University of Southern California and is an elected Fellow of the American Psychological Association and the Society for Child and Adolescent Psychology.

Connect with Dr. Thomas Brown: * ADHD and Asperger Syndrome in Smart Kids and Adults: Twelve Stories of Struggle, Support, and Treatment by Dr. Thomas Brown * Brown Clinic for Attention and Related Disorders Website

Links and Related Resources: * Episode 33: Attention Deficit Hyperactivity Disorder 101 with Dr. Nicholas Thaler * Episode 44: Understanding Autism Spectrum Disorder with Lisa Hancock * Ep. 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson * Episode 45: How Sensory Processing Impacts Communication with Jessie Ginsburg

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Many parents say that their kids struggle with study skills. But what are study skills? Are students taught study skills or are they developed naturally? Today’s guest helps demystify study skills and guides us as parents, caregivers, and educators in supporting our children, adolescents, and even young adults in developing the skills necessary to learn.

Jenny Aguilar is an educational therapist who specializes in supporting students with ADHD and math and writing challenges. She is passionate about instilling a growth mindset to all students, enhancing their confidence, and making learning fun and accessible. This includes study skills and habits. In this episode, Jenny explains what studying is and how it may vary per student. She also emphasizes the importance of rewarding the process instead of the outcome as well as creating the right environment for studying. This may mean something different for each student and even each subject or study task. So, take some notes while you listen because the tips she offers in this episode might make all the difference for your learner.

Show Notes: [2:35] - Often, children are told to study but don’t know what that means. Studying means you devote effort and time into learning something.

[3:10] - There are many different ways to study including passive and active.

[4:18] - Active studying is more challenging but more effective.

[5:19] - Passive studying makes one feel like they’ve learned a lot but doesn’t always stick.

[6:31] - Jenny teaches kids what happens in their brains when studying and learning.

[9:32] - Study plans are great tools that implement spaced practice rather than cramming.

[10:47] - Study plans interweave previous lessons and content and make it clearer what needs to be practiced more.

[13:12] - Attention issues, slow processing speed, and anxiety can make studying very challenging.

[15:51] - It is important to acknowledge effort and provide support needed for students who struggle with studying.

[17:24] - Sometimes students with poor study skills will spend their time reviewing material they already know because it feels safe.

[19:06] - Preparing students for what would happen if they study and if they don’t study gives them a better mindset and the tools to make their own choices.

[22:09] - Parents, remember that students want to do well. Rather than focusing on the outcome, focus on the process and highlight their efforts.

[24:27] - Notice how your child is behaving instead of emphasizing the amount of time spent working. Take breaks when needed.

[26:02] - Jenny notes that sleep and rest are crucial to being sure students are present in their learning.

[29:06] - The physical space in which you study makes a huge difference.

[31:01] - Scan the environment to help students make decisions about their study space.

[33:28] - Phone notifications are extremely distracting.

[34:32] - Students need to vocalize and make their own choices in their study environment to make it meaningful.

About Our Guest: A certified educational therapist and an active member of the Association of Educational Therapists, Jenny Aguilar specializes in supporting students with ADHD and math and writing challenges. Growing up, Jenny panicked anytime a teacher assigned a writing assignment and every time she entered her math class. After seeing her students grapple with the same challenges and feelings, and their self-confidence dip, Jenny became a certified educational therapist.

Jenny has over ten years of teaching students in private and public schools and coaching students 1-1. In addition to having completed the JST- Coaching and Training Teens and College Students with ADHD program, an ICF-accredited course, Jenny has been trained by Peg Dawson to support elementary-aged students and young adults in executive skills. She’s passionate about instilling a growth mindset into all students, enhancing their confidence and reframing their narrative, and making learning fun and accessible. She holds a Master’s degree in Education and teaching credential from Pepperdine University and an educational therapy certificate from the University of California, Riverside. Her private practice in West Los Angeles supports students in person and virtually!

Connect with Jenny Aguilar: * WeThrive Learning Website * Email Jenny: jenny@wethrivelearning.com * ChildNEXUS Provider Profile: Jenny Aguilar M.Ed., ET/P

Links and Related Resources: * Episode 10: Building Independence Through Educational Therapy with Rachel Kapp * The Intersection of Executive Function, ADHD, and Other Learning Disabilities * Get in the Driver’s Seat of Your Teen’s Executive Functioning * Be the Executive in Charge

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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You are in for a treat with this episode, because on Diverse Thinking Different Learning, it is Game Time! Did you know that the board games that might be collecting dust on your shelves could be used to help children? They help all children, but can be very powerful tools for those who learn and think differently. Not only are games fun to play, but they can be used to improve language skills, executive functioning, memory, and numerical skills. Today’s guest lists many of the ways that a simple card game can be “up-leveled” to facilitate learning. Stephanie Pitts, owner of My Ed Therapist, is known as “The Game Whisperer” and in this episode she shares her experience with games in her practice. With over 200 games in her collection, Stephanie has creative ideas that give a simple game the twists it needs to become something even better - a learning tool. Be sure to also check out the links below and follow her on Instagram to find ways to facilitate learning during your next family game night.

Show Notes: [3:20] - Specifically for kids who learn differently, games are very helpful, but we don’t often use them.

[4:34] - What better way to reach a child than by having fun?

[6:10] - Games can be made to be educational and can target many skills.

[7:03] - For many kids who have already experienced so much failure, winning a game that is educational without them realizing is impactful.

[8:34] - Stephanie says that games are “low investment, high return.”

[9:44] - Some games are specifically designed to target a specific skill, but Stephanie demonstrates how other games can be “up-leveled” and used differently.

[11:15] - Games can also be used as a simple break between difficult tasks.

[13:11] - By using games, you can gather so much information about someone.

[14:38] - Stephanie explains that video games have provided an outlet for students during the pandemic but when it affects behavior, it could be a problem.

[17:20] - As a result of the pandemic, socializing and problem solving have been affected.

[19:02] - Games provide practice for students without the pressure of earning a grade.

[20:20] - Stephanie gives some examples on how games can support reading comprehension and following directions.

[23:00] - As a parent, don’t overthink it. Just simply play the game and have fun.

[24:40] - Some games can even help auditory processing.

[25:08] - Stephanie lists some of her favorite games to target specific skills.

[27:43] - Some games take too long for Stephanie to play with her clients in a session, but she recommends playing them as a family or looking into the junior version.

[28:57] - Stephanie is very active on Instagram where she shares different ways to use games. She is also the co-host of the Learn Smarter podcast.

About Our Guest: Stephanie Pitts is the owner of My Ed Therapist, an educational therapy group practice in Redondo Beach, Palos Verdes, and virtually, nationwide. She works with students one-on-one to help parents get a full picture of what is going on with their children, reading reports, conducting assessments, and creating and attending individualized learning plans and meetings. Known as “The Game Whisperer,” with a collection of over 200 games she uses with her clients, Stephanie expertly weaves fun and play into her work with clients to help them have more fun learning and make better connections between kids, parents, and educators. Stephanie is a Los Angeles native and received her B.A. in Sociology from USC and a Master’s Degree in Education from Pepperdine University. She completed her Certificate in Educational Therapy at CSUN and has been trained as an Academic Coach. In her free time, Stephanie enjoys spending time with her two dachshunds, traveling, and spending time with friends.

Connect with Stephanie Pitts: * Instagram * Website * Learn Smarter Podcast * ChildNEXUS Provider Profile: Stephanie Pitts

Links and Related Resources: * The Intersection of Executive Function, ADHD, and Other Learning Differences * Learn Smarter Podcast featuring Dr. Karen Wilson

Links to Game Specific Episodes of Learn Smarter Podcast: * Ep 19: Steph’s Top Games and Apps (Reading Series) * Ep 32: Our Favorite Apps and Games of 2018 * Ep 64: Steph's Favorite Math Apps & Games for Elementary (Math Series) * Ep 80: Steph's Favorite Middle/High School Math Games (Math Series) * Ep 139: Social Emotional Games with Tara Eddy (Professionals Series) * Ep 187: Steph's Favorite Games of 2021

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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The middle part of the school year between January and March is an important chunk of time that is focused on mastering academics of the school year. Learning expectations increase during this time and after the last couple of years of school year disruptions, the pacing of curriculum is increasing. Unfortunately, this is also the time for the mid-school year slump. The mid-year slump impacts both children and adults but can be felt even more strongly by those who learn and think differently. Today’s guest, who just recently wrote a blog post on this important topic, joins the conversation today to help parents and educators understand what this is and how to get kids through it. Michelle Porjes is a licensed educational psychologist who specializes in executive functioning coaching and helping experienced educators establish tutoring and support services. In this episode, Michelle gives us so many useful tools and strategies and you can find even more from her in the Pocket Guide of Tools to help support the development of executive functioning skills.

Show Notes: [2:51] - The mid-year slump is an interesting time following the excitement of the holidays. Michelle explains how this time affects us as adults and children.

[4:36] - Motivation is highly impacted during this time of year.

[5:54] - Give this problem a name and normalize it. Share a story with children to normalize and validate their feelings about the mid-year slump.

[6:39] - The second thing Michelle recommends is to make a plan and do some different things to change things up a bit.

[7:15] - Search for activities that are great for the winter months.

[8:30] - The learning expectation and pace during this time increase which makes the mid-year slump even more challenging.

[10:20] - Michelle shares how she would plan for the rhythm of the year when she was an administrator.

[11:59] - Keeping a calendar is not only great for executive functioning, but it is particularly helpful during the mid-year slump in making things feel more doable

[14:01] - Constructing a calendar at home with your child is making them an active participant in experiencing how time passes.

[15:50] - Michelle shares her inspiration for creating the Pocket Guide of Tools.

[17:15] - The Pocket Guide of Tools is accessible by children, parents, and educators and provides executive functioning tools and strategies for students.

[19:51] - Michelle models using the Pocket Guide of Tools with students and reminds them to look back for strategies.

[22:36] - You can’t do great if you are in a terrible mood. Self regulation is crucial.

[25:17] - Collaboration between educators and parents is very important.

[27:49] - The pace of curriculum in schools is much faster than it was just a few years ago.

[30:00] - Because of the disruptions in school, the mid-year slump can feel even worse. Communicate with your child and educators on providing support.

About Our Guest: Michelle Porjes is a native Los Angelino. She grew up in Ladera Heights and was educated in a variety of learning settings including public, private independent and parochial schools. She attended UCLA where she majored in Psychology. After college, Michelle moved to Denver, Colorado where she earned a Master’s Degree in Educational Psychology at the University of Denver. Michelle finished her formal education at the University of South Florida in Tampa, Florida where she earned a Master's and Specialist degree in School Psychology. While there, she gained valuable experience in working with students on assessing learning, emotional and behavioral difficulties, as well as facilitating social skills and anger management groups.

Michelle is a licensed educational psychologist and a credentialed school psychologist in the state of California. She also is a member of the Association of Educational Therapists. She has worked in the private school world for over 23 years where she specialized in consulting, case management, supervision, leadership, and program development.

Currently, Michelle has her own practice where she specializes in executive functioning coaching and helping experienced educators establish tutoring and educational support services that thrive. She routinely works with individuals of all ages and presents workshops and trainings on executive functioning coaching.

Connect with Michelle Porjes: * Michelle Porjes Website * ChildNEXUS Provider Profile: Michelle Porjes

Links and Related Resources: * Taking on the Mid-School Year Slump * Episode 11: Executive Functioning 101 * What is Executive Functioning? * Executive Functioning: Emotional, Behavioral, and Educational Implications

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We know that anxiety is common and many of us have experienced some level of anxiety. But there are many myths and misunderstandings about anxiety that could be preventing a child from getting the care and treatment they need. One of the myths you might have heard is that “kids will grow out of it.” While stress and fear are normal components of childhood development, 80% of children who are experiencing problematic anxiety are not getting treatment.

Dr. John Piacentini joins me today to help us understand what anxiety is, how it differs from stress, and how to help your child if they are struggling with anxiety. For children and adults alike, stress levels continue to be high as we are still dealing with the uncertainty of the pandemic. But there are things we can do to validate a child’s feelings and help them through mild anxiety. And for those who are experiencing severe anxiety, Dr. Piacentini explains different types of treatment and support that can positively impact the trajectory of a child’s development.

Show Notes: [2:25] - There have been and continue to be concerns about the impact of anxiety on childhood development.

[3:26] - Stress is a physical reaction in response to something difficult or even exciting.

[4:29] - When stress becomes chronic, it is cause for concern.

[5:04] - Alternatively, anxiety is related to fear. Fear is a response to something that is threatening.

[6:31] - Dr. Piacentini gives an example to show the difference and similarities between stress, anxiety, and fear.

[7:58] - There are times in development when anxiety and fear are normal.

[10:30] - The intensity of the anxiety and anxious behaviors is something that is looked at and is cause for concern.

[12:04] - Avoiding the thing the child is fearful of can intensify the anxiety.

[13:34] - Dr. Piacentini explains the difference between positive and negative reinforcement and how each kind impacts behavior.

[15:43] - A parent’s nature is to want to protect their child from stress, but Dr. Piacentini reminds us that their independence needs to develop.

[17:05] - Missing out on social situations has a negative impact on anxiety.

[18:51] - There are higher levels of mental health issues associated with the pandemic. Children with anxiety are even more sensitive.

[20:10] - When schools closed, many children with anxiety and OCD felt validated, but the return to school has caused more stress, fear, and anxiety.

[21:30] - Avoid having young children watch the news and catastrophizing the pandemic and provide as much structure as you can.

[23:26] - Don’t accommodate the anxiety.

[25:15] - Dr. Piacentini describes Cognitive Behavior Therapy and discusses how effective it can be.

[28:50] - About 10% of kids meet criteria for problematic anxiety. Only 2 out of 10 are getting the treatment they need.

[30:01] - A common physical symptom of anxiety are frequent headaches and stomachaches.

[31:48] - The mission of UCLA CARES is to increase awareness and to help identify early signs of anxiety.

About Our Guest: Dr. John Piacentini is a board-certified clinical child and adolescent psychologist and Professor of Psychiatry and Biobehavioral Sciences in the David Geffen School of Medicine and Semel Institute for Neuroscience at UCLA. He is also the Director of the UCLA Child OCD, Anxiety and Tic Disorders Program and the Center for Child Anxiety, Resilience, Education and Support. Dr. Piacentini’s research focuses on the development of science-based treatments for child anxiety, OCD, tic, and related disorders. Through UCLA CARES, he and his team have implemented a number of school and community-based education and prevention programs to reduce the burden of child anxiety. Dr. Piacentini has authored over 300 scientific publications, including seven books, and his research has been funded by the National Institute of Mental Health and other leading foundations and philanthropic organizations. Dr. Piacentini is a frequent lecturer, and with his team has trained hundreds of mental health clinicians around the world in cognitive-behavior therapy and other evidence-based treatments and provided care to over 1000 children, adolescents, and their families.

Connect with Dr. John Piacentini: * UCLA CARES Center Website * Dr. Piacentini on Twitter

Links and Related Resources: * Anxiety and the Family * Anxiety and Depression in Adolescents * How Social Anxiety Differs From Shyness and How to Help Your Child * Episode 8: Mindfulness with Dr. Kathleen Carroll Wray * Episode 6: Managing Family Stress and Anxiety with Dr. Stephanie Mihalas

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Parenting can be hard. And, parenting a child who thinks or learns differently has its own unique challenges. But there’s so much joy in parenting. Many parents express wanting to experience that joy more frequently and that’s where a parent coach comes in. Today’s podcast guest is a parent coach with a lot of tips and strategies that can give parents the confidence to experience the joy of parenting.

Sari Goodman is a Certified Parent Educator and in this episode, we discuss the needs of parents in navigating challenges with their children. As we know, kids don’t come with instruction manuals and every parent experiences struggles. So, no matter your style of parenting or the unique needs of your children, this episode will provide you with the information you need to put aside judgment and find the confidence you need.

Show Notes: [1:50] - Welcome to the show, Sari!

[3:20] - Right now, parents are under a lot of stress. Adding the stress of not knowing how to support their child creates an overwhelming situation.

[4:31] - Sometimes the fear of being judged affects how we parent.

[6:01] - The perfect family photos on social media are a cover up. Every parent has their challenges.

[7:18] - Sari says juggling work, family, and school (including sudden school closures) are all adding to parent stress and making it hard to maintain a schedule.

[8:35] - Structure provides comfort.

[9:34] - Sari shares that she often explains to parents what is normal to help parents be calm about their child’s behavior.

[11:00] - We need a “village” of “our people” to help support each other.

[12:07] - Especially with neurodiverse children, we have to try strategies that differ from the norm. Sari shares that trying new things is brave.

[14:01] - The parents that Sari coaches can call her any time and that support and availability make a huge difference.

[15:08] - Parents judge themselves more severely than others and that creates undue stress.

[15:59] - Sari shares some strategies and things she observes in the home.

[17:50] - Authentic compliments to other parents can create an alliance and far less judgment.

[20:40] - The fear of a child looking different and needing accommodations has hindered many parents from giving their child what they need to learn.

[22:44] - It is not wrong to be different.

[23:12] - Sari shares a personal story to demonstrate that sometimes we think we are being judged when we really aren’t.

[26:18] - Special events in class and field trips change structure. Parents can and should prepare the child who needs that structure.

[28:39] - Accommodations that help at school could be utilized at home as well.

[30:18] - Every parent has experienced struggle. Sari’s work normalizes that.

[32:40] - Positive structure and predictability is calming.

[34:10] - Email Sari at Sari@TheParentalEdge.com for Sari’s list of tactics parents can use to keep from feeling judged.

About Our Guest: Sari Goodman is a Certified Parent Educator and Trainer who is an avid cheerleader for the most significant people in a child’s life - the parents.

She supports parents and guardians by developing a comprehensive understanding of family dynamics to create a customized action plan that reduces chaos and brings calm.

She has been an educator of students, teachers, and parents for over 30 years:

• Administrator & Teacher (preschool-grade 8)
• Adjunct faculty for Teacher Training (Department of Education, Mt. St. Mary’s College)
• Special Education (Masters Degree and teaching credentials)
• Parent Education and Coaching (individual family coaching, parenting workshops, professional development on parenting for teachers and administrators)

Connect with Sari Goodman: * The Parental Edge Website * Email: Sari@TheParentalEdge.com * Phone: 818-538-9696 * ChildNEXUS Provider Profile: Sari Goodman

Links and Related Resources: * Parenting During Stressful Times (AKA Covid-19 Pandemic) * Supporting Parents of Children with Language Based Learning Disabilities * Bond, Learn, and Be Active with Your Child * What is Your Parenting Style?

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Impulsivity and distractibility seen in some kids who learn and think differently puts them at greater risk for injuries and accidents, including head injuries. Now that sports games and practices are back in action following pandemic cancellations, it is important to talk about these risks and what to do to support kids who experience concussions.

Today’s guest, Dr. Talin Babikian, explains concussions, which are mild traumatic brain injuries. She also shares with us what to look for in the event of an injury. There are many mental health challenges and environmental stressors related to head injuries, and Dr. Babikian inspires us to focus on what we can control - being the caring adult that a struggling child can connect with.

Show Notes: [2:51] - This topic is something Dr. Babikian is very passionate about.

[3:49] - Most concussions in children happen while playing recreational sports. Dr. Babikian explains what a traumatic brain injury is.

[5:14] - Our physiology is designed to be able to handle some brain movement within the skull. There are different levels of brain injury.

[6:57] - Most of the time, kids will fully recover from mild brain injuries, but they should all be taken seriously.

[9:00] - Dr. Babikian shares what symptoms to look for, mainly changes in behavior.

[11:40] - Helmets are incredibly important, but they give people a false sense of security because they don’t prevent concussions.

[13:08] - Brain scans are not tools to detect concussions.

[14:38] - There is a window of time that doctors look for in which kids should recover from a concussion. There are chronic symptoms that could happen past that window.

[17:01] - There are different paths to recovery for each child.

[18:12] - Anxiety can be concerning after concussions.

[19:56] - Kids with ADHD tend to be more likely to have accidents that could result in concussions.

[22:01] - Some kids show symptoms of ADHD after a head injury.

[24:40] - There will be a level of emotional response to the injury as well as seeing emotional changes as a result of the injury.

[26:30] - Caregiving, peer interactions, mentorships, and other environmental factors make a huge difference in moving forward.

[27:51] - Dr. Babikian discusses mental health risk factors in youth.

[30:29] - Dr. Babikian shares a story from early in her career that shows the importance of having a connection with a caring adult.

[33:40] - There are many things we can’t change, but we can offer the connection children truly need.

About Our Guest: Dr. Talin Babikian is a board-certified clinical neuropsychologist with over 16 years of experience in both private practice and academic settings working with a broad spectrum of children and young adults, and their families. She is Associate Clinical Professor in the Division of Child and Adolescent Psychiatry at the David Geffen School of Medicine at UCLA and Associate Director of BrainSPORT at UCLA, an inter-departmental and multi-disciplinary program for identifying and treating brain injuries — including concussions — in youth and professional athletes, where she oversees the Sports Neuropsychology Fellowship training program. Dr. Babikian earned a doctoral degree in Clinical Psychology with an emphasis in Neuropsychology from Loma Linda University in 2005. She completed a combined research/clinical postdoctoral fellowship in pediatric neuropsychology at the UCLA School of Medicine, specializing in general pediatric neuropsychology and a research focus in brain injuries in youth. Dr. Babikian is actively involved in research using novel neuroimaging techniques to understand neurocognitive outcomes and the course of repair and recovery following a brain injury in childhood. She has authored and presented several publications on this topic in journals, book chapters, and professional seminars nationally and internationally.

Connect with Dr. Talin Babikian: * Dr. Babikian’s Website * Phone: 310-855-4552

Links and Related Resources: * Navigating Brain Injuries Including Concussions in Children and Adolescents: A Guide for Parents and Caregivers * A Bang to the Brain * Recovery Time for Sports Concussions

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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TV shows, cartoons, YouTube videos, and even game apps can be used to facilitate communication. There is so much amazing technology available and at our fingertips that can change the lives of children and teens who struggle communicating, and the best part about using these technological tools is that they are also very engaging.

Today’s guest is Rachel Madel and her passion for technology shines in this episode all about how technology can be used to facilitate communication. She even hosts her own podcast on this exact topic called Talking With Tech. In this episode, Rachel shares how and why technology helps support students with communication difficulties and she gives us a ton of great ideas that will get students motivated.

Show Notes: [2:21] - We live in a time that has so much available in technology, especially to communicate.

[3:24] - People’s comfort levels with tools have improved in the last two years.

[4:51] - Rachel’s passion is in how to use existing tools to improve student learning. She describes the types of students she sees in her private practice.

[8:10] - Regarding visual supports, it’s never a bad time to use them. Devices to assist children in speaking does not hinder their learning to communicate.

[10:11] - Rachel explains the typical trajectory of speech development and why there is such a focus on speech.

[12:10] - Consistent access to verbal speech is key.

[14:31] - Communication is more than understanding what is being said.

[16:20] - Rachel emphasizes the need for early AAC use and visual support to avoid falling so far behind.

[18:01] - In many cases, students appear to not be listening, but it could be that there is a language processing issue.

[20:12] - Language processing issues create a lot of frustration and anxiety.

[22:10] - Developing the skill of asking for help is also important.

[23:40] - Rachel normalizes these experiences through modeling.

[25:44] - Using technology is not giving a child a device and walking away. There are strategies Rachel uses to help support communication.

[28:01] - When we are using technology to support communication, we need to slow down the process.

[29:00] - Videos are oftentimes moving extremely fast and Rachel suggests changing the playback speed.

[30:02] - We can use technology strategically to get kids engaged.

[31:49] - There are many students who know the rules but don’t understand “the why.”

[32:59] - Rachel loves using animated shorts without dialogue to talk about clues.

[35:40] - There are so many speech therapy apps and tools. Rachel shares some of her favorites.

[37:36] - Some apps can also be used specifically for motivation.

[39:01] - Pepi Wonder World is one of Rachel’s favorite game apps that give students a lot of opportunities to solve problems and use specific language.

About Our Guest: Rachel Madel M.A.,CCC-SLP is a LA-based speech-language pathologist dedicated to coaching parents and professionals on how to incorporate technology to best support speech and language development. Rachel presents both nationally and abroad on the use of augmentative alternative communication (AAC) for children with complex communication needs and coaches clinicians, teachers and parents on integrating technology in classrooms and at home to support communication. She co-hosts a weekly podcast called Talking With Tech and creates educational resources, therapy materials and training videos to help support parents and professionals.

Connect with Rachel Madel: * Rachel Madel’s Website * Instagram | Facebook | LinkedIn | Pinterest * Talking With Tech Podcast

Links and Related Resources: * Talking With Tech Episode Featuring Dr. Karen Wilson * Episode 13: Assistive Technology for Students with Learning Disabilities with Avlyn Kotton * My Child Isn’t Listening: How Working Memory Could Be to Blame * Top 5 Signs You Need a Speech and Language Pathologist * Assistive Technology for Students with Learning Disabilities

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We are kicking off the new year with new topics and a lot of incredibly knowledgeable guests. This new episode is all about youth with both Autism and ADHD. We’ve had several episodes on them separately and while Autism and ADHD do have a lot of overlapping qualities, children who have both have unique differences.

Today’s guest is the perfect expert not only professionally, but personally as well because she is a parent to two differently wired boys. Holly Blanc Moses joins the podcast today as everyone’s favorite behavior expert and licensed mental health therapist. She has over 23 years of experience in ADHD, Autism, and anxiety and is the host of The Autism ADHD Podcast.

Listen on to find out ways we can not only support youth with Autism and ADHD, but also find the support we need as parents and educators.

Show Notes: [2:45] - How are kids with both Autism Spectrum Disorder and ADHD different from those with one or the other?

[3:29] - In the past, people were not allowed to be diagnosed with both.

[4:38] - Autism and ADHD have a lot of overlapping characteristics.

[6:20] - Dysregulation is a major topic of concern.

[8:07] - Many parents may feel at a loss when it comes to needing support. Holly reminds us that you are not alone.

[10:40] - Once you have your support in place, you can better regulate yourself and find the support and mentors for your child.

[11:32] - There are many groups on social media full of parents in need of support.

[13:11] - Parents are better parents when their own needs are met too.

[16:43] - Be in tune to the reason behind behaviors observed. You have to address the reason before you can address the behavior.

[18:09] - Holly tells a personal story that illustrates the reason behind a behavior.

[21:50] - Children might be confused and afraid to ask questions due to anxiety, which can lead them to appear defiant or give up.

[25:10] - With autism and ADHD, students are more likely to exhibit high anxiety and depression, and experience loneliness.

[29:12] - Holly has an online course for setting your child up for social success.

[30:50] - Be flexible in changing interventions if something isn’t working.

[31:40] - Once per year IEP meetings may not be sufficient. If something needs to change, parents should ask for additional meetings to review progress.

[33:12] - Don’t punish a child for poor grades or for things they cannot control.

[35:15] - With differently wired kids, there is an emphasis on the challenges, but remember that everyone’s wins are different.

[36:40] - Practice shifting your mindset to one of celebration.

[38:36] - Their wins are going to be different. As a parent or educator, it is important to celebrate every win possible.

[40:36] - Holly has many resources on her website, hosts the Autism ADHD Podcast, and has a lot of groups to connect with her and other parents.

About Our Guest: Holly Blanc Moses is a Licensed Psychological Associate, a Licensed Clinical Mental Health Counselor, and an ADHD Certified Clinical Services Provider with over 23 years of experience in ADHD, Autism, and anxiety. She understands from both a professional standpoint and a personal one as a mother of two differently wired boys. She is also the host of the Autism ADHD Podcast.

Connect with Holly Blanc Moses: * Holly Blanc Moses Home Page * The Autism ADHD Podcast * Free Behavior and Social Success Guides * Autism/ADHD Facebook Group for Parents

Links and Related Resources: * Episode 34: Key Principles for Raising a Child with ADHD with Dr. Russell A. Barkley * Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg * Episode 44: Understanding Autism Spectrum Disorder with Lisa L. Hancock * Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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As we enter 2022, many people continue to feel the lasting effects of 2020, especially students. But, by navigating through major disruptions in education during the last two years, we’ve learned many lessons that we can bring into the new year to help all students thrive. In this quick episode, let’s kick off the new year with some reminders of what we’ve learned that can help us improve the way we support our students both academically and beyond.

Show Notes: [1:00] - 2021 was similar to 2020 for many people.

[1:43] - The challenges children face these days are harder to navigate.

[2:34] - Many students did very well with remote learning. How can we use this knowledge to help them thrive?

[3:36] - We need to broaden our goals beyond academics.

[4:31] - Spending time with peers is important. Many students need to catch up socially.

[5:09] - The focus on mental health is a silver lining from the last two years.

[6:06] - Practicing gratitude can reduce anxiety.

[7:03] - The pandemic has helped many people develop empathy and that can help people be more positive. Empathy can be taught and cultivated.

[8:20] - We have an opportunity to improve education based on what we have learned through adapting to major disruptions in learning.

[9:18] - Dr. Wilson shares her commitment to ChildNEXUS and the Diverse Thinking Different Learning podcast for the new year.

Links and Related Resources: * Science of Gratitude: Time to Give Thanks * Cultivating Empathy * Episode 28: Why We Need to Celebrate and Continue to Build Our Kids’ Resilience * ChildNEXUS Website * ChildNEXUS on Instagram

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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When it comes to slow processing speed, I knew I wanted an expert to help us better understand what it is and why it occurs. That expert is Dr. Ellen Braaten. Throughout her career and her research for her book Bright Kids Who Can’t Keep Up, Dr. Braaten has a plethora of information to share on the topic in today’s episode about slow processing speed.

Slow processing speed impacts many of the children I see in my practice and can exist alongside other issues. What makes slow processing speed unique, however, is that it can exist in isolation and shows up in many different forms. It was once considered an executive function in and of itself, and Dr. Braaten explains how processing speed impacts all other executive functioning skills. She also shares many ways that parents and educators can help children with slow processing speed manage their thinking and understand their needs as self-awareness and advocacy are crucial for this struggle that cannot be “fixed.” Processing speed is not indicative of the level of understanding one has and in many ways, slower speed may actually be a good thing. Listen to learn why Dr. Braaten thinks so and learn ways to help support those who are struggling with processing speed.

Show Notes: [2:09] - Welcome to the podcast, Dr. Braaten!

[3:21] - Processing speed is how long it takes for us to get something done.

[4:20] - Dr. Braaten explains the neuroscience behind slow processing speed.

[5:53] - Simple things to process have larger implications in other areas. Slow processing speed can take different forms.

[7:26] - Timed tests are very challenging for these students not, because they don’t understand the information but because they are slower in accessing it.

[8:32] - For parents and educators, it appears that these students are lazy.

[10:20] - Slow processing speed can exist with other underlying issues, but can also exist in isolation.

[12:50] - For real world problems, slower thinking is probably a good thing, but in our education system speed is important.

[14:01] - The speed in which information is processed is not an indicator of how well or poorly the information is processed.

[15:40] - Initially, processing speed was seen as an executive functioning skill. Dr. Braaten describes the difference.

[18:10] - Assessments are important for using the proper intervention.

[19:34] - There is nothing that can be done to fix processing speed.

[20:33] - There are some things that help manage processing speed, including understanding time.

[22:03] - Speech and language services are helpful to help students organize their thoughts.

[23:01] - In school, students can receive extended time on tests but often don’t know what to do with that additional time.

[25:26] - Processing speed is closely connected with anxiety.

[26:52] - Self-awareness and advocacy are the best treatments for managing slow processing speed.

[29:10] - Research showed that slow processing speed impacts social skills.

[32:01] - In social situations, these students sometimes get themselves into trouble as a result of not understanding cues.

[33:10] - In our society, we think that to be smart you have to be fast, but it’s not true.

About Our Guest: Dr. Ellen Braaten is the founder and executive director of the Learning and Emotional Assessment Program (LEAP) at Massachusetts General Hospital, the Kessler Family Endowed Chair in Pediatric Neuropsychological Assessment, and associate professor at Harvard Medical School. She is widely recognized as an expert in the field of pediatric neuropsychological assessment, particularly in the areas of learning disabilities and attentional disorders. She has published numerous papers, chapters, and reviews on topics related to ADHD, learning disorders, child psychopathology, processing speed, and intelligence, and written and edited numerous books for parents and professionals, including Bright Kids Who Can’t Keep Up. Dr. Braaten has a strong interest in educating the public on topics related to child mental health. She maintains an active speaking schedule and contributes regularly to local and national news outlets such as NBC and the New York Times. She received her PhD in Psychology at Colorado State University and completed her psychology internship and post-doctoral fellowship at MGH.

Connect with Dr. Ellen Braaten: * The Learning and Emotional Assessment Program at Mass General * Ellen Braaten’s Website

Links and Related Resources: * Slow Processing Speed: An Overlooked Problem in Children * The Intersection of Executive Function, ADHD, and Other Learning Differences * What is Executive Functioning? * Bright Kids Who Can’t Keep Up by Dr. Ellen Braaten

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Following the previous episode’s topic of math disorders, we’re continuing the math conversation with Adrianne Meldrum. Now that we know how math disorders can impact a student, we can better take a look at what successful interventions look like and Adrianne is perfect for this task.

Adrianne is the CEO of Made for Math, an all-online multisensory math intervention service. Their website describes it as clutter-free, compassionate, radiant, and research-based; services are aimed at helping neurodiverse students thrive in math.

Math difficulty often gets overlooked or intentionally pushed aside. But struggles in this subject area are just as important as any other subject. With Adrianne’s help, we learn today that math is truly a language and it’s often only spoken at school. What can we do as parents, caregivers, and educators to reduce anxiety, increase access to math through different modalities, and provide opportunities for all students to succeed?

Show Notes: [1:54] - Adrianne shares an observation she has made in recent months of parents learning new terminology and seeing the struggles their children are having.

[4:10] - It’s common to attribute math difficulty with just not being “good at math.”

[4:56] - Math is a language that is really only taught at school. We don’t talk about math in conversations as a society.

[5:40] - Made for Math uses a multisensory intervention and Adrianne describes the approach.

[7:04] - The multisensory approach increases multi-access points to the curriculum using different modalities.

[8:34] - When students see themselves as being able to be successful at something, it increases their motivation to work hard.

[9:33] - At Made for Math, teachers are trained in how the brain works.

[10:43] - Students can retain the information taught in this way, but are not always retaining the content taught in school.

[12:10] - Math is not something that has to be endured, but rather something that can be used.

[13:46] - Regarding word problems, Adrianne and her team use research to create a new framework for students to recognize patterns.

[15:30] - Oftentimes, students with a language based learning challenge like dyslexia, struggle with math as well.

[17:52] - All interventions take time, but once students experience learning in a way that’s wired for them, they become curious about other things.

[19:14] - Adrianne shares some things you can do at home including clearing negative emotions.

[20:35] - When anxiety is so overwhelming, Adrianne gives a hack that helps reset emotions.

[22:06] - Create a clutter free space which could also mean to put one problem at a time on the paper.

[25:04] - When processing speed is fast, but hands cannot keep up, parents can be a “scribe.”

[26:11] - If you have the means, seek help and support for your child in math.

[27:13] - Let’s Go Learn has online assessments that may help determine some gaps in learning.

[29:36] - If you have to pick a skill that a child is struggling with, choose reading because reading skills are needed to succeed in math. Focusing on both initially may be overwhelming.

[31:38] - When a child is overwhelmed and emotionally dysregulated, learning just isn’t going to happen.

About Our Guest: Adrianne Meldrum is the CEO of Made for Math, an all-online multisensory math intervention service aimed at helping neurodiverse students thrive in their pursuit of mathematics.

Currently, she’s enrolled as a Master’s Student at Bridges Graduate School of Cognitive Diversity. She lives in Mesa, AZ with her husband and three boys. You’ll find Adrianne spending her down time walking, listening to podcasts, and daydreaming about her future home library.

Connect with Adrianne Meldrum: * Made for Math Website * Made for Math on YouTube * Phone: 208-871-8458

Links and Related Resources: * Episode 41: How to Inspire Kids to Love Math with Allison Dillard * Important Components of Effective Math Intervention * Episode 2: Demystifying the Assessment Process * Signs Your Child May Have a Learning Disorder

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In the next two episodes, we are focusing on math. We often hear the phrase “I’m just not a math person,” but you never hear that with reading or other subjects. While math may not be a strength of every student, there are some students who have a learning disorder called Dyscalculia.

Today’s guest is Monica Grillo. She has extensive experience in research-based math interventions and instructional practices. She is an educator, researcher, and mother with an extreme bias toward inclusive practices and a need for better teacher preparation in special education and mathematics pedagogical content knowledge (PCK). Her experiences have opened her eyes to inequities and she is eager to share her expertise and insights in order to make this world a better place.

In this episode, Monica explains the science of math and effectively describes the way a child’s brain develops with and without Dyscalculia. She compares Dyscalculia with Dyslexia and gives parents and educators some actionable tips on determining if there could be something more going on than a weakness in math.

Show Notes: [2:08] - Welcome to the show, Monica! Monica shares how she found herself working in the area of math education.

[3:50] - After the birth of her son, Monica became even more interested in Special Education and is pursuing a Phd.

[5:02] - With Math, people tend to say “I’m not a Math person.” We don’t do that with reading. Math is just as important.

[6:00] - Monica defines Dyscalculia and the research of rates in school aged children. It commonly coexists with other issues.

[7:29] - There is no exclusive assessment to detect Dyscalculia.

[9:14] - There is substantial evidence that Dyscalculia is a brain based disorder. Monica describes how this is determined in neuroscience.

[11:23] - Studies have shown that children with Dyscalculia have persistently reduced gray and white brain matter.

[12:06] - Monica explains a study on what the brain looks like and compares those with and without Dyscalculia.

[14:36] - There is some overlap and similarities in the brain between Dyscalculia and Dyslexia. But they manifest differently.

[16:01] - Monica advises having students talk through what they are thinking during a math word problem to help determine where their struggle is.

[18:02] - There are a wide variety of skills that can fall under the umbrella of Dyscalculia.

[20:31] - When early skills are not developed, later math concepts become seemingly impossible and error prone.

[21:49] - Explicit instruction in math is important. This sets the stage with context.

[22:47] - There is modeling, guided practice, and then independent practice.

[24:50] - For those with Dyscalculia, explicit instruction is crucial rather than inquiry based instruction.

[27:03] - This is a highly relevant concept. Math is a significant component of knowledge in our technological age.

[27:56] - Monica is an advocate for improved teacher preparation especially in the field of Special Education.

[30:50] - Don’t wait to support a child who is struggling even as early as preschool.

[31:40] - Advocate for specific research based interventions for Dyscalculia.

[32:30] - Don’t pass on negativity around math skills and math phobia.

About Our Guest: Starting her career with the goal of becoming an elementary teacher, Monica Grillo found herself securing a position teaching middle school math and then pursuing a masters degree to become a K-8 Math Specialist. She then became a math interventionist and math coach for 5 years and fell in love with coaching teachers. During her 5th year in this position, she found out that her first child would need special care and she left full time employment to raise him to the best of her abilities. That is when she embarked on a journey into the world of Down Syndrome and special education. Monica is currently working towards a doctorate in Special Education and is a staunch proponent of inclusion and adequate teacher preparation.

Connect with Monica Grillo: * Email: grillom@vcu.edu

Links and Related Resources: * Important Components of Effective Math Intervention * What Are the Indicators of Learning Disabilities? * What Are the Treatments for Learning Disabilities? * Episode 14: How to Inspire Kids to Love Math with Allison Dillard

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Researchers at Duke University and Penn State have found significant associations between social emotional learning in Kindergarten and important young adult outcomes in education, employment, and mental health. Today’s guest also points out that social emotional health is a driving force behind academic success. So how can we support all children in this area? Jake Greenspan is an expert and he joins Diverse Thinking Different Learning to guide us in the impact a floortime approach can have.

Jake Greenspan has authored several books on the topic and alongside his father, developed the Greenspan Floortime Approach. In this episode, Jake shares what floortime is, what it isn’t, and how the approach is used to strengthen skills needed in school and in life.

Show Notes: [2:01] - Welcome to the podcast, Jake! Jake explains what floortime is and what it isn’t.

[3:23] - The goal of floortime is to habilitate social emotional health and in the long run achieve high levels of self-awareness.

[4:49] - Jake’s father created a floortime model and Jake outlines how he integrated different psychological development theories.

[6:20] - Greenspan Floortime was created as an intervention and is both an integrated and standalone intervention.

[7:55] - Following a child’s lead is getting down on their level.

[9:15] - Many children with communication struggles need to feel like they have some control and feel empowered.

[10:12] - Through successful floortime, modeling is great, but telling children exactly what to do or say is not allowing them to do their own thinking.

[12:09] - As rewarding as this is, Jake is clear that it isn’t always easy.

[14:02] - Floortime is not a framework for special needs. It is a framework for natural social emotional health and is beneficial for all children.

[16:18] - There are so many kids who are in a “grey area” that still need support but don’t fall into a diagnosis.

[17:29] - Jake’s practice also supports parents and guides them to help their children with floortime at home.

[19:19] - Any amount of floortime is beneficial, but success and improvement happens with consistency.

[21:50] - There is an age range that is best for floortime games that are developmentally appropriate.

[24:00] - Jake shares an experience with an 18 year old he worked with and how following his lead made a huge difference.

[26:34] - Social emotional skills are driving forces for academic success.

[29:01] - It’s important to have all frameworks be similar in a child’s interventions to avoid confusion and stress.

[31:31] - There are a lot of free resources on Jake’s websites.

About Our Guest: Jake Greenspan started working with his father, Dr. Stanley Greenspan in 1998. Together they authored the Functional Emotional Developmental Questionnaire which was published in the Journal of Developmental and Learning Disorders, 2002. In 2004 Jake, with Tim Bleecker, founded The Floortime Center®, and in 2009 he was the co-author, with Dr Stanley Greenspan, of Overcoming ADHD: Helping Your Child Become Calm, Engaged, and Focused. In 2017, he authored The Floortime Manual™. He is the former Chairman and current Board member for All The Difference Inc., a Greenspan Floortime non-profit in Wilmington DE and is a Founding Member of Creative Minds Public Charter School in Washington DC.

Connect with Jake Greenspan: * The Floortime Center Website * The Greenspan Floortime Approach * Phone: 301-657-1130

Links and Related Resources: * Episode 9: How Occupational Therapy Helps Kids with Leah Hiller * Episode 45: How Sensory Processing Impacts Communication with Jessie Ginsberg * Episode 20: How Speech and Language Difficulties Affect a Child’s Life with Carol Karp

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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There are a number of different reasons behind why a child is struggling with writing. It could be dysgraphia, a disorder of written expression, a specific learning disability in the area of writing, or just being a little behind relative to their peers. The challenge is how to know the difference and how to help. Because writing is a skill that is impacted by several different learning difficulties, we’re digging in today with Educational Therapist, Jan Esterkin.

Jan’s passion for teaching reading and writing is evident in today’s episode as she helps us understand the difference between some of the underlying issues in writing struggles. She gives us several tools and a generous list of resources to help struggling students of all ages. Not only do writing struggles look different per child, but the intervention designed to help them looks different based on their grade level, too. There are a lot of things to consider when supporting struggling writers and with Jan’s help, we can get started with a toolbox of graphic organizers, writing activities, games, and more.

Show Notes: [1:19] - Welcome to the show, Jan! Jan and Dr. Wilson have been working together for a long time.

[2:52] - The reason behind a writing struggle determines what to do to help them.

[3:56] - Jan defines and describes dysgraphia and lists some of the red flags.

[4:46] - The most common problem of the students Jan works with is organizing their thoughts on paper.

[6:50] - The intervention for the child who has a pencil grip issue and the child who has trouble spelling will be entirely different but both may have dysgraphia.

[8:11] - Jan uses Handwriting Without Tears to support students who have difficulty keeping their writing on the lines.

[9:40] - Using a graphic organizer, Jan also supports students who struggle getting started with writing something.

[12:20] - Getting thoughts on paper is a separate process from grammar, spelling, and the mechanics of writing.

[13:10] - Writing in first grade is much different than writing in fourth grade. Jan describes the differences between working with the different grade levels of students.

[15:12] - Jan uses a program called Step Up to Writing and explains why she likes the program to support students who need visual models.

[17:46] - The folder of resources Jan provides to students helps them with “being stuck.”

[19:30] - Jan recommends a book called Banish Boring Words.

[21:00] - Executive functioning skills play a larger role in writing than in math or reading.

[23:20] - There is so much to think about simultaneously while writing.

[25:40] - Jan demonstrates how to make a game out of making boring sentences more interesting.

[28:50] - When a child can get their thoughts on paper, there is so much pride in this skill being developed.

[29:56] - Jan uses several games and a lot of humor in this process of supporting students.

[32:30] - Jan has provided us with a list of resources that you can find here and linked below.

About Our Guest: Jan has been practicing educational therapy since 2002. Prior to her graduate classes at UCLA in educational therapy, she earned 2 Masters Degrees, one in Education from Boston University and the other in Counseling and Guidance from Loyola Marymount University. Jan taught first through third grade in Los Angeles and was the school’s reading specialist before beginning her private practice. She also worked with three educational therapists at two Los Angeles public schools supporting struggling students in a one-to-one setting.

Jan is a member of the Association of Educational Therapists and Child Nexus. She has been on the board of AET chairing the Study Groups. She attends the AET annual conference, the International Dyslexia Los Angeles conference and maintains her continuing education through these conferences, webinars, podcasts, study groups, and zoom meetings. Jan loves to work with elementary age students in all subjects, especially in teaching reading and the writing process. Her love and compassion for her work is seen in her students’ progress and their growing self-confidence.

Connect with Jan Esterkin: * ChildNEXUS Provider Profile - Jan Esterkin * Jan Esterkin’s Website * Phone: (310) 490-6635 * Email: jan.esterkin@gmail.com

Links and Related Resources: * Resources for Teaching the Writing Process * Ready, Set, Write! Engaging Reluctant Students * Writing Disorders in Children: The Language Link * Coping with Executive Function Deficits in the Context of Writing * Episode 4: Helping Your Child with Language-Based Learning Disabilities with Dr. Daniel Franklin * Episode 39: Why Fine Motor Skills Matter with Jennifer Morgan * Banish Boring Words by Leilen Shelton

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Many adolescents experience the phenomenon of The Disintegrating Student. It is often described to me by parents and colleagues alike. These students have always done well in school with very little effort but then their grades start to decline as work piles up. This ultimately leads to increased anxiety and impacts a child’s self-worth. These bright students are still bright, but as today’s guest explains, they’ve hit a rigor tipping point and they don’t have the skills to deal with challenges by asking for help.

Today’s guest is Dr. Jeannine Jannot, author of The Disintegrating Student: Struggling but Smart and Falling Apart… and How to Turn it Around. She is passionate about helping students and young adults be productive and well, in both school and life. As a mother of three, she has witnessed first-hand the challenges our children face, quickly becoming a familiar pattern of good students falling apart. Today, with escalating numbers of students failing their virtual classes during the pandemic, disintegrating students have become a nationwide crisis. The good news is, something can be done to help these adolescents develop a growth mindset and redefine success. Our achievement-focused culture is certainly exposed now and change will be slow and gradual, but as parents, there are ways we can help The Disintegrating Student.

Show Notes: [1:39] - Welcome to the show, Dr. Jannot!

[2:36] - The Disintegrating Student is a term that Dr. Jannot coined.

[3:30] - Dr. Jannot was seeing many students in academic coaching and noticed that children and adolescents were hitting a rigor tipping point.

[4:32] - These students in their early years breeze through school with ease until they hit the rigor tipping point and don’t have the skills to deal with challenges.

[5:47] - Not handing in work is a red flag. Dr. Jannot describes what the child and parent may think is happening.

[7:26] - The Disintegrating Student worries about no longer “being smart” and that their parents care more about their grades than them.

[9:32] - There are a lot of gifted students with ADHD that get to a point where they are less able to compensate for weaker skills.

[11:11] - What are some skills that The Disintegrating Student needs support with?

[12:09] - Changing a limited mindset to a growth mindset is key.

[14:54] - Parents can help by helping less. Dr. Jannot explains what she means by this.

[16:13] - Our parenting is greatly impacted by our achievement focused culture.

[17:55] - In some cases, we do too much to help and it sends the message that they are not able to do things themselves.

[19:59] - Praise the process rather than the outcome.

[21:46] - Listen for curiosity and empathy instead of jumping to solving a problem.

[23:03] - The achievement culture has been exposed in a big way due to remote learning.

[25:00] - Dr. Jannot describes what she has seen in students as they have returned to school after the COVID-19 school closures.

[26:09] - Our current definition of success are data points. We need to redefine success and normalize making mistakes.

[28:38] - Honest conversations are the way forward and being able to ask questions.

[30:40] - You can find out more about Dr. Jeannine Jannot and purchase her book on her website.

About Our Guest: Dr. Jeannine Jannot has more than twenty-five years of experience working with children, teenagers, and young adults in both public and private school settings spanning preschool through college. She holds a master's degree in school psychology from The Ohio State University and a doctorate in child and developmental psychology from the University of Connecticut. Since 2010, she has been a college instructor teaching psychology courses and freshman seminars. In 2014, Dr. Jannot founded The Balanced Student in response to the struggling students she encountered, both in her college classrooms and in her own home. In her book The Disintegrating Student: Struggling but Smart and Falling Apart… and How to Turn it Around, Dr. Jannot explains the phenomenon of the smart-turned-struggling student from the viewpoints of both the parent and the student.

Connect with Dr. Jeannine Jannot: * Jeannine Jannot, Ph.D Home Page * Instagram | Facebook | Twitter | LinkedIn * The Disintegrating Student by Jeannine Jannot, Ph.D

Links and Related Resources: * Creative and Crushed: Recognizing and Helping Children Who Think Differently * Episode 38 - Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault * Episode 17 - How Micro-Schools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O’Shaughnessy

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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When it comes to mindfulness, we all have the tools readily accessible at all times to get started. Mindfulness is simple but powerful and can help address a child’s emotional regulation, inattention, and anxiety. In fact, not only children benefit from this practice, but adults as well. But what do we mean by mindfulness? What does it look like and how can we start building these practices into our daily lives? Today’s guest shares just that.

Andrew Jordan Nance is a bestselling author of both children’s books and classroom curriculum on mindfulness practices. He is also the founder of Mindful Arts San Francisco and spends time presenting in schools in the area to help kids develop muscle memory in mindfulness breathing practices. In today’s episode, he explains what mindfulness is and how we can use simple breathing exercises to acknowledge our emotions and make good choices in response. His kid-friendly explanations are perfect for students and make mindfulness accessible to all, within the home and the classroom.

Show Notes: [2:30] - Mindfulness is the practice of using our breath to focus on our minds, hearts, and bodies.

[3:53] - Andrew suggests replacing judgment with kindness.

[5:16] - Although a calming practice, mindfulness isn’t always for staying calm, but more for just acknowledging and being with our emotions.

[6:45] - Andrew does an activity that he does with children to understand big feelings.

[8:29] - One of the purposes of mindfulness in schools is to help children develop the muscle memory of taking breaths to relax and think through big feelings.

[11:10] - Andrew lists some of the benefits of mindfulness practices.

[12:40] - Meditation is important, but mindfulness is different and can be integrated throughout the day.

[14:05] - Andrew describes Quiet Coyote breathing and other practices that can be used in the classroom.

[16:38] - Mindful Arts San Francisco is a program that Andrew founded. He shares his inspiration to start this program and write his books, specifically Puppy Mind.

[19:23] - Puppy Mind is great for elementary aged students, but adults can find value in it as well.

[21:02] - The goal is not to have our “puppy mind” go away, but to better manage our attention and emotions.

[23:37] - How have things been moving forward with Andrew’s presentations and curriculum post-COVID?

[24:55] - Breathing practices connect everything together and enhance relationships and focus.

[26:54] - Mindfulness is fully accessible to everyone all the time and can be integrated into home life and school.

[28:20] - Mindfulness isn’t always easy to start, but can impact many areas of a child or adolescent’s life.

About Our Guest: Andrew Jordan Nance has been an educator since 1990. He is the author of four published books; The Barefoot King, The Lion in Me, Mindful Arts in the Classroom, and the bestseller, Puppy Mind. He is the founder of Mindful Arts San Francisco; a program of the San Francisco Education Fund that provides volunteer mindfulness educators to teach in SF public schools. On KTVU’s SF Loves Learning, Mr. Nance was the featured Mindfulness Teacher and his adapted five-episode series of Puppy Mind premiered on KTVU and was distributed to school districts around the country. For almost thirty years, he taught performing arts to students from diverse backgrounds, and for eighteen years he was the Conservatory Director at San Francisco’s New Conservatory Theatre Center. Nance is also an award-winning actor and director. He is on the board of directors of several educational nonprofit organizations including Mindful Life Project in Richmond, California and San Francisco’s New Conservatory Theater Center. He is the recipient of the Points of Light Award, a national honor recognizing his volunteer efforts to bring mindfulness to youth.

Connect with Andrew: * Andrew J. Nance Website * Mindful Arts San Francisco Website * Phone: (415) 819-3766 * Facebook | Instagram | YouTube * Mindful Arts in the Classroom * Puppy Mind * The Lion in Me * The Barefoot King * Mindful Arts San Francisco Breathing Cards

Links and Resources: * Episode 8 - Mindfulness with Dr. Kathleen Carrol Wray * Mindfulness in the Treatment of Attention Deficit Hyperactivity Disorder * Executive Functioning and Self Regulation in ADHD * Episode 23 - How Parents Can Support Their Children’s Mental Health with Dr. Karen Schiltz

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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As a response to the feedback of last week’s episode, it is clear to me that revisiting the topic of stress and anxiety in children and adolescents is greatly needed. The Covid-19 pandemic has impacted us all in more ways than one and although many students are attending school in person again, things are still stressful and uncertain. Our stress and anxiety levels are constantly fluctuating and we are asking our children to be extremely flexible as they are trying to navigate their current year in school.

Today we are revisiting episode 6 with Dr. Stephanie Mihalas. This conversation is so meaningful and relevant to the challenges we are continuing to face. By listening, you’ll learn the difference between individual and collective grief, how to address grief associated with the pandemic, the difference between anxiety and trauma, and strategies for managing stress and anxiety.

Show Notes: [2:28] - Dr. Wilson and Dr. Mihalas discuss the grief people are experiencing after losing our normal way of living.

[4:29] - We are in a state of individual grief and a state of collective grief. Our feelings of anxiety and grief are a completely normal response.

[5:30] - This grief and anxiety isn’t a clinical issue unless it gets to the point where you can’t function anymore. That would be when you need to reach out for support.

[7:10] - Dr. Mihalas says the most important thing we need to do during this time is to acknowledge that our feelings of grief are normal and that we utilize our support systems.

[8:13] - Over 70% of parents are stating that they feel stress and anxiety in regards to distance learning. It is tough to parent when you are feeling this way.

[8:49] - This is the first time many parents are seeing their own children learn and when they see their inattentiveness or struggle, they wonder if there is a learning disability.

[10:54] - Dr. Mihalas also says that parents need to make sure they have dedicated self-care time every single day to avoid burnout and to decompress.

[14:03] - There is debate right now about whether we are experiencing a traumatic event or not. Dr. Mihalas says that it depends on the makeup of the family.

[15:44] - Some people can also experience anxiety and a PTSD response to the challenges we are facing.

[18:00] - The critical factor that compounds this situation is collective family anxiety. Parents want to reassure their children but they are anxious and scared themselves.

[19:47] - Stephanie discusses how children can experience a PTSD response during these times.

[20:26] - Dr. Mihalas is encouraging parents to be vigilant with monitoring their child’s mental health.

[22:28] - Anxiety, stress, and PTSD interfere with the learning process. When you seek help for mental health, you are also helping with learning.

[23:47] - Children may show their anxiety in different ways. Dr. Mihalas lists several examples of this and emphasizes the importance of taking note of issues that impede learning.

[25:15] - There has been focus and concern around learning losses, but Dr. Wilson points out that learning takes place in a social context and losing the opportunity to interact with their peers is something that some children are grieving.

[27:08] - Dr. Mihalas lists a lot of ways to think outside the box on how we can have connections with others.

[29:36] - Home used to be the place to connect and unwind, but now it is also used for school and work. Stephanie suggests having some symbolism to separate spaces or times to switch gears.

About Our Guest: Dr. Stephanie Mihalas has a private practice in Los Angeles – The Center for Well Being – where she works on enhancing self-esteem, self-advocacy, and general well-being and happiness in children and families. In her practice, she utilizes a number of techniques including CBT, play therapy, psychodynamic psychotherapy, art interventions, trauma-informed care, and mindfulness techniques.

Connect with Dr. Stephanie Mihalas: * Ask Dr. Stephanie * ChildNEXUS Profile: Dr. Stephanie Mihalas * The Center for Well Being Instagram * Dr. Stephanie on Twitter

Links and Resources: * ChildNEXUS Live with Dr. Stephanie Mihalas: Family Anxiety and Resilience during a Pandemic * Episode 53: Understanding Depression in Children and Teens with Dr. Dorie Weiss * Anxiety and Depression in Adolescents * Anxiety and the Family * Parenting Youth in a World of Rising Suicide Rates * CDC Guide: Children’s Mental Health - Depression

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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With depression in children and teens on the rise, it is important to know the red flags and what to do to help. 3.2% of children between 3 and 17 are diagnosed with depression but when do you know what is expected sadness and when it crosses into something more serious? Today’s guest helps us understand what depression looks like in children and adolescents and what they need and want from their parents as support.

Dr. Dorie Weiss joins me today on the Diverse Thinking Different Learning Podcast, and her expertise on this topic guides us to better understand depression. For 20 years, Dr. Weiss has been providing psychotherapy and has successfully helped clients realize their cognitive potential. She has helped clients overcome seemingly intractable challenges including anxiety, perfectionism, depression, ADHD, autism, executive-functioning challenges, self-esteem issues, life transitions, and overwhelming academic stress. The stress and grief from the COVID-19 pandemic have been particularly challenging for children and teens, and although things are much better than they were last year, many kids are experiencing grief and sadness. Listen to find out what this looks like and when to reach out for help for your child.

Show Notes: [1:54] - The stress and grief from the COVID-19 pandemic has been particularly challenging for children and adolescents.

[3:35] - Clinically significant depression is unusual sadness for many days.

[4:29] - It is important to discuss symptoms with a pediatrician as well as a mental health professional because there could be other underlying issues.

[6:40] - A decrease and change in services and inconsistent remote learning has been isolating for children.

[8:45] - Younger children who aren’t able to communicate their feelings may show them through their behavior.

[9:38] - Sometimes teens will not realize their depression but may show red flags like withdrawal and shutting down.

[11:11] - Acting out in school is mostly seen as a behavioral problem but depression could be an underlying issue.

[13:04] - Undetected learning disabilities or ADHD can contribute to depression.

[14:19] - It is very common to see depression and anxiety together.

[15:43] - Dr. Weiss describes Cognitive Behavioral Therapy.

[17:07] - With younger children, Dr. Weiss uses the Zones of Regulation.

[18:22] - With teens, she sets up goals and education components to allow them to better understand their feelings and what activities boost their mood.

[20:40] - Sometimes negative thoughts and self-talk occur without us even knowing it.

[22:01] - A common complaint from teens she works with is that parents are not supporting them in the right way.

[24:00] - Educating parents on treatment is crucial.

[24:51] - If the depression is treatment resistant, Dr. Weiss refers to a psychiatric evaluation to see if medication would benefit the child.

[27:36] - Dr. Weiss suggests daily family meetings to just talk about the ups and downs of the day together.

[29:00] - Younger children may not remember what life was like prior to COVID. But, older children and teens do remember and may need to express what they miss.

[30:12] - Pairing validation with optimism and gratitude is helpful.

[31:49] - Dr. Weiss acknowledges that therapy is not something a lot of teens want to start, so she gives them some of the control and choice.

About Dr. Dorie Weiss: Dr. Weiss is recognized in her field and by her clients for providing empathetic, results-driven psychotherapy and careful and comprehensive psychodiagnostic evaluations that get to the correct diagnosis the first time. Dr. Weiss’s approach stems from her belief that optimal results come from working collaboratively with clients, families, teachers, and other treating professionals to generate treatment plans appropriately tailored to individual clients. Leading academic institutions across Los Angeles and elsewhere trust and rely on Dr. Weiss’s recommendations. Dr. Weiss takes an individualized approach to each client, drawing from cognitive-behavioral, psychodynamic, family systems, and mindfulness frameworks. She believes effective treatment requires a strong connection between client and psychologist, as well as collaboration with other treating professionals. Dr. Weiss has used this approach to help children, adolescents, adults, and families overcome a wide variety of psychological challenges.

Connect with Dr. Weiss: * Dr. Dorie Weiss Website * Email - dorie@drdorieweiss.com * Facebook * Instagram * Phone: (424) 209-9877 * ChildNEXUS Provider Profile: Dr. Dorie Weiss

Links and Related Resources: * Episode 6 - Managing Family Stress and Anxiety with Dr. Stephanie Mihalas * Anxiety and Depression in Adolescents * Anxiety and the Family * Parenting Youth in a World of Rising Suicide Rates * CDC Guide: Children’s Mental Health - Depression

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Imagine a learning environment with one student and one teacher in the classroom. For some, this may seem too good to be true. For others, there are many questions that arise, like socializing, independent work, and how to find success with this model. Today, Jaime Porras and Vailet Yarijanian from Fusion Academy join me in a discussion about a customizable 1:1 learning experience for middle and high school students.

In this episode, Jaime and Vailet explain how Fusion Academy works and how even the students who are okay in a traditional setting can thrive in this type of learning environment. They answer the commonly asked questions about learning differences, socialization, and academic anxiety in adolescent students and share successes they have found over the years. Fusion offers so many options for every kind of learner and has campuses all over the country. So listen to find out more about this engaging and innovative approach to education and how it might help your child succeed.

Show Notes: [1:48] - Some students do not thrive in a traditional learning environment.

[2:58] - Fusion is a fully accredited middle and high school with a completely customizable curriculum for each student to find success.

[4:10] - Fusion has 70 campuses in the country and a global program.

[5:28] - This individualized approach is successful because teachers are able to differentiate and customize the learning experience for each student.

[7:08] - Jaime describes a customized schedule that would vary per student based on their needs.

[8:50] - Fusion is not a specific type of school. Vailet explains their model.

[10:01] - Fusion also offers fully customizable and flexible scheduling with early and late hours of operation.

[11:14] - At the moment, Fusion offers courses for middle and high school due to the level of autonomy needed for students to work independently.

[13:06] - To address social skills and interaction, Vailet describes Homework Cafes.

[14:44] - There are also club offerings on each campus.

[16:10] - If a club doesn’t exist, students can write proposals and create them with a teacher’s guidance.

[17:31] - Because of the one on one environment, students are less likely to develop social anxiety regarding their academic weaknesses.

[19:01] - At Fusion, they teach to the student, not the standard.

[21:11] - In addition to social interactions, there are opportunities for academic socialization.

[22:45] - Vailet gives an example of social stigma that is avoided with a 1:1 model.

[25:10] - What kind of student benefits from this kind of learning model?

[26:32] - Even students who do fine in a traditional classroom might not be thriving there.

[29:13] - Students with attention issues but don’t qualify for services thrive in this setting.

[30:17] - COVID changed things drastically for education.

[32:48] - For Fusion, there is no yearly commitment. You can take a few classes at a time.

[34:41] - Fusion looks at outcomes per individual student and changes the game plan if needed.

[36:01] - Students can take a single course in an area of weakness and most schools of record will work with Fusion.

[38:14] - Many parents are looking for alternative education models during the COVID-19 pandemic.

About Fusion Academy: As the nation’s most engaging educational experience, Fusion Academy can help your middle or high school student rediscover their love of learning. With one student and one teacher per classroom, the entire school journey is individualized for your child.

For the 2021-2022 school year we are still offering customized options of in-person, hybrid, and virtual learning. We’re ready to customize a plan that works best for your student and what they’re comfortable with this fall. We’re able to be flexible so we can provide the stability your family needs during these uncertain times. Our one-to-one model allows us to customize schedules, instruction, and pacing so your student gets an education tailored specifically to them.

Connect with Fusion Academy: * Fusion Academy Website * ChildNEXUS Provider Profile: Vailet Yarijanian * Instagram * Phone Numbers: Jaime Porras (310) 403-0167; Vailet Yarijanian (310) 745-3553

Links and Related Resources: * Episode 17: How Microschools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O’Shaughnessy * Episode 18: How Non-Public Schools Meet the Needs to Diverse Learners with Dr. Jason Bolton * Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault * Creative and Crushed Children Who Think Differently

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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For many families, it is hard to hear that your child has been struggling in school. Some parents may already know or have a feeling their child is struggling. They have even received assessment results, only to feel worried about the negative stigma or sharing that information with their school. Today’s discussion is all about the importance of collaboration between parents, families, and educators.

Today’s guest is Shelley Lawrence and she comes to us with two decades worth of experience as a school administrator. In this episode, her experience shines and she shares her knowledge of how evaluations are used in schools, what to expect after an evaluation is completed, and she really drives home the need for developing a team. Feeling worried is absolutely a normal reaction, but communicating the needs of your child to schools and educators can make a world of difference in their educational progress.

Show Notes: [2:03] - Dr. Wilson shares how the parent/educator relationship is so important and why Shelley was her first choice to discuss the topic.

[4:36] - It’s not about a diagnosis. The purpose is to better understand why a child is struggling.

[6:24] - Shelley shares a story of a student she worked with and demonstrates how the teachers’ knowledge of weaknesses helped him.

[7:56] - Phrasing this information in a certain way can bolster student confidence.

[8:45] - Strengths and weaknesses are harder to determine in some students.

[9:56] - As an administrator, Shelley has found that many parents are worried about the negative stigma of having an IEP or 504 plan.

[11:40] - When an evaluation is recommended, Shelley explains that many parents are worried about going through with it. She shares how she describes it to parents.

[13:31] - It is normal to feel worried, but educators can rephrase the need for an evaluation.

[14:47] - Every family Dr. Wilson and Shelley have worked with do not regret the assessment process and getting their child the support they need.

[16:08] - Shelley describes her current position and role in education.

[17:29] - After completing an evaluation, it is important to break it down based on priorities.

[18:51] - Everyone needs to be working together, including the parents and teachers.

[20:43] - Some parents are also concerned about making more work for teachers, but teachers want and need to know how to help their students.

[22:20] - What should parents expect from the school after an evaluation?

[23:40] - These meetings are important to getting everyone on the same page. From the educator’s point of view, it is so helpful and fulfilling.

[25:01] - Look beyond the IEP goals. Parent and teacher observation are markers of progress as well.

[27:50] - Sometimes progress is very slow. Different interventions can be implemented.

[29:20] - The point is to make sure the child is learning rather than spinning their wheels.

[30:43] - Attention struggles impact academics drastically.

[32:20] - Emphasizing that it is a team that helps the child can make things more impactful for parents and educators.

About Our Guest: As an Independent School administrator for two decades, Shelley Lawrence had the unique experience of working with families of students who were striving to succeed in school. She is adamant in her belief that, with the proper supports in place, all children can succeed in school. Shelley brings her passion for children, her strong connections with outside providers in the community, her keen observation and listening skills and her understanding of the complexities of learning, to help families navigate the school journey with their child. In addition, Shelley is a trained advocate who can help families navigate the IEP process.

Connect with Shelley Lawrence: * ChildNEXUS Provider Profile: Shelley Lawrence * Schoolhouse Collaborative Website * Phone: (310) 251-5908

Links and Related Resources: * Episode 4: Helping Your Child with Language Based Learning Disabilities with Dr. Daniel Franklin * Episode 27: Why We Need to Support Parents Whose Kids Struggle with Learning with Maria Fagan Hassani * Parenting During Stressful Times AKA Covid-19 Pandemic

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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One in five children struggles with learning, processing, or has attention issues. Not all of these children fit into the box of a specific diagnosis and as we’ve talked about before, many areas of difficulty overlap. Some children fall into a category called ALPS (Attention, Language Processing, and Sensorimotor), a term coined by today’s guest Carol Kauffman.

Carol has over 40 years of experience in the child development field, and in today’s episode, she describes her journey in discovering the gaps in diagnoses and the children who fell through without services. She generously offers her assistance now in retirement and emphasizes the importance of developing a strong team with parents and families as they support their children. Long before the Diverse Thinking Different Learning Podcast, Carol contributed numerous articles to the website and they have become some of the most-read articles to date, which goes to show just how many parents, families, and educators need to know how to help ALPS kids.

Show Notes: [1:43] - Welcome to the podcast, Carol!

[3:16] - ALPS is not an official diagnosis. Carol has coined the term and describes how she discovered this gap in diagnoses.

[5:09] - In the 1980s, a colleague received a grant and came to Carol to work together and develop a team.

[6:27] - Her team implemented the Attention-Behavior-Language Evaluation (ABLE) clinic and she describes the impact of a multidisciplinary approach.

[7:45] - What they found with the vast majority of children is that they all had very different issues in different areas. Minor deficits added up for them.

[8:50] - The acronym ALPS stuck and is an umbrella for a lot of children.

[11:39] - Carol has learned so much from the children in the clinic. She describes the process, including the importance of having parents involved.

[13:59] - It is important to not only validate the struggles of the child, but to validate the parents as well.

[15:37] - Carol gave parents very detailed reports and explained everything, but realized that families were very overwhelmed.

[17:00] - Carol describes her strategy in giving parents small to-do list items to “get the ball rolling.”

[19:12] - Using graphic organizers, Carol created the ABC Treatment Triangle.

[21:29] - Carol began collecting strategies and in her travels, she learned a lot from the children she worked with.

[22:51] - When a child has a variety of issues that overlap, parents need to be involved and educated.

[24:44] - By relating to the parents of the children she worked with as a parent herself, she made them a significant member of the team as well.

[25:20] - Carol explains the difference between primary and secondary therapy.

[27:28] - Systems also need a lot of change, such as classroom acoustics.

[29:43] - Sharing information empowers parents and educators to help children with interventions.

[31:48] - Research shows that it takes many years for changes to take place.

[33:15] - Carol shares strategies to use with children and provides resources.

About Our Guest: Carol Kauffman, MA, was a licensed, certified speech-language pathologist for over forty years. As director of speech and hearing at Madison County Hospital in London, Ohio, she helped implement the Attention-Behavior-Language Evaluation (ABLE) clinic in conjunction with the occupational and mental health departments, and for the next 12 years, provided services for children and adults with a variety of neurodevelopmental challenges within a multidisciplinary framework. In 1995, she founded the Attention, Language Processing, and Sensorimotor (ALPS) clinic at Mary Rutan Hospital in Bellefontaine, Ohio. Through her company, Language Learning Consultants, she developed educational materials for parents and professionals to help children with language, attention, and sensorimotor challenges. She has presented seminars at the state and national levels on topics related to integration of services for children with co-existing neurodevelopmental challenges, has authored numerous articles, and taught several online courses on ADHD and language disorders in children. Ms. Kauffman received her master’s degree from The Ohio State University and was an adjunct faculty member for two years. She retired from direct service in 2016 just in time to become a grandma. In addition to hanging out with her two grandsons, she is currently working with Fulton Books to publish her first fiction novel about a girl with ADHD and her twin brother with autism who combine their unique skills to save the world.

Connect with Carol Kauffman: * ChildNEXUS Provider Profile: Carol Kauffman * Email: ckauffm1@columbus.rr.com * Phone: 615-519-6610

Links and Related Resources: * ALPS Children: A Steep Climb – But Well Worth It! * ALPS Kids at Home (During a Pandemic): Keep the Learning Alive! * Episode 33: Attention Deficit Hyperactivity Disorder with Dr. Nicholas Thaler * Episode 20: How Speech and Language Difficulties Affect a Child’s Life with Carol Karp * Episode 42: Understanding Sensory Processing Disorder with Courtney Duckwoth Harris * Episode 45: How Sensory Processing Impacts Communication with Jessie L. Ginsburg * Episode 39: Why Fine Motor Skills Matter with Jennifer Morgan

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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The umbrella of auditory processing disorders is very broad and many signs might overlap with other types of learning differences. This can make things very confusing, especially for parents who are looking for answers. That is why I have asked my go-to expert on the topic, clinical audiologist Dr. Bea Braun to join us on Diverse Thinking Different Learning. Her years of experience, thorough testing techniques, and intervention strategies make her the perfect guest for today’s conversation on auditory processing disorders.

In today’s episode, Dr. Braun explains different subtypes of auditory processing disorders, what they look like, and what testing entails. Sometimes, auditory processing disorders can look like a child with difficulty following multi-step directions, misunderstanding information, challenges in understanding in a noisy environment, or mishearing words. She helps us to understand that auditory processing isn’t just about hearing and can impact academics and day-to-day life for children if it goes unaddressed. Listen on to find out more about what to do if you suspect an auditory processing issue in your own child and what to expect with testing and intervention.

Show Notes: [2:00] - Welcome to the podcast, Dr. Braun!

[3:19] - Auditory processing is what happens when sounds leave the ears and are processed as language. There are many types of processing.

[4:46] - The most common concern from parents is difficulty following multi-step directions, retelling information, and being unable to understand in noisy environments.

[6:27] - Some children will also have difficulty with picking up on tone of voice.

[7:31] - A lot of auditory processing signs overlap with those of ADHD.

[9:33] - Dr. Braun explains that central auditory processing and auditory processing are essentially the same thing.

[11:08] - Dr. Wilson does not diagnose auditory processing disorders and refers children to audiologists for further testing in some cases.

[12:35] - Dr. Braun describes auditory processing tests and what they tell her.

[15:34] - This testing takes an hour and a half to two hours and is very thorough.

[17:09] - There are many things that can be done to improve. Dr. Braun shares how there are at-home programs that are very exciting.

[19:15] - Intervention for auditory processing took a long time to become more available to children.

[20:46] - Collaboration is very important for proper intervention.

[22:18] - Other types of specialists, like speech and language pathologists, can work with audiologists to help address different areas of struggle.

[25:04] - Depending on the subtype of auditory processing disorder, there are different supports that can be implemented in the classroom.

[26:27] - Repeating and not rephrasing is important.

[27:55] - Multiple modality cues are also very helpful for students in the classroom.

[28:37] - There is also hearing assistive technology available. Dr. Braun explains her approach with this type of support.

[30:30] - Many school districts are facilitating training in schools now as well.

[31:42] - If you start with interventions when children are very young, the progress is very fast.

[33:50] - However, starting training later in life can also make a huge difference. Understanding their differences is very empowering for students.

About Our Guest: Dr. Bea Braun, is a clinical audiologist and a credentialed educational audiologist with 23 years of experience completing central auditory processing evaluations. Dr. Braun has completed over 12,000 comprehensive central auditory processing evaluations. She is an expert in the area of central auditory processing and specializes in testing children as young as age 5 as well as adults, including individuals diagnosed with ASD, ADHD, traumatic brain injury, and those identified as twice-exceptional. Dr. Braun has her own private practice in Woodland Hills and Santa Barbara and has worked with over 80 school districts in southern and central California. She is also an adjunct professor at California State University, Los Angeles.

Connect with Dr. Bea Braun: * Phone: 626-793-8711 * Auditory Processing Center Website

Links and Related Resources: * Auditory Processing Disorders in Children: More Than Meets the Ear * ALPS Children: A Steep Climb - But Well Worth It! * Episode 1: Uncovering Why a Child is Struggling

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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As we get started and accustomed to a new academic year for students, we need to take a moment to talk about sleep. How much sleep do children and adolescents actually need? What are signs that they are getting quality sleep or insufficient sleep? Many adults track their own sleep, but are you monitoring your child’s?

When children and adolescents don’t get enough sleep it impacts their ability to focus, remember information, and regulate their emotions - all things that are critical to their wellbeing on any given day. In today’s episode, we’re discussing this crucial piece to a child’s health. So listen to find out if your child is sleeping enough, getting quality sleep, and some tips to improve sleep if it is a struggle.

Show Notes: [2:03] - Dr. Wilson is very passionate about the topic of sleep. It’s not thought about often, but it is so critical.

[3:00] - Transitioning from a summer with little sleep schedule to a new school year with a routine can be very difficult for children.

[3:51] - The importance of sleep cannot be overestimated but many children and teens do not get enough sleep.

[5:04] - How much sleep do kids actually need? Dr. Wilson shares published sleep guidelines.

[6:38] - The number of hours are in a range and there are other indicators of getting enough sleep.

[8:13] - What are the signs of sleep deprivation in kids?

[9:01] - Also pay attention to how long it takes for a child to fall asleep and how alert they are throughout the day.

[10:18] - Insufficient sleep can cause issues with memory, mood, and stress.

[11:26] - Early sleep issues are predictive of ADHD symptoms later.

[12:25] - Even just an hour difference in sleep can make a difference with attention and cognitive functioning.

[13:51] - School schedules have an impact on sleep and some school districts start later in the morning to allow for students to sleep longer durations.

[15:19] - Kids with ADHD are more likely to challenge parents and have behavioral problems around bedtime.

[16:39] - Karen advises to have a consistent bedtime routine, to avoid overscheduling activities, and to remove distractions from the bedroom.

[19:11] - Lights from screens can suppress melatonin and can delay the onset of sleep.

[19:56] - Having a dark and cool room is best for quality sleep.

[20:50] - Always talk about sleep patterns with your child’s pediatrician.

[21:35] - Making sleep a priority for yourself is modeling the importance of sleep in a healthy lifestyle for your children.

Links and Related Resources: * 5 Reasons Sleep Matters Most for Children * 8 Ways Teenagers Suffer When They Don’t Get Enough Sleep * Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg * Episode 24: Should We Worry About Screen Time During a Pandemic? with Dr. Allison Kawa

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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I love hearing from previous clients and students who have entered or are entering adulthood. But sometimes, they’re reaching out for assistance because they have found that they aren’t as prepared for this transition as they might have thought. The transition to adulthood can be scary for a lot of families, but is especially overwhelming for those with disabilities and neurodiversities. When should you start planning? What should you start planning for? How do you plan for this transition? There are seemingly endless questions, but today’s guest not only provides great information in this episode, but she also has developed a program to help guide families through this time to ensure happy and healthy adults.

Dr. Gwen Palafox joins us today and you can hear her passion on this subject. She walks us through why this transition is overwhelming for many, what the common mistakes are in planning for adulthood, and what we can do about it. She gives insight into what an adolescent with neurodiversity is facing and why planning early can give them the best chances at living a happy adult life doing what they envision themselves doing.

Show Notes: [2:05] - Welcome to the show, Dr. Gwen!

[3:32] - Transition to adulthood for those with neurodiversities takes a lot of intentional planning because of unlimited paths to take after school.

[4:48] - The legal changes as a teen becomes an adult are intimidating as well.

[6:20] - When to start planning for adulthood transition depends on the severity of the disability. She explains what this might look like.

[7:54] - Many times, parents aren’t sure what to prepare their children for and the schools do minimal preparation.

[9:19] - Health, safety, and happiness are the keys to a productive and successful adult. What does that look like for your child?

[10:13] - Doing things that are interesting and meaningful for someone can go a long way for those with attention difficulties.

[11:24] - Dr. Gwen gives an example of a transition program and what it might look like.

[12:39] - Cultural and family values are often missed in this transition as well.

[14:01] - When social emotional skills are not developed well, we begin to chase behavioral and emotional stability.

[15:25] - Mental health is a huge consideration when planning for this transition.

[16:53] - A family’s ability to organize and plan ahead makes a difference.

[18:30] - Parents are the experts on their children but may struggle with describing certain things about their vision for them.

[20:00] - Dr. Gwen starts this planning with a formal process.

[22:46] - More time and repetition is needed for many with neurodiversity. What skills can they work on to prepare for adulthood?

[24:38] - For many years, children and adolescents have been planned for but are not involved in planning for their own life. Dr. Gwen says that including them is critical.

[27:19] - If self-awareness is not developed, an individual won’t know when they need help.

[28:49] - When we don’t have any say in things, we develop anxiety and depression.

[30:12] - There are many ways to use one’s voice but using it in this transition is critical.

[32:01] - Dr. Gwen describes the problems she saw during transition and what she knew was missing.

[34:59] - You have to know all the skills required for adulthood but they have not been compiled into a resource.

[36:50] - Dr. Gwen explains why she does not write prompted goals.

[38:18] - Dr. Gwen’s transition program has parents determining these skills alongside their adolescent. This inventory provides a personalized curriculum.

[40:18] - Now with this system, parents have a guide and something to bring to IEP meetings in order to get more support for this transition.

[43:01] - Ultimately, we need to focus on the things that are going to make them healthy and happy.

About Our Guest: Dr. Gwen is a licensed psychologist who has been actively changing the lives of individuals with neurodevelopmental disabilities for over two decades. She is laser-focused on promoting the happiness and wellbeing of disabled teens and adults and is a fierce ally of disabled individuals and their families. Dr. Gwen has shared her expertise in local and global workshops, at a TEDx event, as an expert witness, and in collaboration with other engaged and radically awesome professionals. Her clients are wonderfully complex, unique, and awesome. She says that out-of-the-box thinking, creativity, grit, and compassion are some of the best tools that she has.

Connect with Dr. Gwen Palafox: * Meaningful Growth Website * ChildNEXUS Provider Profile - Gwennyth Palafox

Links and Related Resources: * Episode 15 - From High School to College: Steps to Success for Students with Disabilities with Elizabeth Hamblet * disABLED & Empowered Podcast on YouTube

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Applied Behavioral Science, or ABA, has been a hot topic for the last few years and has become somewhat controversial. To help us understand it better, I’ve invited Nicole Ballinghoff to the Diverse Thinking Different Learning Podcast today.

Nicole Ballinghoff has over 15 years experience and is passionate about ABA. She has seen firsthand the impact it has made on the lives of individuals with autism and their families. While most of the clients she works with are on the autism spectrum, she explains today that ABA isn’t just for those with autism. In addition to her work with ABA, Nicole also has experience in the classroom and as a speaker both nationally and internationally.

With her expertise and guidance, Nicole explains how ABA has evolved through the years, the different approaches in the field, and what quality ABA really looks like. She will help us dispel some common myths and may even help you determine if ABA is right for your child and family.

Show Notes: [2:18] - People define treatments in different ways.

[3:05] - ABA is based on the science of learning and behavior. Nicole explains how each behavior is broken down and used in therapy.

[4:18] - ABA uses reinforcement to strengthen skills or teach new skills.

[5:07] - The science has evolved over time. Nicole and Karen discuss what it looked like in its infancy in the 1960s.

[6:24] - There are a lot of different styles of teaching. Nicole describes some different approaches.

[7:09] - What is Nicole’s style at Kyo?

[8:47] - During the school year, a lot of families are reluctant to add on services, but Nicole clarifies that ABA can be implemented in day to day life as support.

[10:39] - The family-centered approach has proven to make a big difference.

[11:51] - Covid forced creativity and Nicole says she was present for distance learning sessions if that was what was important for the child and family.

[13:19] - Changing the child is not the goal. The goal is to give children the tools they need to be the best version of themselves.

[14:59] - There is a difference between what is important to the family and what is considered important by society.

[16:31] - If a behavior does not harm a child or their safety, Nicole explains how it can be serving in internal function for the time being and may not need to be addressed.

[19:12] - Who does ABA serve? It is used for many settings, not just those with autism.

[21:29] - ABA providers are usually covered by insurance.

[22:44] - ABA is not just helpful for children. Nicole also works with teens and adults.

[24:48] - Nicole shares a story of an older child she worked with and how building a relationship is crucial.

[26:56] - Collaborating with the child is important as well because some children will know what they want to work on.

[29:38] - Nicole and Karen discuss being realistic to be effective and something that the family can implement.

About Our Guest: Nicole Ballinghoff, M.Ed., BCBA has been part of the Kyo team since 2017 and has been working in the field for over 15 years. She is passionate about ABA and how it can improve the lives of individuals with autism and their families. She has worked in school, home, and community settings. Nicole has experience training staff, developing individualized interventions and creating classroom adaptations and modifications. Nicole has presented at the state, national and international levels on Using iPads in the Classroom, Differential Reinforcement, Video Modeling, and Stimulus Control. In her free time, Nicole enjoys spending time outdoors with her family.

Connect with Nicole Ballinghoff: * Phone: (877) 265-6747 ext. 716 * Facebook | Instagram | LinkedIn * ChildNEXUS Provider Profile: Nicole Ballinghoff BCBA

Links and Related Resources: * Kyo Care Website * Autism Spectrum Disorder * Beyond Credentials: Three Extras to Look for in Your Child’s Therapist * Episode 44 - Understanding Autism Spectrum Disorder with Lisa Hancock * Episode 45 - How Sensory Processing Impacts Communication with Jessie L. Ginsburg

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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Continuing our recent conversations on Autism Spectrum Disorder and Sensory Processing Disorder, today’s guest and I discuss the ways communication is impacted. Jessie Ginsburg joined the Diverse Thinking Different Learning Podcast and shares her approach of helping the whole child.

Jessie is a Speech-Language Pathologist in Los Angeles, the creator of ASD from the Inside Out and founder of the Pediatric Therapy Playhouse. She has found that when a child is not regulated, communication is not their focus and with this knowledge she inspires new ways of thinking about her approach as an SLP. She not only provides support for children and families, but she strives to help others truly understand and accept a child’s differences.

Show Notes: [2:49] - Jessie shares how and why she got interested and involved in sensory processing.

[3:44] - In order to communicate, we need to be regulated.

[5:05] - Jessie gives an analogy using a visualization of three baskets: Language, Emotions, and Body.

[6:49] - When there’s a lot going on in our body due to sensory processing, it is hard to regulate emotions and communicate.

[8:16] - Up to 95% of autistic adults report that they have sensory processing differences.

[9:51] - Jessie dug deeper into learning more from the autistic community and has many friends who are autistic adults.

[11:10] - What is the difference between Person-First language and Identity-First language?

[12:39] - Many parents will try to change their children rather than embracing who they are and giving them the skills to succeed.

[14:58] - There is a difference between trying to “fix” a child and supporting them with their sensory processing.

[16:03] - A common hypersensitivity in Autism is to sound. These children may struggle communicating and behaving in a busy environment, like a classroom.

[17:28] - There are ways to modify environments and provide support for children and families, but how can we make more institutional changes to accept their needs?

[19:30] - The education system and how we view neurodiversity as a culture needs to be examined.

[20:47] - Try to figure out if it is fair for a child to regulate themselves or if an adult should step in to co-regulate.

[22:01] - Self-regulation requires being able to logically think through a problem, the solutions, and then implement.

[23:04] - As parents and caregivers, the best thing we can do for a child is to validate them.

[24:24] - When co-regulating, you are also building a connection with the child.

[25:21] - It is really easy to become frustrated, but Jessie reminds us that we have to be a calming resource for children struggling with regulation.

[27:39] - Jessie offers a course and she has different kinds of therapists joining.

About Our Guest: Jessie is a Sensory Integration trained speech-language pathologist, creator of ASD from the Inside Out, and founder of Pediatric Therapy Playhouse, a top-rated speech & language clinic in Los Angeles. Through her national publications and talks, and her internationally-acclaimed Inside Out course, Jessie inspires a new way of thinking about the SLP’s role in treating young autistic children.

Connect with Jessie Ginsburg: * ASD From the Inside Out Website * Instagram | Facebook * Pediatric Therapy Playhouse Website

Links and Related Resources: * Episode 25 - Raising Differently Wired Kids with Joy and Confidence with Debbie Reber * Episode 20 - How Speech and Language Difficulties Affect a Child’s Life with Carol Karp * Episode 42 - Understanding Sensory-Processing Disorder with Courtney Duckworth-Harris * Episode 44 - Understanding Autism Spectrum Disorder with Lisa Hancock * Autism Spectrum Disorder

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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1 in 54 children in the United States are diagnosed with Autism Spectrum Disorder. With this number growing, it would make sense that this is a very well understood disorder. Unfortunately there is a lot of confusion surrounding ASD, what it looks like, and what to do about it. Because of this confusion, I knew we needed an expert to help us better understand and that is Dr. Lisa Hancock.

Dr. Hancock is a licensed clinical psychologist who specializes in working with individuals with Autism Spectrum Disorder, those who are twice-exceptional, and those who are highly gifted. She has worked for many years helping families navigate both public and private school systems and provides neuropsychological assessments to determine underlying issues in children, teens, and even adults.

In today’s episode, Dr. Hancock paints a clearer picture of what Autism Spectrum Disorder is, why there is confusion surrounding it, and what it could look like in children and adults. She helps us better navigate understanding of this large umbrella term and leaves us wanting to learn more.

Show Notes: [3:16] - Prior to 2013, there was a distinctive difference between Autism, Asperger’s, and other terms. Dr. Hancock explains why there was a difference.

[4:29] - After 2013, Autism and Asperger’s were put under one umbrella term and pulled out Social Pragmatic Communication Disorder.

[5:40] - Dr. Hancock understands why Autism and Asperger’s are grouped together but explains why those in the field will use both terms to explain to parents.

[8:33] - Dr. Hancock is one that can and will diagnose Autism in adults that were previously missed.

[9:28] - The tests used in diagnosing are different depending on the age of the child.

[10:18] - There is a test that is commonly used that Dr. Hancock does not use.

[13:00] - Diagnosing Autism could be missed for a variety of reasons.

[14:33] - Age 4 and 5 is the window of noticeable unusual behavior.

[15:45] - What is the child capable of doing but isn’t doing consistently?

[18:03] - There is no standard for diagnosing Autism in teens and adults in the United States. This causes some adults to realize they may have been misdiagnosed.

[19:50] - Dr. Hancock developed a battery for measuring Autism in adults.

[22:29] - Those with Autism Spectrum Disorder and a developmental or intellectual delay are often diagnosed by a pediatrician. Dr. Hancock sees children that have less noticeable symptoms.

[24:00] - One challenge is determining if the child is showing above average intelligence.

[25:15] - Dr. Hancock explains the patterns in birth history, learning disabilities, eating issues, sleeping issues, and auditory processing.

[26:18] - Social issues in early years are harder to pinpoint especially when children attend the same school for several years.

[27:29] - Dr. Hancock describes some social issues that could vary depending on the child in question.

[29:12] - There is confusion around children being able to outgrow symptoms. But they still struggle with certain things but you just don’t see it due to learning how to blend.

[31:01] - Why is it important to have a diagnosis?

[33:10] - A lot of parents don’t want to tell the child’s school about a diagnosis due to negative bias. But Dr. Hancock explains why this is not a good idea.

[34:06] - Dr. Hancock discusses safety and aggression in those with Autism.

[36:03] - There are things that are impacted that aren’t generally thought about.

[37:28] - We need to believe children when they say that they don’t know or can’t know instead of assuming that they don’t want to do something.

About Our Guest: Dr. Lisa Hancock is a licensed clinical psychologist who provides neuropsychological assessments, counseling, and psychotherapy to children, teens, families, couples, and adults. She has experience with neurodevelopmental, learning, processing, anxiety, and mood disorders; including ADHD, Autism Spectrum Disorders, dyslexia, math and writing disorders, dysgraphia, auditory and visual processing, communication and language disorders, anxiety disorders, conduct disorders, and depressive disorders. Dr. Hancock is experienced in conducting Independent Educational Evaluations (IEE); as well as supporting parents through the Individualized Education Plan (IEP) process.

Additionally, she specializes in working with twice-exceptional individuals (those who are gifted and have concurrent learning or developmental challenges) as well as with individuals who are highly gifted. Dr. Hancock has worked as a Gifted Advocate for many years helping families of gifted and twice-exceptional children navigate both public and private school systems; has taken Master’s level coursework in gifted education; and holds her MBA. She is certified by SENG as a parent support group Trainer and Master Facilitator; is a Certified Autism Specialist; is a Trained Grief Specialist; is a former and current member of the PG Retreat Board; serves on the Application Review Team for PG Retreat; and speaks regularly at local, state, and national gifted conferences. Dr. Hancock also works with school and district administrators to provide teacher in-service training; conducts parent education workshops; and provides presentations at area schools and community events.

Connect with Dr. Hancock: * Summit Center Office Home Page * Phone: (925) 708-6296

Links and Related Resources: * Autism Spectrum Disorder * How to Initiate a Special Education Assessment * Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault * Episode 14: Pursuing and Pushing for a Special Education Assessment with Educational Attorney Leejanice Toback

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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With the onset of the COVID-19 pandemic last year, our children and teens were faced with a huge transition. But now that schools are slated to reopen fully this fall, they are faced with yet another transition. Today’s discussion is a wonderful gift for parents who may be concerned about their teens reentering in-person schooling, especially if they have social challenges.

On the show today is Dr. Elizabeth Laugeson, founder and director of the UCLA PEERS Clinic dedicated to providing parent-assisted social skills training. The best part about PEERS and Dr. Laugeson’s work is that it is evidence-based, which means that research shows it works to help young people have more successful social interactions.

Right now, many students are anxious and may not feel equipped to deal with the social demands of returning to school. They have been safely tucked away at home learning behind a screen and keyboard. So what can we do as parents and caregivers to better prepare our teens for the unique social demands of adolescence after a pandemic? Listen on for Dr. Laugeson’s examples, strategies, and even the language for teens to use when in different social situations.

Show Notes: [2:48] - For many, online learning was a struggle but for some, it was a gift.

[3:25] - Because of the pandemic, kids have been socially isolated. We need to teach them friendship making skills.

[4:15] - Parents need to think about where their kids are going to make friends. Extracurricular activities provide opportunities to connect with kids with similar interests.

[5:51] - A lot of parents want to get their kids away from gaming and screens, but Dr. Laugeson has a different approach.

[7:06] - Dr. Laugeson explains that some teenagers will revert back to parallel play which doesn’t develop relationships.

[8:37] - How should teens initiate initial conversation? Dr. Laugeson creates a scenario and how socially successful people initiate interactions.

[11:00] - We tend to get a feeling based on others’ behaviors that we are accepted into an interaction. Some teens struggle to read these cues.

[12:33] - We need to help our kids by instructing them how to engage rather than just putting them into social situations.

[13:24] - As kids build up social competence, they gain confidence and feel less social anxiety.

[15:17] - Dr. Laugeson is the founder and director of the UCLA PEERS Clinic and she explains what the program is about and how it started.

[16:19] - PEERS is evidence-based which is very important in social skills training.

[17:54] - Parents need to be “smart consumers” when it comes to finding mental health services and social skills groups for their children.

[19:23] - Parents and caregivers are educated on what their teens in social skills programs need to work on to be successful.

[21:35] - Bullying rates are high and are particularly high for students with learning differences.

[22:56] - The common advice to those being bullied is to ignore, walk away, or tell an adult. Dr. Laugeson explains why these strategies do not work.

[24:18] - The reality is every kid gets teased. It is the reaction you have that determines if you are socially successful.

[25:03] - Dr. Laugeson discusses what actually does work when being teased.

[26:35] - When it comes to rumors and gossip, every instinct we naturally have is wrong.

[28:52] - What needs to happen instead, is to take control of the rumor. Act amazed that anyone would believe or care about that rumor.

[30:04] - Dr. Laugeson describes the “spread the rumor about yourself” strategy.

[31:47] - In addition to helping students with strategies, Dr. Laugeson also provides examples and non-examples as well as effective language to use in situations.

[33:52] - One of the first steps in changing reputation is to lay low for a while. Because of the pandemic, everyone has been laying low. Dr. Laugeson gives the steps in changing one’s reputation.

[36:00] - Entering school again is a great opportunity for a fresh start.

About Our Guest: Dr. Elizabeth Laugeson is an Associate Clinical Professor in the Department of Psychiatry and Biobehavioral Sciences at the UCLA Semel Institute and is a licensed clinical psychologist. Dr. Laugeson is the Founder and Director of the UCLA PEERS Clinic, which is an outpatient hospital-based program providing parent-assisted social skills training for individuals with Autism Spectrum Disorder and other social impairments from preschool to adulthood. She is also the Training Director for the UCLA Tarjan Center for Excellence in Developmental Disabilities (UCEDD) and Program Director for Dissemination, Outreach, and Education at the prestigious UCLA Autism Center of Excellence. Having trained thousands of mental health professionals, educators, and families in the PEERS method, Dr. Laugeson is dedicated to developing and testing evidence-based treatments to improve social skills across the lifespan, and disseminating these empirically supported programs across the globe. As one of the only empirically supported social skills programs for youth with autism, her program is currently in over 70 countries and has been translated into over a dozen languages.

Connect with Dr. Laugeson: * UCLA Semel Institute PEERS Home Page * Facebook | Instagram | Twitter

Links and Related Resources: * Bully Proofing Strategies for Teens with Autism Spectrum Disorder and Other Social Challenges * What Is Social Thinking? * 5 Tips for Fostering Social Emotional Development in Twice Exceptional Children

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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In today’s episode, we’re discussing Sensory Processing Disorder. As with many other topics, this episode could really be turned into multiple conversations, so today we’re starting with what Sensory Processing Disorder is and our guest will help us understand how it manifests and interacts with other disorders.

My guest today is Courtney Duckworth-Harris, an Occupational Therapist and owner of Kinder Clinic in Los Angeles, California. Some children slip through the cracks and are misunderstood because they may not qualify for a diagnosis but are still struggling. These kids often present with Sensory Processing Disorder. Although SPD is becoming more understood in society, it still carries labels such as "bad behaviors" or "difficult kid." Courtney’s mission is to educate and empower families to look beyond the behaviors and understand their child's sensory needs. Through today’s conversation, she makes it clear that there are many ways sensory problems can impact a child’s daily life and how things will look for a child who struggles.

Listen on for a better understanding of Sensory Processing Disorder, how it affects day to day life, and how occupational therapy can help provide processing strategies.

Show Notes: [2:14] - Sensory - Courtney explains what it means.

[3:36] - As adults we can feel anxious or overwhelmed when our visual and auditory systems are flooded.

[4:18] - A Sensory Processing Disorder means that one’s sensory systems are not communicating or relaying information to your brain smoothly.

[5:40] - Courtney explains that it is not exclusive to one sense and children are impacted by a combination of sensitivities.

[7:51] - Children with autism are more prone to have sensory processing issues. But, sensory processing issues do not always indicate an Autism Spectrum Disorder diagnosis.

[9:31] - Courtney shares examples of children working with her in sensory integration therapy.

[11:21] - Courtney begins by breaking down each sensory system but states that they do not exist separate from each other.

[11:44] - Auditory processing issues can manifest differently for each child.

[12:46] - How do visual processing issues show up?

[13:31] - Tactile sensitivity is a little more understood. Courtney gives some examples.

[14:09] - There are some lesser known sensory processing concerns that Courtney explains including vestibular and proprioceptive.

[16:14] - Courtney explains the difference between discrimination and modulation processing and gives several examples of what this looks like.

[17:19] - Sensory Processing Disorder impacts many aspects of a child’s daily life.

[19:12] - These difficulties can lead to high levels of anxiety.

[20:36] - Occupational therapy (OT) can address social emotional skills that are impacted by sensory processing.

[22:01] - With OT and other therapies, it starts with an assessment. Courtney describes the process of getting started in OT for sensory issues.

[23:41] - Although children of any age can benefit from services, Courtney states that working with children ages 4-12 is where she sees the most progress.

[25:27] - Courtney describes her facility and all the equipment she uses. She also explains what a typical session could look like.

[27:58] - There are many things that parents can do at home to support services.

[29:22] - We are all sensory beings. We all have strategies to help us process, calm, or stimulate our senses. Some children need guidance in order to regulate.

About Our Guest: Courtney Duckworth-Harris received a Bachelors in Psychology from California Lutheran University in Thousand Oaks in 2007, and then her Masters in Occupational Therapy from USC in 2009. While in grad school she had the opportunity to take courses in sensory integration and fell in love with this type of therapy. As she was finishing up her masters, she completed her final fieldwork at Kinder Clinic, then owned by Aneeta Sagar. There, her education in pediatric OT and sensory integration was expanded and it confirmed her passion for this field. Since then, she has focused her career in pediatrics and specialized in sensory integration therapy. In September 2020, all these years later, she was presented with the opportunity to take over Kinder Clinic. At Kinder Clinic, Courtney works closely with families and provides individualized therapeutic support so the child can become a happier, and more confident, independent, and successful member of their family and community.

Connect with Courtney Duckworth-Harris: * Kinder Clinic Home Page * Phone: 310-826-9800 * Facebook | Instagram * ChildNEXUS Provider Profile: Courtney Duckworth-Harris OTR/L

Links and Related Resources: * Episode 9: How Occupational Therapy Helps Kids with Leah Hiller * ALPS Children: A Steep Climb - But Well Worth It! * ALPS Kids at Home: Keep the Learning Alive * Why Does My Child Act Up For No Reason?

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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How do you inspire kids to love math, and do you approach things differently when working with students who have learning disorders? The truth is, a lot of kids find math challenging and that challenge may stop them in their tracks. So how can we as parents, teachers, and caregivers help them persist? This is the perfect topic for today’s guest, Allison Dillard.

Allison is the host of The Allison Loves Math Podcast, a podcast celebrating leaders, legends, and trailblazers who are empowering the world to love math. She is also the author of The Love Math Journal, a tool to help young students cultivate gratitude, growth mindset, and a love of math. Crush Math Now is another of her publications designed for students who struggle with the subject.

Math can make students, children and adults alike feel anxious, stressed, and worried, especially if a learning difference is also in the picture. Listen to this conversation to find out how Allison helps students fall in love with the challenges of math and how you can guide children, too.

Show Notes: [2:36] - Allison loves math so much that in her down time, she hosts a math podcast. She shares why she loves it.

[4:04] - Being able to persist even when things get hard is a life skill that can develop through learning math skills. The struggle is beneficial.

[5:00] - If you believe you can do something, you figure out a way to make it happen. [6:09] - Allison teaches at a community college teaching remedial classes where students have been telling themselves for a decade that they cannot learn math.

[7:13] - A huge part of the equation comes from parents who tell them that it’s okay to “be bad at math.” Allison explains that stopping the negative conversation is key.

[8:37] - Allison Loves Math Podcast combines parenting and math talk for teachers to help support students and families.

[9:57] - We can’t always control what happens in a classroom regarding math talk and negativity, but parents can control how they converse at home.

[10:40] - Allson created The Love Math Journal that connects learning challenges with learning math in a positive way to promote growth mindset and reflection.

[11:41] - When we get something wrong, we reflect on how we went about it. Children don’t inherently know how to do that and need to be taught persistence.

[12:52] - Comparing math to sports is a great way to make things fun and relatable.

[14:07] - Allison gives examples of how to help students practice for testing.

[15:15] - When Allison works with students with learning disabilities, she focuses on experimentation in solving problems.

[16:57] - If the first strategy doesn’t work for a student, changing it up over and over again until they find what works for them is best.

[17:53] - Allison began working with students as a tutor in high school and college. She shares the impact of that experience.

[20:00] - Students who receive accommodations, especially during testing, often think that if accommodations can’t “fix” the problem, it is unsolvable.

[22:34] - Karen and Allison love statistics while many people dread learning it. Allison explains why she loves statistics and the importance of understanding it.

[24:16] - Statistics is a great tool for students to connect with math through real-world skills and topics.

[25:32] - Even with vaccine research and COVID-19 data, adults and kids need to understand statistics to understand what is going on in the world.

[28:00] - Allison shares how she experienced a health challenge in high school.

[29:28] - Parents can help their children understand their challenges through researching their own struggles.

[30:51] - Allison shares ways to help students love math, including relating it back to real life and learning to value challenges.

About Our Guest: Allison Dillard is an adjunct math professor at Irvine Valley College, author of several math books including Crush Math Now and The Love Math Journal. She is also the host of the Allison Loves Math Podcast, where she interviews experts in education and parenting about how to help our kids and students to value, love and succeed in math.

Connect with Allison Dillard: * Allison Loves Math Home Page * Facebook | Instagram | Twitter

Links and Related Resources: * Crush Math Now by Allison Dillard * The Love Math Journal by Allison Dillard * Podcast Episode 1: Uncovering Why a Child a Struggling * Important Components of Effective Math Intervention

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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We have seen an increase in ADHD referrals and diagnoses in the last year. Many parents reported an increase in ADHD symptoms in children who were diagnosed before the COVID-19 pandemic, and some parents wondered whether their child has ADHD after watching their child learn from home. It is important to note that while many children and families struggled during the pandemic, others thrived. As we head back to school in the fall, what are the experts saying about ADHD and what can caregivers do to support their children through another transition?

Today’s guest is Dr. Joel Nigg, Professor of Psychiatry and Behavioral Neuroscience at Oregon Health and Science University and author of the book Getting Ahead of ADHD. In this episode, Dr. Nigg offers great insight and describes studies done about ADHD specifically and gives actionable steps to take now to help prepare children for heading back to school. We discuss things to look for regarding ADHD symptoms and some simple changes in our daily routines as families that can make a huge impact. Dr. Nigg is doing fantastic work with the OHSU Center for ADHD Research and I am thrilled to have him on the podcast today to better equip parents and families for transitioning to another year of learning.

Show Notes: [2:40] - There has been an increase in parents seeking evaluations for ADHD after seeing children learn from home.

[3:32] - Dr. Nigg shares some data that shows the impact of distance learning during the COVID-19 pandemic across the world.

[4:46] - For those already diagnosed with ADHD, services were challenging during the pandemic and school closures.

[6:10] - You lose the advantage of a teacher’s perspective when learning from home. Demands at home from a parent are much different than those in the classroom.

[7:27] - Dr. Nigg recommends seeking services for the difficulties the child is experiencing right now and seek a diagnosis and treatment after heading back to school.

[8:54] - Self care has been difficult for many during COVID with increased stress levels. Dr. Nigg gives examples of some lifestyle changes people can make to help them cope with stress.

[10:24] - A valuable goal is to think hard about structuring your day to fit self care in.

[12:08] - Another factor that impacts mental health is sleep and the quality of rest.

[13:37] - We are all used to staying up late and not working with a strict schedule. Take a look at the amount of sleep your child needs for their age and create good habits.

[14:45] - The key is to shift the thinking around sleep to be positive. Counselors can help with this transition.

[15:46] - Parental modeling is difficult in the area of sleep. Another thing that is often lost is down time for family time together.

[17:16] - During COVID, screen time increased. Dr. Nigg gives suggestions on monitoring screen time and how it impacts sleep.

[19:37] - Family rules for a screen-free bedtime are hard to follow, but they are important.

[20:39] - Dr. Nigg addresses the claim that high levels of screen time causes ADHD.

[22:10] - Media content needs to be monitored for children and teens even though it is a part of their social experience.

[24:00] - Dr. Nigg recommends that screen time comes after basic needs are met.

[25:01] - Children with ADHD are more inclined to experience depression and anxiety. This trend was apparent during the COVID-19 pandemic.

[26:11] - Experiences during the recent pandemic will have a lasting effect. Some will be good and some effects may be negative.

[27:49] - There is still going to be COVID-related stress as students head back to school.

[29:18] - Children need to be prepared for possible changes again as they go back to school in the Fall. There’s still uncertainty.

[30:41] - School from home and school in the classroom will have varying risks.

[32:12] - Medical centers around the world have websites with tons of resources. They will also have current and updated recommendations and guidelines.

[33:21] - Dr. Nigg’s book is a great resource for parents of children with ADHD.

[33:46] - Dr. Nigg describes the new OHSU Center for ADHD Research and their current campaign and donation matching.

About Our Guest: Joel Nigg, Ph.D., is a Professor of Psychiatry and Behavioral Neuroscience, Vice Chair for Psychology, and Director of the Center for ADHD Research at Oregon Health & Science University in Portland, Oregon. He obtained his AB at Harvard College, MSW at The University of Michigan, and PhD in Clinical Psychology at the University of California at Berkeley. He is a licensed clinical psychologist with clinical experience in multiple settings. He is a leading researcher in the area of developmental psychopathology with a focus on ADHD. He is the author of 2 books on ADHD including a recent book written for parents: Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child. His work has been funded continuously by NIMH for over 20 years. The recipient of several awards, Dr. Nigg has served on the editorial boards of several leading scientific journals.

Connect with Dr. Joel Nigg: * Joel Nigg, Ph.D Home Page * Twitter | Facebook

Links and Related Resources: * Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child by Dr. Joel Nigg * OHSU Center for ADHD Research * “Mental Health Problems in Kids and Adults May be the Next Pandemic” by Joel Nigg * Episode 33: Attention Deficit Hyperactivity Disorder 101 with Dr. Nicholas Thaler * Episode 34: Key Principles for Raising a Child with ADHD with Dr. Russell A. Barkley * Attention Deficit Hyperactivity Disorder * Key Things to Know About COVID-19 Vaccines * COVID-19 Resources for Oregon * UCLA COVID-19 and Vaccine Resources

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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After the year we’ve had, we’re ready to dive back into school and a sense of normalcy. But for many students and their families, fine motor skills have taken a back seat for longer than we thought. That’s why I’ve asked Jennifer Morgan, occupational therapist and founder of MOST Kids OT to be on the Diverse Thinking Different Learning Podcast today to help us understand fine motor skills, dysgraphia, and what occupational therapy (OT) assessments and services look like.

Jennifer’s holistic and collaborative approach is not only refreshing to see, but incredibly impactful for the students she sees. In today’s episode, she describes what a session with her and her team looks like and the emphasis she puts on having fun during therapy. She clarifies some of the mysteries surrounding occupational therapy and why children hard at work might look like they are just playing. Not only that, but she offers several tips for parents and caregivers to work on fine motor skills at home and shares some things to look out for that may lead to a child benefitting from services.

Show Notes: [2:02] - Due to distance learning, handwriting, typing, and other fine motor skills took a backseat. Summertime is a good time to revisit these skills.

[3:12] - After the last year, children need to play. Play is important for many skills.

[5:16] - The most common referral for OT with Jennifer is a problem with handwriting. She describes what this looks like.

[6:55] - In the beginning of services, Jennifer describes what she looks for (e.g., observations of a child’s physical movements when writing). A lot of kids have low muscle tone in their hands.

[8:15] - Jennifer describes different grasps that students may use to write.

[9:28] - A standardized test is also used to break apart the motor component of writing.

[10:28] - Another thing that is looked at is sizing and placement of letters in writing.

[11:53] - Some students, depending on their age when starting with Jennifer, have established habits that may be hard to break. Is keyboarding an option for some?

[13:20] - There are so many benefits to brain development when writing.

[14:18] - Even if keyboarding is more efficient for a student, handwriting should still be utilized and worked on.

[16:14] - Dysgraphia and handwriting weakness impacts academic success as well.

[17:10] - Jennifer begins services with encouragement, and she helps students realize that they are not the only ones experiencing the struggle.

[19:08] - Jennifer reflects on the difficulty faced in the last year with her students and “pulling out all the stops.”

[21:09] - Referrals during the last year were low because things went unnoticed. Jennifer explains how she saw increased referrals this spring.

[23:17] - There is so much mystery around occupational therapy. There are underlying skills that are being worked on while appearing to be playing.

[24:19] - Jennifer describes a tool she uses called “theraputty.”

[26:00] - Although every child is different, there is a “bag of tricks” that works with many different skills.

[27:14] - Coloring is a great way to work on fine motor dexterity.

[29:07] - If children experience therapy as fun, they are more engaged. Jennifer prides herself on being quick to build skills because of high engagement.

[30:24] - Jennifer explains how she and the child know when they are done with therapy and know that they are able to continue on without assistance.

[32:10] - Sometimes students will come back for sessions later for refreshers or needs in a different area.

[33:50] - If Jennifer feels that a child needs different help or is better suited for a different type of therapy, she will make the necessary referrals.

[35:34] - OT can boost self-confidence greatly.

[36:45] - Jennifer gives suggestions for parents to help with fine motor skills at home in a very fun way.

About Our Guest: Jennifer Morgan is a pediatric occupational therapist and founder of MOST Kids OT, a private pediatric occupational therapy practice based in West Los Angeles. Jennifer founded MOST in Malibu, California in 2013, with the goal of providing individualized and holistic OT services to children of all ages and abilities. Jennifer and her team have succeeded in that (despite a few natural disasters), and she specializes in providing local home based and private school based occupational therapy for children to target a wide variety of skills. Jennifer utilizes a whole-child approach in her work, and enjoys collaborating with parents, teachers, and other health professionals to provide the best level of individualized service.

Jennifer’s primary expertise is helping children to develop their fine motor skills (handwriting, keyboarding), and ensuring that her clients make quick progress with lasting results. In 2018, Jennifer expanded her services by instituting the occupational therapy program at Park Century School, an independent school dedicated to providing individualized education to students with learning differences. She is passionate about her work, and this is reflected in her ever expanding involvement in the community. Jennifer is a Board Member for the Malibu Chamber of Commerce and the Boys & Girls Club of Malibu Wellness Advisory Council, and she co-organizes events with THERAsurf, bringing her expertise and exuberance to every interaction she encounters.

Connect with Jennifer Morgan: * MOST Kids OT Home Page * Instagram | Facebook * Email: Jennifer@mostkids.org * Phone: 310-437-0202 * Making the MOST of It Podcast with Jennifer Morgan * ChildNEXUS Provider Profile: Jennifer Morgan

Links and Related Resources: * Episode 9: How Occupational Therapy Helps Kids with Leah Hiller * Slow Processing Speed: An Overlooked Problem in Children * Dizziness and Balance Problems Common in U.S. Kids

Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com

The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

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If you have a child at home or in your classroom that is very bright but struggles with learning or with other aspects of their lives, this episode is for you. Today’s guest is Dr. Nicole Tetreault and as the author of Insight into a Bright Mind, she’s the perfect person to have this conversation with.

In addition to being an author, Dr. Nicole Tetreault is a meditation teacher, international speaker, and founder of Awesome Neuroscience. Her book, Insight into a Bright Mind was written with the goal to help individuals live their best life by explaining exciting new neuroscience research. She shares the latest studies, illustrated by the experiences of unique, creative, and intense brains, told through interviews, storytelling, and literary science. Her ability to translate complex research into understandable pieces is exactly why I knew I needed her on the Diverse Thinking Different Learning podcast.

In today’s episode, Dr. Tetreault and I discuss the unique challenges that children identified as gifted or twice exceptional face. What does twice exceptional mean? How can you tell if a child is gifted or twice exceptional? How can we help these children with compassion? Dr. Tetreault helps us get a firmer understanding of this population and provides us with great strategies and tips to create an embracing environment to allow them to thrive.

Show Notes: [2:15] - Because this is a podcast about learning differences, Dr. Wilson knew she wanted to talk about giftedness and twice exceptionality.

[3:10] - Dr. Tetreault describes the difference between giftedness and twice exceptional (2e).

[4:14] - 2e children have different types of processing and have asynchronous development. They are gifted but have learning difficulties.

[6:01] - You can see the spectrum and diversity in this population when you think about brain development versus educational standards.

[7:15] - Gifted students are often associated with academic achievement but Dr. Tetreault gives other examples.

[9:10] - There are times when some gifted students may appear bored, but Dr. Wilson explains the possibility of being “2e” and having undiagnosed issues with attention.

[11:14] - Dr. Tetreault explains the standard intelligence measures and what they focus on.

[12:13] - A lot of children who are truly gifted don’t do well on IQ tests, which means they would not be eligible for gifted programs.

[13:12] - Dr. Tetreault shares her preference for determining giftedness.

[14:10] - Processing speed is a big factor in a child’s ability to “pass” the test.

[15:51] - Dr. Tetreault suggests that a slow processing speed is actually advantageous in a society that needs to slow down.

[17:00] - Sharing a story from her book, Dr. Tetreault illustrates how children who need extra processing time are penalized.

[18:17] - There could also be financial hardship for students and their families.

[19:48] - Mental health and emotional wellbeing are impacted greatly.

[21:00] - Not receiving extra time to allow for their processing could have devastating consequences for a child’s life trajectory.

[22:41] - If children are not given verbal and nonverbal cues to indicate that they are seen for their abilities, they tend to feel isolated and alone.

[23:29] - The lack of emotional regulation is something that could be very confusing to teachers, parents, and caregivers.

[25:20] - Dr. Tetreault says that we can help children note and name their feelings in the moment so they can better communicate and understand their experiences.

[27:18] - Getting a low score on something that they know they could have scored highly on if given the right amount of time can cause unnecessary anxiety.

[28:42] - There are a lot of chances for misdiagnosis regarding heightened senses.

[30:34] - Perfection pressure could lead to perfection paralysis.

[33:29] - Identify the origin of a child’s worry about being perfect. Prepare for what could go wrong.

[34:11] - If we can engage the imagination in positive thinking instead of negative thinking, we will give children tools to manage anxiety.

[34:58] - Normalizing and destigmatizing feelings can lead to a decrease in anxiety and increase communication.

[36:14] - If you model compassion for a child’s feelings, they will learn to internalize compassion for themselves.

[37:41] - A feeling is an experience you’re having, not an experience you are.

[39:07] - How can we support the whole child?

[40:03] - The more a child can feel empowered in their uniqueness, they can advocate for themselves and communicate their needs.

About Our Guest: Dr. Nicole Tetreault is a compassionate author, meditation teacher, and international speaker on topics of neurodiversity, neurodevelopment, creativity, mental health, and wellness. Her book, Insight into a Bright Mind, explores groundbreaking research examining the experiences of unique, creative, and intense brains while advocating for new directions of human diversity and neurodiversity. Nicole is the founder of Awesome Neuroscience and translates the most promising neuroscience and positive psychology for people to live their best life. She is a Dean at Bridges Graduate School of Cognitive Diversity in Education. Dr. Tetreault leads a new generation of meditation practices by fusing novel discoveries in neuroscience with the ancient art of meditation. As recipient of the Milton Career Exploration Prize from Caltech, she founded the novel non-profit Beyond the Cell, a transformative program to rehabilitate incarcerated women through guided meditation, neuroscience, literature, and expressive writing. Nicole believes we have the ability to wire our minds for positive plasticity through compassion and wisdom and live the life we dream.

Connect with Dr. Tetreault: * Nicole Tetreault Home Page * Beyond the Cell Home Page * Twitter | LinkedIn | Instagram

Links and Related Resources: * Insight into a Bright Mind: A Neuroscientist’s Personal Stories of Unique Thinking by Dr. Nicole Tetreault

• Creative and Crushed Children Who Think Differently
• Podcast Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber
• Podcast Episode 17: How Micro-Schools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O’Shaughnessy

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The US Department of Justice states, “The link between academic failure and delinquency, violence, and crime is welded in reading failure.” The national reading crisis is much more than poor grades and missing assignments. And for black children, their legacy with literacy dates back to slavery.

Today’s guest has made this connection through her own personal journey to advocate for her son and is passionate about education reform. Resha Conroy is the founder of the Dyslexia Alliance for Black Children, an organization designed to act locally and nationally to support Black children who are Dyslexic by empowering Black families and concerned communities. The approach focuses on raising awareness about Dyslexia and effective reading instruction, transforming barriers to literacy through education and empowerment, and confronting racial bias in public education through collaboration and action.

Listen on to hear Resha’s story, how you can support your child and community, and how to connect with the Dyslexia Alliance for Black Children.

Show Notes: [1:45] - Dr. Wilson first heard Resha speak at a virtual event on the social justice issue of literacy.

[2:36] - Resha was brought into the area of dyslexia after her son’s diagnosis.

[3:31] - Resha’s son was not retaining knowledge, and he was struggling with reading skills and word finding.

[4:18] - If there is a history of a language delay or struggle, a child is more likely to have dyslexia or another language-based disorder.

[5:10] - When Resha’s son was denied services after a school evaluation, she sought a private assessment and found out, through that evaluation, that he was at the first percentile in decoding.

[6:19] - He was able to get his foot in the door for services because of a speech-language pathologist at his school.

[7:20] - Resha shares the comments from others that she should be okay with her son’s low performance.

[9:38] - These experiences are not unique to Resha. She founded the Dyslexia Alliance for Black Children to help families navigate this space.

[10:47] - If dyslexia hasn’t been identified as the root issue, by third grade there could be outward behavior issues which then causes misdiagnosis.

[11:45] - Research shows that black children have harsher consequences for poor behavior.

[12:43] - Resha describes the connection she made during her own research.

[15:41] - There’s nothing about a child’s first language that contributes to their dyslexia.

[17:20] - Even if you read to your child everyday, it’s not going to address reading issues related to dyslexia.

[18:24] - Resha shares how people also tend to blame the child for not trying.

[20:11] - All studies prove that early intervention is key. But, many schools are not equipped.

[22:17] - Informing parents is something that Resha is passionate about with her organization.

[23:23] - There is also a huge disconnect with teacher training regarding reading instruction.

[24:12] - Resha shares reading proficiency data and breaks it down by race. This puts children with dyslexia at an even greater disadvantage.

[25:07] - What is the history of literacy for black people?

[27:41] - The history of policy and systemic racism continues to impact black students.

[29:01] - Providing parents with the tools, support, and proper language to advocate for their child is crucial.

[30:24] - An IEP with the right language is a tool to fight for the rights of a child.

[31:27] - Emotional support for families makes a huge difference as well.

[32:00] - The Dyslexia Alliance for Black Children is launching programs that you can request more information about. Resha shares what the organization can do.

[33:27] - How does the Dyslexia Alliance for Black Children push for literacy as a social justice issue?

[35:50] - Once a child is identified as having dyslexia, which can be a long wait to begin with, what do the interventions and services look like?

[37:08] - These services need to be consistent throughout the child’s educational career.

[38:02] - The Dyslexia Alliance for Black Children has members on the team that have dyslexia and are success stories.

About Our Guest: Resha Conroy is the founder of the Dyslexia Alliance for Black Children. A mother of two children with learning differences, including a son with dyslexia, Resha is motivated by her family's journey and a lifelong passion for education reform to bring awareness to the intersectionality of race and Dyslexia. Resha brings over a decade of experience in education reform and charter school administration. Currently, Resha is a Speech-Language Pathologist with interest in language, literacy, and culture. She has an M.S. in Communicative Sciences and Disorders and an M.P.A. in Nonprofit Management from New York University.

Connect with Resha: * The Dyslexia Alliance for Black Children Home Page * Facebook | Twitter

Links and Related Resources: * 6 Quick Questions for Parents Concerned About Dyslexia * Dyslexia Article * Podcast Episode 21: What You Know and Don’t Know About Dyslexia with Dr. Lauren McClenney Rosenstein * Podcast Episode 4: Helping Your Child with Language Based Learning Disabilities with Dr. Daniel Franklin * Podcast Episode 14: Pursuing and Pushing for a Special Education Assessment with Educational Attorney Leejanice Toback * The Impact of Dialect Density on the Growth of Language and Reading in African American Children (Julie Washington et al., 2018)

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We often discuss learning differences, developmental disorders, assessments and interventions with respect to children in the United States. But what about children across the globe who need support? Today’s guest shares this staggering statistic - 90% of school aged children across the world do not receive the education and services they need; at the time of the recording, I thought that it was 50%, and my heart dropped. What can we do to help? In today’s episode, Sandy Dorsey and I have a conversation about the amazing work she is doing and the global impact she is making.

Sandy Dorsey is a speech-language pathologist in New York with a passion for advocating for children on a global level. Through her organization, Smiles for Speech, she has worked with children, families, caregivers, educators, and doctors around the world. Today she shares some of her experiences in Ghana, Kenya, and Peru and through teletherapy and traveling overseas with a team, she has helped spread the word regarding providing services in underserved communities.

This conversation is inspiring and eye-opening. Listen in to learn Sandy’s approach to connecting with diverse communities and educating families to better serve children around the world.

Show Notes: [2:15] - Karen and Sandy have not met in person but are alumni from Howard University.

[3:04] - Through Sandy’s travels, she became passionate about advocating for children globally.

[4:29] - Sandy discusses the fact that many people across the world do not have access to speech therapy nor do they know what it is.

[5:13] - Many school-aged children around the world do not attend school due to the lack of funding and services for their special needs.

[6:05] - In many communities, there is a negative stigma and attitudes surrounding developmental disorders due to lack of awareness.

[7:17] - Sandy describes her approach when helping families in different cultures with their child’s unique challenges.

[8:43] - Sharing ideas is something that is key to Sandy’s approach. This gives families options and she can see their response.

[9:51] - In some cultures, Sandy has found that many fathers leave when they find that their child has a developmental disorder. Sandy explains that connecting with the child’s mother is important to her approach.

[10:45] - Because of negative stigma and beliefs, children with developmental disorders are sometimes hidden completely from their community.

[12:01] - The services provided even through teletherapy have provided families with strategies and support. Word-of-mouth testimonies have helped with the negative stigma in some communities.

[13:22] - In Kenya specifically, Sandy explains that community members and families didn’t know that speech therapy existed and now the word is spreading.

[14:30] - Sandy points out that it isn’t just communication that this type of therapy helps. Swallowing is another part of the program and can help with feeding issues that could cause malnutrition.

[15:48] - In some cases, families know about services but cannot access them or afford them. In some communities, services mean just once a year.

[17:01] - The most important thing to look for in speech and communication is to note if the child is requesting or initiating communication.

[18:27] - Once a child is requesting what they need, pause to give them the opportunity to verbalize it. If they are not, that could be a red flag.

[19:46] - Sometimes comprehension of spoken language can be misunderstood as a hearing problem or a problem with attention.

[21:13] - Sandy shares recent work with doctors and psychologists in Ghana. In some countries, doctors are saying that not talking is normal till the age of 4.

[23:10] - In these cases, so much time has lapsed for the child.

[23:47] - Sandy explains what she does on a local level in her community in New York working in preschools to educate teachers and caregivers.

[25:51] - Word of mouth plays a role in the area of educating professionals and doctors as well. Sandy collaborates with them through workshops and training.

[26:50] - Sandy shares a story about a baby that was not eating and how this type of therapy benefits more than just communication.

[27:43] - The key to global impact is interdisciplinary collaboration.

[28:43] - In addition to working with children, Sandy has worked with adults in Peru with a team of other therapists and experts.

[29:48] - Even in the United States, it is difficult to add needed services through the process we have. Having a team is so much more beneficial.

[31:08] - Sandy describes Smiles for Speech, the organization she has founded to provide global support.

[32:40] - Traveling has been paused due to COVID-19, but Sandy hopes to resume overseas work in 2022.

About Our Guest: Sandy Dorsey is a speech-language pathologist (SLP), educator, and global advocate for children with special needs. She has provided diagnostic and therapeutic speech services for over 25 years in a variety of SLP care settings for children and adults primarily from diverse and underserved communities. She serves local schools and skilled nursing facilities with a team of speech-language pathologists, clinical fellows, and graduate students via teletherapy at her New-York-based private practice, All About Speech, LLC.

As a proud Howard University graduate, Sandy is eager to give back to the next generation of speech-language pathologists with a focus on cultural responsiveness and increasing diversity in the field of speech-language pathology.

Sandy founded Smiles for Speech in July, 2017 to empower professionals and caregivers in low income communities; her organization provides support with evidence-based intervention through interdisciplinary service trips, teletherapy, workshops, and parent support groups. Their goal is to provide long-term sustainable solutions for intervention services with a multi-disciplinary approach that includes intensive training for staff and families through mindful collaboration with other non-profit organizations with similar values.

Connect with Sandy: * Email: hello@smilesforspeech.org * Smiles For Speech Home Page * Facebook | Instagram | Twitter

Links and Related Resources: * Five Signs You Need a Speech and Language Pathologist * Speech and Language Disorders in Children More Than Meets the Mouth * Podcast Episode 31: How to Support Children Who Stutter with Trisha Thapar * Podcast Episode 32: Advocating for Children with Special Needs with Heather Zakson * Podcast Episode 14: Pursuing and Pushing for a Special Education Assessment with Educational Attorney Leejanice Toback

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Poverty and socioeconomic status impacts school readiness, language development, and the important early intervention of learning disabilities. During the Covid-19 pandemic, these already underserved communities were even more drastically impacted by the inequities of our special education system. There are a lot of layers to this overwhelming problem, but through the work of organizations like the Special Needs Network in LA and individuals like Daniel Mendoza and Marcos Aguilar, we are spreading awareness and access to services otherwise difficult to obtain.

In this episode, Daniel and Marcos explain how children with special needs are impacted by inequities in their community. Daniel is the Clinical Director for the Special Needs Network’s Applied Behavior Program and shares in this episode how some children with Autism are not given the services they need in underserved communities. Marcos is a Board Certified Behavior Analyst and Assistant Clinical Director at Special Needs Network and together with their behavioral health team, provides education and resources to families, children, and adults. They have created multiple “access points” to reach as many families in need as they can.

We could have multiple episodes on this important topic, but their mission is clear. The Special Needs Network is doing tremendous work in their community in raising public awareness of developmental disabilities and impacting public policy. I’m honored to have Daniel and Marcos on the show today to further spread this awareness.

Show Notes: [1:59] - Dr. Wilson shares her experience with the Special Needs Network at the beginning of the Covid-19 pandemic.

[2:57] - Daniel explains the beginning of the Special Needs Network and how it has grown since 2005.

[4:22] - There has been an increased awareness regarding the inequities in education, particularly special education.

[5:30] - The programs that Special Needs Network offer were crucial during Covid-19. Daniel describes the experience for many parents and families.

[6:28] - During the pandemic, Special Needs Network was able to help fill the gap in services when services couldn’t continue in school.

[7:29] - Daniel explains what ABA therapy is and the benefits of it for anyone but especially those with Autism.

[9:01] - Marcos further explains ABA therapy for those with Autism. Some behaviors are due to an inability to effectively communicate.

[10:03] - The delay in services for children with Autism can be up to 2 years in underserved communities.

[11:22] - Daniel points out that in underserved communities, parent concerns are not taken as seriously. Parents tend to give up in their efforts to find support and early intervention.

[12:17] - The lack of understanding and access to services has caused some children to not obtain therapy in some cases till they are teenagers.

[13:43] - Dr. Wilson shares that she has known of families crossing state lines to seek services in other states. This is inequitable as services should be available everywhere.

[14:22] - The United States is “late to the game” on services for Autism.

[15:18] - Underserved communities also experience inequities in other services, even healthcare.

[16:40] - Daniel describes how the Special Needs Network approaches this overwhelming work.

[17:42] - What is “boots on the ground”?

[19:09] - Special Needs Network also attracts people with resources and supplies like backpacks and food during special events. They also partner with larger corporations to reach more families.

[20:50] - All the different access points for Special Needs Network, they’ve created an infrastructure in their community, including pediatricians.

[22:00] - Special Needs Network also partners with schools and is working on referral systems for school psychologists and another entry point for students.

[24:07] - Parent support is also vital as having a child with special needs can be very isolating and have a negative stigma.

[25:08] - Marcos emphasizes the importance of collaboration with families.

[26:27] - When the team works together as a unit, that is when you see the child “take off.”

[27:27] - Marcos tells families that he doesn’t want to be the best to work with their child, but wants to be able to access work for their child and connect them to the right programs.

[28:43] - Parents connecting with each other creates word of mouth for Special Needs Network but also builds a community of support for families with similar challenges.

[31:26] - Parent mentoring also helps with the negative stigma of having a child with special needs. It creates hope for parents who are discouraged.

[32:31] - Society has two different models of looking at developmental disabilities. Daniel explains them both.

[34:24] - There needs to be societal change in this area of acceptance.

[37:29] - Dr. Wilson invited Daniel and Marcos to speak at a town hall coming up.

[38:37] - Daniel describes a new facility opening in December of this year and what they will be able to offer in one building.

About Our Guests and Special Needs Network: Daniel Mendoza is the Clinical Director for Special Needs Network’s Applied Behavior Analysis program, and Marcos Aguilar is a Board Certified Behavior Analyst and Assistant Clinical Director at Special Needs Network, Inc. Both Daniel and Marcos are part of an interdisciplinary behavioral health team that includes behavioral analysts, clinical psychologists, social workers, and pediatricians, providing behavioral health treatment to children diagnosed with autism.

Special Needs Network, Inc. is a community-based non-profit organization dedicated to addressing the needs of underserved families struggling with raising a child with developmental disabilities. Their mission is to raise public awareness of developmental disabilities and to impact public policy, while providing education and resources to families, children and adults. SNN serves as a link between under-served communities and mainstream developmental disability organizations and governmental institutions, which often fail to address issues specific to these communities. SNN firmly believes that dignity, hope and opportunity are the birthright of all children.

Founded in 2005, Special Needs Network, Inc. (SNN) grew out of the struggles of Areva D. Martin, Esq. after her son Marty was diagnosed with autism at the age of 2. After finding it incredibly difficult to access services for Marty, Ms. Martin became aware of the enormous challenges faced by families affected by developmental disabilities in underserved communities – in particular, the neighborhood of South Los Angeles. A Harvard-trained attorney, Ms. Martin used her entrepreneurial and legal skills, as well as her own experiences navigating the complex system of care, to create a parent-centered organization with a mission to help the communities in need through four resolutions:
1. Reduce the waiting period for families to have their children diagnosed;
2. Bring education, resources, and services directly to the community;
3. Provide unique learning opportunities for children and young adults with developmental disabilities; and
4. Forge an action-based coalition of families empowered to self-advocate at all levels of government.

Connect with Daniel and Marcos: * Special Needs Network Home Page

• Special Needs Network on Facebook
• Special Needs Network on Instagram

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In today’s episode, we are continuing our conversation about Attention-Deficit/Hyperactivity Disorder (ADHD) with the incredible Dr. Russell Barkley. I am honored to have him on the Diverse Thinking Different Learning Podcast as an internationally recognized authority in ADHD and I know that this discussion will be a great resource for parents, families, educators, and clinicians working with the child with ADHD.

Dr. Barkley is a clinical psychologist and a Clinical Professor of Psychiatry at the Virginia Commonwealth University School of Medicine. He is also an author of numerous books particularly on the subject of ADHD and today we discuss his most recent book The 12 Principles for Raising a Child with ADHD, which I highly recommend.

In addition to sharing his vast amount of knowledge, Dr. Barkley also shares how ADHD has affected his own family that has helped lead to his passion for understanding it and guiding others. He has been incredibly supportive of ChildNEXUS and was gracious enough to allow me to republish his ADHD fact sheets on our website.

So listen on to learn the science behind ADHD and several of the key principles for raising a child with the disorder.

Show Notes: [2:16] - The fourth edition of Dr. Barkley’s best-selling book Taking Charge of ADHD: The Complete, Authoritative Guide for Parents became available in 2020. There is also a companion guide called The 12 Principles for Raising a Child with ADHD.

[2:56] - Dr. Barkley explains that a superficial definition of ADHD is a neurodevelopmental disability in the emergence of two mental functions that we all possess: the capacity to pay attention and the ability to inhibit excessive action.

[4:29] - If you “look under the hood,” ADHD is actually a disorder of self-regulation and the major executive functions

[5:41] - When you look at ADHD beyond the superficial level, you can see how debilitating it can be.

[6:22] - Dr. Barkley explains the inhibition dimension of ADHD and how it appears in children with ADHD.

[7:37] - The hyperactivity we see not only affects movement, but also manifests as excessive talking and interrupting.

[8:00] - Cognitive impulsivity is another symptom of ADHD.

[9:06] - Another type of impulsivity that most people don’t talk about is motivational impulsivity.

[10:04] - Those with ADHD don’t value delayed gratification and consequences which can lead to problems with some types of intervention.

[10:29] - People with ADHD also show their emotions very quickly and more strongly and can’t recover from them as quickly as others.

[12:00] - The emotional impulsivity in ADHD is different from mood disorders because the emotions are rational, just not controlled.

[13:20] - Many times, these impulsivities are missed especially when manifested in preschoolers with ADHD.

[14:19] - Dr. Barkley describes how ADHD impacts a child’s executive functioning development from preschool onward.

[15:46] - Across development, ADHD is first and foremost a self-regulation problem. Relative to your age, one is not able to do what their peers can.

[17:07] - What makes people with ADHD different from those without ADHD is not qualitative.

[18:04] - What is normal age-appropriate behavior and what is cause for concern? ADHD begins where impairment begins.

[19:11] - The dimensionality is something that can cause a lot of confusion and misconceptions.

[21:20] - Raising a child with ADHD has been found through research to be as stressful and as challenging as raising a child with Autism Spectrum Disorder.

[22:32] - In the 1970s when Dr. Barkley entered the field, it was believed that ADHD came from bad parenting.

[24:14] - Dr. Barkley emphasizes the importance of finding strengths and aptitudes of a child with ADHD even if they are “outside the box.”

[26:12] - There are a lot of pathways to success and it's not all about making money. It is about finding something that is meaningful to you and following it. Those with ADHD can do that in spite of their difficulties.

[27:45] - The next step is to find opportunities in the community that help the child with ADHD with their aptitude. Develop the non-traditional aptitude and be in their corner all the time.

[29:04] - Focusing solely on excellence in school will not lead to success for children with ADHD.

[30:51] - Dr. Barkley discusses the importance of true acceptance and throwing your ideas of “good parenting” out the window.

[31:55] - Focusing on what is developmentally critical over the trivial can improve your relationship with your child.

[34:33] - Because of a strong relationship, when consequences become inevitable, you won’t be driving your child away.

[36:23] - Dr. Barkley’s book comes highly recommended for parents with practical strategies for raising a child with ADHD.

[37:21] - Why did Dr. Barkley write The 12 Principles of Raising a Child with ADHD?

[39:07] - The book is a great next step for parents after a diagnosis.

[40:09] - Dr. Barkley shares the personal impact ADHD has had on him, including the death of his twin brother.

[42:07] - Time blindness is something people with ADHD really suffer with and can be very demoralizing and devastating if not understood.

About Our Guest:

Russell A. Barkley, Ph.D. is an internationally recognized authority on Attention-Deficit/Hyperactivity disorder (ADHD) in children and adults who has dedicated his career to widely disseminating science-based information about ADHD. He is currently a Clinical Professor of Psychiatry at the Virginia Commonwealth University School of Medicine. Dr. Barkley has published numerous books, rating scales, and clinical manuals and more than 300 scientific articles and book chapters on ADHD and related disorders. He has presented more than 800 invited lectures in more than 30 countries, and he has appeared on nationally televised programs including 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and other programs.

Connect with Dr. Russell Barkley: * RussellBarkley.org

Links and Related Resources: * What Causes ADHD? * The Important Role of Executive Functioning and Self-Regulation in ADHD

• Taking Charge of ADHD: The Complete Authoritative Guide for Parents by Dr. Russell Barkley

• 12 Principles for Raising a Child with ADHD by Dr. Russell Barkley

• Executive Functions: What They Are, How They Work, and Why They Evolved by Dr. Russell Barkley

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Attention-Deficit/Hyperactivity Disorder (ADHD) is often a misunderstood disorder. Even with all the research and information available to us, the misconceptions become a problem when the symptoms are overlooked. So what does ADHD look like? Is it the child that’s easily distracted, has difficulty paying attention or sitting still? Yes, that could be ADHD. But there could be more to it than that.

In today’s episode, Dr. Nicholas Thaler helps us understand what ADHD is and what it is not. Dr. Thaler is a clinical neuropsychologist who specializes in assessing youth with learning disorders, ADHD, and traumatic brain injuries. Along with that, he has also published numerous peer-reviewed papers on various neuropsychological conditions and is a faculty member at UCLA. He is extremely knowledgeable on this topic and brings to light so many misconceptions. He also gives practical recommendations on things parents can do at home to help their children with executive functioning tasks that their ADHD may make seemingly insurmountable.

Remember that ADHD is a lifelong disorder but it isn’t something that will always be disabling. Dr. Thaler says, “Many adults are successful because of their ADHD.”

Show Notes: [2:39] - There has been so much research and so much information available, but there are a lot of common misconceptions of ADHD.

[3:15] - Due to the pandemic, parents are now watching their children in a learning environment and are unsure of why they are struggling with paying attention.

[4:44] - A lot of parents are unsure on what is age appropriate and what is abnormal.

[5:17] - Dr. Thaler defines ADHD, what it really is, and how it can mimic other executive functioning disorders.

[6:13] - Since so much of ADHD impacts behavior and learning, Dr. Thaler explains that attention in the learning environment is where observations should occur.

[7:39] - Dr. Thaler explains why the ideal time to look into assessment of ADHD is around 8 or 9 years old or when transitioning to a different learning environment.

[9:38] - The maturation of the brain makes a big difference for assessing ADHD.

[10:34] - There are three types of ADHD.

[11:09] - Focus is different than attention. Children with ADHD can focus on preferred activities easily.

[12:01] - Dr. Thaler describes what happens in the brain with and without ADHD.

[13:17] - A task that is not preferred but has to be done, such as washing the dishes, can seem insurmountable to someone with ADHD.

[13:50] - The word “attention” in Attention-Deficit/Hyperactivity Disorder is a misnomer. Dr. Thaler explains that attention may not be the actual problem.

[15:04] - Another expression of ADHD is the predominantly inattentive type. Individuals with this presentation aren’t displaying hyperactive behavior and are more often sluggish. They are overlooked a lot of the time.

[16:51] - There is also a predominantly hyperactive type, which is something that Dr. Thaler doesn’t diagnose often.

[19:09] - With ADHD, the executive system is a little bit delayed compared to a child’s peers.

[20:33] - A delay in maturation can also lead to a delay in diagnosis with the “they’ll grow out of it” mindset.

[21:58] - Sometimes Dr. Thaler is challenged by parents who had ADHD and were “totally fine,” but he expresses that they probably weren’t completely fine.

[22:53] - There has been more acceptance surrounding ADHD in schools and households.

[23:43] - Children with ADHD are often working so much harder than their peers just to pay attention and they are also getting cues that they are not doing things correctly.

[24:55] - Children get confused about why they can’t control their behavior.

[26:04] - Parent-child therapy and counseling is recommended. Dr. Thaler also discusses the importance of communication with schools and teachers.

[27:27] - A 504 plan or IEP might be necessary in the learning environment and should be considered on a case-by-case basis.

[28:31] - Medication is also available for children who need it. Dr. Thaler explains the need for a psychiatrist for this and what to look for in a good psychiatrist.

[30:07] - There are some organizational things that parents can do at home to help their children. Dr. Thaler suggests making the implicit explicit.

[31:34] - Dr. Thaler gives examples of strategies to use at home that can help children with executive functioning skills.

[33:18] - ADHD is a lifelong disorder but it isn’t something that will always be disabling. Many adults are very successful because of their ADHD.

[35:29] - Dr. Thaler believes that ADHD itself isn’t a big deal but there are certain risk factors that Dr. Thaler explains.

[36:41] - Symptoms can look different in each child.

About Our Guest: Dr. Nicholas Thaler is a board-certified clinical neuropsychologist with extensive experience working with individuals across the lifespan. He specializes in assessing youth with learning disabilities, ADHD, and traumatic brain injury and has published over 50 peer-reviewed papers on neuropsychological conditions. He maintains a faculty position at the UCLA Neuropsychology training program and is the current president of the Asian Neuropsychological Association.

Connect with Dr. Thaler: * Email: Nick.Thaler@gmail.com * ChildNEXUS Provider Profile - Dr. Nicholas Thaler

Links and Related Resources: * Attention-Deficit/Hyperactivity Disorder * What Causes ADHD? * Mindfulness in the Treatment of Attention-Deficit/Hyperactivity Disorder

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Are you concerned about whether your child has made meaningful progress over the last year in school? We all know that this last year has been a challenge for many, especially children. But what learning loss can be attributed to the pandemic and what needs to be looked at more closely? Today’s guest is an incredible special education attorney who is passionate about advocating for children and adults. You can hear the passion in her voice throughout this entire episode and she brings to light a lot of concerns as we begin the transition to heading back to the brick and mortar classroom environment.

Our guest, Heather Zakson, is a special education attorney. She answers a plethora of questions in this episode, shares staggering statistics, explains legislation and federal funding, and encourages all parents to strongly advocate for their children.

Show Notes: [3:01] - The transition going back to school is a front and center concern for a lot of families.

[3:58] - Heather shares her surprise at how well so many children did with the distance learning situation over the last year, particularly those with autism.

[5:10] - Distance learning unlocked more tools and opportunities for many students. [6:18] - Some parents are really strong at organizing and supporting their children at home.

[7:57] - Data is our stock and trade in special education. We need the information to compare data over time to see what’s working.

[8:59] - A lot of work is done on screen and not kept in a paper format. Heather recommends always taking a screenshot of work to archive a child’s progress.

[10:03] - Having formal assessments done after this time of distance learning is going to be a great indicator of progress made in that remote setting.

[11:49] - Don’t think of assessments as something dictated only by schools.

[12:46] - Just like a blood test that tells a doctor what kind of medication you need, a psychological assessment will give us information on what intervention and support is needed.

[13:44] - When seeking a private assessment, you have the control on who to conduct the testing and who to share the information with.

[14:33] - If you are unable to have a private assessment done, Heather explains how it works through the school system. You can ask for a second opinion.

[17:20] - Although we have seen the good things that have come from distance learning, there are many students who have suffered with great educational loss.

[18:25] - Heather advises that if you think there is something wrong, follow your gut. Talking to your child’s teacher is a great place to start.

[19:40] - All public schools have the ability to assess. Heather also explains that you may need to push for an evaluation to avoid a “wait and see” approach.

[21:38] - When a child is behind, moving forward without support will just make them fall farther behind. Early intervention is crucial.

[23:10] - When you are out there advocating for your child, don’t take no for an answer.

[25:08] - There are some red flags that teachers may say to push parents away from an evaluation.

[26:29] - Heather shares a story about a client who was recently diagnosed with autism spectrum disorder sitting alone on the playground.

[27:53] - We know how to support children with social difficulties and with appropriate support, they can have a completely different educational experience.

[29:45] - Heather and Karen are concerned that the pandemic and time during distance learning will be blamed rather than looking at real underlying learning struggles.

[30:54] - Heather explains what recoupment means and how this affects the near future of special education.

[32:46] - Children with learning disabilities are legally entitled to remediation.

[34:22] - When there is a reading and/or language delay, there needs to be evidence-based targeted reading instruction. But to get that, there must be a screening.

[35:40] - Heather discusses SB 237 that needs to be voted for. What will this do?

[37:18] - Information doesn’t hurt anyone. It doesn’t put labels on anyone.

[38:07] - Heather shares statistics for kids in California who are not meeting grade-level standards.

[40:28] - Dyslexia screening should be a mandatory part of assessment early on for every student.

[41:10] - What is SB 488 and how will it affect university programs for teachers?

[42:53] - Heather shares her frustration and anger surrounding teacher standards being lowered to be more inclusive. She believes that this is an argument that doesn’t make sense.

[44:50] - The Right to Read Project and Decoding Dyslexia are highly recommended to look into by both Heather and Karen.

[46:27] - Every year is different when it comes to funding. Heather explains the push for federal funding for special education.

[48:19] - The real test of our educational system is how we support our students who struggle the most.

[49:02] - Where the money comes from for intervention and support is not a parent’s problem. Every child is entitled to an appropriate education and remediation of learning disabilities when appropriate.

About Our Guest: Heather Zakson represents children and adults in special education, Regional Center and discrimination cases and provides expert consultation on complex custody and guardianship matters. She is widely recognized for her creativity and tenacity on behalf of those whose rights have been violated and needs have gone unmet. She is a graduate of UCLA School of Law and Brandeis University, and has been practicing law for 18 Years.

Connect with Heather Zakson: * Zakson Law Home Page * Phone: (424) 369-9529 * Heather Zakson on LinkedIn * Heather Zakson, Attorney on Facebook

Links and Related Resources: * How to Initiate a Special Education Assessment * Video: Special Education and Distance Learning Check In * Podcast Episode 21: What You Know and Don’t Know About Dyslexia with Dr. Lauren McClenney Rosenstein * Podcast Episode 22: How Students with Dyslexia Can Develop the Skills Needed for Reading with Forough Azimi * The Right to Read Project * Decoding for Dyslexia * SB 237 * SB 488

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Passionate and highly skilled, today’s guest brings to the podcast community a vast amount of information on supporting children who stutter. Her comprehensive approach is incredible and through this conversation, you will see that it should be the norm. I learned so much from her and am thrilled to share this interview with you.

Trisha Thapar is a speech-language pathologist and owner of Adventures in Communication. She works with clients all over California through teletherapy and her passion is working with young children who stutter. Today you will hear how she not only works with kids to improve fluency, she educates parents and teachers, empowers the child and helps to instill a positive self-concept.

“The expectation should never be fluency. The expectation should be wanting and choosing to communicate,” Trisha explains. She demonstrates the support that can be available for those who stutter and through her passion, she is making a huge difference in the lives of her clients.

Show Notes: [2:46] - There is such a wide range of issues in Speech and Language Pathology. Trish has always been more drawn to sound production over language. She takes a moment to describe the difference.

[3:44] - Trisha’s passion lies in helping children who stutter. This is a fluency disorder and falls under the umbrella of speech.

[4:34] - Everyone has natural pauses in their speech, including saying things like “um,” “like,” or breaks in a sentence.

[5:07] - There are different types of stuttering and different causes to it. The range is wide and varies per child.

[6:11] - As a lot of young children are developing speech and language, everything is developing at the same time. During growth spurts, many children experience stuttering.

[6:57] - Red flags for concerns are if the stuttering continues after several months or if the child notices that they don’t speak right, physical tension in their face, and family history of stuttering.

[8:09] - If there is a family history of stuttering into adulthood, the child is more likely to continue stuttering as adults as well. The earlier the intervention, the better they can manage it as they get older.

[9:14] - There are a lot of areas within speech where we get the “wait and see” approach, but it’s very prominent with stuttering. Trisha is strong in her belief that early intervention is crucial.

[10:34] - At the end of the day, an evaluation is a great idea even if it doesn’t result in a need for intervention.

[11:39] - Children who stutter will experience it more frequently when they are trying to regulate emotions, trying to tell a story, or experiencing physical discomfort.

[12:52] - There may be other times that children are stuttering that we don’t notice as easily. Trisha highly recommends an evaluation.

[14:13] - Because other people can observe that a child has a stutter, it heavily impacts their self-concept.

[15:10] - Part of the evaluation that Trisha does assesses “communication attitude” and self-concept.

[16:44] - Children who stutter learning virtually have been able to more easily resort to communicating through text.

[17:49] - Trisha describes the things that she works on with children as tools that they can choose to use. They have the freedom to decide what strategies to use and when.

[19:01] - The mantra of every session is “stuttering is not a big deal.” Trisha always works on stuttering education for the child, parents, and even their peers. It is presented as a “fun fact” about them.

[20:53] - Positive self-talk is something that Trisha also works on with her clients.

[22:01] - Trisha’s approach is very comprehensive.

[22:56] - The expectation should never be fluency. The expectation should be wanting and choosing to communicate.

[24:18] - This comprehensive approach makes a tremendous difference, but it is not currently the normal scope of care across all practices.

[25:52] - School Speech-Language Pathologists don’t always have the opportunity to specialize because they are working with a vast variety of communication issues.

[27:44] - We will notice stuttering the most between the ages of 3 to 5 due to a language growth spurt. Children are acquiring so much vocabulary during these years and are starting to piece together much longer thoughts and sentences.

[28:20] - The statistic is that 30% of children who stutter during that time do not grow out of it. Some receive intervention and some do not, and a lack of intervention can lead to the inability to manage stuttering.

[29:39] - The question that Trisha receives all the time is if she can help a child to completely stop stuttering. She explains how she believes it is a life-long issue but can be managed.

[31:00] - No matter how long Trisha works with a client, the tools are life-long strategies that can be used to give children into adulthood the confidence to communicate.

[32:20] - Trisha shares the reason why she has become so passionate about the work that she does.

[34:01] - Stuttering education is not an American problem. Growing up in India, Trisha knows firsthand that this is a worldwide issue. She participated in a study that helped grow her passion for her work.

[36:00] - Camp Say is an experience for children to meet other children who stutter and adults who have learned to manage theirs.

[37:30] - Trisha integrates family work into her work with clients and even includes community events to help children who stutter.

About Our Guest: Trisha is a speech-language pathologist and owner of Adventures in Communication, a pediatric private practice based in Long Beach, CA. She received her Master’s from Chapman University and her Bachelor’s from CSU Long Beach.

She has contributed to research and publications in the area of fluency, helps coordinate the award-winning Camp SAY LA through Stuttering Association for the Young, and is a member of CSHA‘s District 6 Advisory Committee.

Though she has lived in California for most of her life, Trisha was born in India and spent most of her childhood in Singapore. She is proficient in written and spoken Hindi. In her free time, Trisha can be found chasing her precocious toddler or indulging in her husband’s latest cooking adventure.

About Adventures in Communication: Adventures in Communication is a pediatric private practice based in Long Beach, CA. Through teletherapy, we provide speech and language services to children of all ages throughout the state of California. Our areas of specialty include stuttering, speech sound disorders, and language disorders and delays. We believe in focusing on each individual child’s strengths and interests and using them to help the child realize their communication potential.

Connect with Trisha Thapar, M.S., CCC-SLP: * Phone: (562) 294-6706 * Facebook | Instagram * Adventures in Communication Website * ChildNEXUS Provider Profile: Trisha Thapar

Links and Related Resources: * Episode 20: How Speech and Language Difficulties Affect a Child’s Life with Carol Karp * Speech and Language Disorders in Children: More Than Meets the Mouth * How to Talk Openly With Your Child About Stuttering * Camp Say

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After last week’s episode, I wanted to continue the conversation about changing the way we view traditional mental health. I knew the perfect guests to share in that conversation. Last week we discussed the benefits of art and music incorporated into psychotherapy and today we’re diving into how physical activity can play a vital role.

Today on the Diverse Thinking Different Learning Podcast, I have Drs. Shannon McHugh and Jesi Sasaki. They are both certified fitness trainers, certified nutrition specialists, and licensed psychologists. They are on a mission to educate children and parents on socio-emotional fitness through physical activity. They believe that approaching mental health through the lens of overall well-being will not only reduce the emotional or behavioral problems that are present in many children today but will prevent mental health issues in the long run.

I completely agree and I am thrilled to have them here to discuss the amazing work that they do.

Show Notes: [2:57] - By continuing the conversation about changing the way we view traditional mental health, our guests today make a connection with last week’s guest on art and music integration.

[4:14] - Shannon describes how she met Jesi and the realization of their shared interest in the physical activity aspect of mental health.

[5:24] - We need to give kids an understanding of mental health in a fun and exciting way before they move into therapy.

[6:10] - A lot of the problems that Dr. Sasaki sees in the students she works with were things that she did not experience. The connection was team sports and physical activity which help develop life skills.

[7:57] - Shannon and Jesi were recently speaking with a researcher regarding physical activity and the pandemic. They have had to get creative during sessions.

[9:13] - Right before the pandemic hit, they developed a curriculum. Dr. McHugh describes the design of the course that is in addition to a physical education class.

[10:21] - They had to pivot because they were not able to use the curriculum they designed due to the pandemic. They are seeing amazing things in the individuals they work with.

[11:23] - One of the skills incorporated into the curriculum is mind and body awareness. Dr. Sasaki explains how they accomplished this in the curriculum and what it means.

[13:32] - Another life skill that this type of curriculum can help develop is responsible decision-making.

[14:12] - With individual therapy, Dr. McHugh and Dr. Sasaki didn’t feel like they were getting anywhere. But their current program is showing much more success.

[16:03] - In a perfect world, all adults would know all of the important life skills necessary for mental and physical well-being. But not all adults are educated in this way.

[17:02] - Teaching life skills in the moment through team activities has been fundamental for Drs. McHugh and Sasaki.

[18:21] - Shannon expresses concern that many of these things are not taught in schools. She hopes to bring these programs to schools to use as part of their curriculum.

[19:30] - There is so much research that supports the mind-body connection but it is still not properly taught in schools.

[20:07] - Jesi explains that they work with a lot of retired NFL players who are very familiar with physical activity and exercise but they don’t have the emotional piece of it.

[21:11] - Because they began as child psychologists, both Jesi and Shannon understand the need for movement to reach a child. Sitting and talking can only do so much.

[21:40] - PCIT stands for Parent-Child Interaction Therapy and both doctors are passionate about this program because it teaches parents to become therapists for their kids through play.

[23:57] - If a child is struggling with ADHD, they are going to struggle with emotional and sensory regulation. Occupational therapy is extremely helpful here but many parents don’t know this.

[25:44] - Just moving in certain ways can sharpen your thinking. Cognitive flexibility can improve after just one physical activity.

[26:48] - Preferred activity brings people so much joy and should be used to help children learn crucial life skills and coping skills.

[28:01] - In response to more physical activity breaks, some people worry that students will not perform well, but research shows that the adverse effects are true.

[28:59] - The timing of physical activity makes a difference in academic performance as well.

[30:53] - Shannon advises families coming together to do their own version of physical activity together. This enhances relationship-building and encourages movement.

[32:50] - There is going to be a transition period between the pandemic and moving towards normalcy. Be sure to be patient and manage the expectations of children.

[34:41] - Physical activity is also important to ward off other health issues, specifically obesity.

[35:53] - When you set yourself up for being active and moving your body you are more likely to have a better immune system.

About Our Guests: Dr. Shannon McHugh and Dr. Jesi Sasaki aim to change the way that people view traditional mental health by focusing on prevention, brain development, mind-body connection, and team sports concepts. Their mission is to provide education about socio-emotional fitness to people throughout one’s lifespan by incorporating creative, engaging, and effective learning strategies that make learning (and growing!) more fun!

They specialize in providing psychotherapy treatment and mental wellness educational coaching for people of any age. Their passion involves combining concepts of physical activity and emotional health coping skills, so their focus has been working primarily with children and current/former athletes, though they believe that anyone can benefit from their unique approaches.

Connect with Drs. Shannon McHugh and Jesi Sasaki: * Email - learnandburnpsych@gmail.com * ChildNEXUS Provider Profile: Learn and Burn Psychology * Learn and Burn Kids Home Page

Links and Related Resources: * Episode 29: How Art and Music Can Improve Mood, Decrease Anxiety, and Empower Today’s Youth with Dr. Brette Genzel-Derman * Episode 28: Why We Need to Celebrate and Continue to Build Our Kids’ Resilience

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If you enjoy art and music and you recognize the benefit of psychotherapy for children and adolescents, this episode is for you. We know that creative expression is beneficial, but what happens when we combine it with psychotherapy? Creative expression can be a preventative measure, but can be a part of mental health treatment as well. Remember that it all begins with awareness, and today’s guest is here to demonstrate how art and music continue to impact the lives of children and adolescents in her practice and give her goosebumps along the way.

Today’s guest is Dr. Brette Genzel-Derman, founder and CEO of Innovative Group Psychotherapy. She is passionate about empowering youth to heal through creative expression and in today’s episode she shares her personal and professional experiences that have influenced her career and how she approaches the work she does with kids.

Show Notes: [2:02] - Throughout the pandemic, Dr. Genzel-Derman has seen an increase of anxiety and sadness in youth. A lot of the work she does is in a group and she discovered how important that group piece was.

[3:40] - A couple of positives that have come out of the pandemic is the use of technology. Some adolescents felt a lot more comfortable communicating in a chat box.

[4:50] - Technology has allowed us all to be more resilient during this difficult time.

[5:22] - Dr. Genzel-Derman does a lot of creative expression in psychotherapy group sessions and she explains the incredible resilience that came through.

[6:50] - Brette’s background began in foster care social work and she takes a moment to share the four people who have had the biggest impact on her career path and passions.

[8:01] - Dr. Bessel van der Kolk is a neuroscientist who has helped shape Dr. Genzel-Derman’s approach to helping the youth in her practice. She describes his research and why it was so impactful.

[8:44] - It is crucial to integrate traditional talk therapy with other forms of therapy to target all parts of the brain.

[9:31] - Another influence for Brette is Brené Brown who is an author and well known speaker. In her work with kids, Brette found inspiration and guidance in the area of social connection in Brown’s work.

[10:35] - Dr. Genzel-Derman explains how she lays the foundation for kids to recognize that other people have shame and anxiety and make the connections with others through group work in a safe space.

[12:17] - It takes time to develop trust and relationships. Once trust is established, the real work can begin.

[13:17] - Brette uses the interests of children and youth in her practice as their mental health treatment.

[14:56] - Another influence for Brette comes as a surprise. She shares the meaningful story of being impacted by Dave Grohl of the Foo Fighters.

[16:12] - Dr. Genzel-Derman describes the idea she had and how she was able to connect with Dave Grohl. He loved her idea so much that he became a mentor in the program that she developed.

[17:25] - When Brette watched the children and teens working with a mentor, something shifted. When you put a mentor in the room who knows what they are doing, it is scaffolding the process.

[18:10] - Through this song-writing mentorship, students were developing trust, relationships, enthusiasm, confidence, and empowerment through their creativity.

[19:08] - A lot of the time, there is such a focus on the deficits of a child. Karen strongly believes that treatment needs to be strength-based.

[20:05] - Dr. Genzel-Derman shares the story of an adolescent she was working with who was suicidal after experiencing trauma through the death of his mother.

[21:24] - In the song-writing therapy that Brette worked on with this teen, he realized how much control he had and it gave her goosebumps.

[22:38] - With his mentor, he wrote a rap song about his depression and performed it in front of his peers. This experience empowered him and gave him something to help manage his depression.

[24:13] - Brette’s father was also a huge influence for her. She shares the story about how she decided to write a children’s book with him during the work she was doing on her dissertation on grief and loss.

[26:21] - Through his artwork and her writing, Brette and her father were communicating and were able to say goodbye to each other through the process she describes.

[27:04] - Although she was in pain and experiencing grief, she had the direction and purpose to work on something meaningful together with her father.

[28:29] - There is a lot of research on the benefits of combining art and therapy in prevention and treatment in mental health.

[29:19] - Find something that fits you and your child. There are so many integrations that can be made in therapy.

[30:34] - One of the things that Dr. Genzel-Derman loves to do in group sessions is drumming. She explains how in just 4 minutes, there’s a connection in the group.

[32:00] - Dr. Genzel-Derman explains an activity she does called “Musical Scribble.”

[33:26] - The work at IGP that Dr. Genzel-Derman does is very broad and she takes a moment to describe a lot of the types of children she sees.

[34:31] - There are a lot of things that can open up when children are connecting and learning from each other. A group in IGP consists of a lot of different types of kids with different needs.

About Our Guest: Dr. Brette Genzel-Derman is passionate about empowering youth to heal through creative expression. She is the Founder/CEO of Innovative Group Psychotherapy (IGP), a unique treatment approach that combines therapy, the arts and mentorship by professional musicians and artists. IGP’s Acoustic Youth therapy group was featured on NBC’s Today Show. Dr. Genzel-Derman has a successful private practice and is the Therapeutic Creative Arts Developer at a non-profit mental health agency, Child and Family Guidance Center. For more than two decades, Dr. Genzel-Derman has conducted psychological assessments and provided individual, family and group treatment. She has extensive experience working with complex trauma and uses a trauma-informed approach with her clients.

Connect with Dr. Brette Genzel-Derman: * Phone: 310-739-7344 * Innovative Group Psychotherapy (IGP) Home Page * Dr. Genzel-Derman Home Page * Dr. Brette Genzel-Derman on LinkedIn * ChildNEXUS Provider Profile: Dr. Brette Genzel-Derman

Links and Related Resources: * Episode 28: Why We Need to Celebrate and Continue to Build Our Kids’ Resilience * Episode 8: Mindfulness with Dr. Kathleen Carroll-Wray * Mindfulness in the Treatment of Attention-Deficit/Hyperactivity Disorder * Anxiety and Depression in Adolescents * Bully Proofing Strategies for Teens with Autism Spectrum Disorder and Other Social Challenges

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This last year has been extremely challenging for all of us. We know that stress, anxiety, and depression have increased tremendously during the COVID-19 pandemic and through personal experience, many of us have seen the difficulties in distance learning. But today I’m shifting gears. I don’t have a guest to interview today because I felt compelled to celebrate the resilience we have seen in children through this last year.

In today’s episode, I offer five things we can do as parents and educators to help develop resilience in our kids. Many have shown that they have more resilience than we ever thought possible, but as we re-emerge into normalcy, how can we continue to celebrate this development and support it further?

Show Notes: [1:14] - A year into the pandemic, we continue to put a big emphasis on stress and the difficulties children and families have been experiencing.

[2:31] - Although stress and difficulties have increased significantly during this last year, Karen is taking this episode to celebrate the accomplishments of children.

[3:14] - “Adversity births opportunity and innovation.” Dr. Wilson has seen this in her own children, their friends, and the clients she works with.

[3:45] - Dr. Wilson shares an excerpt from an article she had the opportunity to contribute to.

[4:54] - What is most important to children is that they feel loved and valued. Karen shares the impactful statement of a family member that children are more resilient than we think.

[5:46] - We can change the wiring of our brains through experiences we expose it to. Dr. Wilson describes how the brain can be resilient.

[6:46] - Karen gives five things we can do to help develop resilience in our children starting with the first: Strengthen our own relationship with them.

[8:11] - We can also help kids navigate friendships as they are re-emerging into the world from social isolation.

[8:57] - Adequate sleep is another thing we can provide to kids to help build resilience.

[10:18] - The reason sleep is connected to resilience is because sleep increases the capacity to regulate emotions.

[11:14] - Too little sleep can exacerbate the stress level we already have and this is prominent in children who are feeling the stress of learning difficulties.

[11:33] - Sufficient physical activity is another thing we can promote with children to develop resilience. Dr. Wilson describes how this can affect mood and anxiety.

[13:22] - Any physical activity is a benefit, but Karen explains why sports improve executive functioning skills too.

[15:02] - Sports also provide opportunities for social bonding with peers and give children a sense of pride.

[16:44] - Another factor that Dr. Wilson shares is screen and media exposure. This was talked about in more detail in a previous episode. The more time spent on the screen is less time engaging in physical activity.

[18:00] - We want to nurture and continue to nurture a growth mindset in our children. Dr. Wilson contrasts this with a fixed mindset and gives examples of each.

[20:25] - We need to help develop executive functioning skills within our children while they are developing.

[21:14] - Mindfulness is incredibly important as well. Mindfulness meditation is proven to help focus and regulation of emotions.

[22:08] - Research has shown that optimism is one of the key characteristics of resilient people. As parents and educators, we need to nurture a sense of optimism.

[23:10] - Although there have been struggles and increased stress over the past year, many children have shown a tremendous amount of resilience throughout this last year and we need to celebrate that.

Links and Related Resources: * Episode 24: Should We Worry About Screen Time During a Pandemic with Dr. Allison Kawa * Episode 8: Mindfulness with Dr. Kathleen Carroll-Wray * Parenting During Stressful Times AKA Covid-19 Pandemic

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There are many things parents feel when they realize their child is struggling with learning to read. Today we dive into all the feelings, including isolation, frustration, discouragement, and discuss why it is important to support the entire family when a child has trouble learning. My guest today is Maria Fagan Hassani and I am thrilled to have her here.

Maria is the founder of Learning Link and provides Educational Therapy and tutoring services to both children and adults. Her approach to helping students is to guide the entire family and the classroom teacher in bringing education to their child. You will hear how passionate Maria is about her job in helping learners understand their own learning and helping parents be a healthy part of that journey.

Maria also offers an incredible three-week course for parents that you will definitely want to check out. She also shares her most popular free resource, The Momentum Guide that includes proven strategies to overcome resistance to homework, foster independence, and boost confidence

Show Notes: [2:06] - Referring to prior episodes, Karen invited Maria onto the show to continue the conversation about reading.

[2:51] - Maria explains her position as an educational therapist and what support she provides.

[4:05] - As an education therapist, Maria has a specific lens that she sees the child through. By combining her lens with the lenses of their classroom teacher and other adults in their life, they can more fully see the child and their struggles.

[5:20] - Oftentimes parents fall into one of two categories. Either they have not experienced similar learning difficulties and don’t know how to help or they themselves struggled and do not want their child to have the same difficulties.

[6:42] - Part of Maria’s job is to support a child’s parents as well as the child in realizing that they are not alone.

[7:21] - It is the job of educators to bring the learning environment to the child.

[8:11] - Maria describes what type of parent involvement she usually sees. She gets the opportunity to talk to parents about ways to help their children.

[9:31] - The teacher doesn’t need to see the parent’s work, they need to see the child’s work to make sure they are bringing the right education to that child.

[10:32] - There is a fine line between doing too much to help your child and doing their own work. It could mask what they are or are not capable of doing.

[12:17] - Maria describes how she can assist families with interactions and conflicts.

[13:54] - Maria explains that she supports parents by helping them be the best parents they can be. She does not underestimate their relationship.

[15:24] - When Karen evaluates a child, she always offers to discuss the results with the child as well. In Maria’s case, she is actively working with the child and they need to be aware of why they are there with her.

[16:28] - Children should always be a part of the conversation on services with Maria.

[17:40] - Some students come in and know why they are there and some are not informed. Maria describes the conversation she has with children who don’t understand why they are meeting with her.

[19:17] - Maria shares that these conversations with children are her favorite part of the job because she gets to explain learning.

[20:08] - Showing progress is a powerful motivational tool.

[21:11] - Kids who struggle in school with academic activities tend to have a better understanding as adults because they know how to deal with struggles and hard work.

[22:15] - The focus is always on the child, but parents need the support, too. Maria’s work extends beyond one-on-one work with children.

[23:45] - Maria describes the sense of community in meetings that are emotional but supportive and helpful.

[25:23] - There is so much involved in reading challenges. In Maria’s three-week course, she breaks down the comprehensive reports from an evaluation in parent-friendly verbiage.

[27:53] - In addition to breaking down the learning difficulties, Maria also works with parents to flip the mindset to the gifts that their child has.

[29:14] - Maria also gives strategies to parents on how to discuss the learning difficulties with their child in understandable language that supports a growth mindset.

[30:19] - Karen and Maria describe a “job well done.”

[31:25] - Sometimes the main role of the parent in their child’s education is to advocate for their child at their school.

[32:36] - Assuming the line of communication between the child’s teacher and the parents is open, Maria encourages the parent to welcome the teacher into their team of supporters.

[33:21] - Maria has also had some of her students create a PowerPoint presentation or write a letter to share their learning difficulties with their new teacher. It is important to approach a new teacher as part of the team.

[35:33] - Maria shares her contact information, her course, and a free resource for distance learning. Her three-week course will start May 16th.

For more information on Maria’s services and to grab a free copy of her most popular free resource for drama-free Distance Learning, The Momentum Guide, please visit http://learninglink.me/intro.

About Our Guest: Maria helps struggling learners grow their academic super powers with soaring self-confidence through free resources, group programs, and Private ET Services. She has successfully supported hundreds of learners and their families over the past 20 years. Learning Link provides Educational Therapy and tutoring services to children and adults. In addition, we specialize in supporting students with time management/executive functioning training, as well as working with students who struggle with the reading process.

Connect with Maria Fagan Hassani, M.A., ET/P: * Education Alliance on Facebook * The Education Alliance Facebook Group * Education Alliance on Instagram * ChildNEXUS Provider Profile: Maria Fagan Hassani

Links and Related Resources: * Episode 21: What You Know and Don’t Know About Dyslexia with Dr. Lauren McClenney Rosenstein * Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber * 6 Quick Questions for Parents Concerned About Dyslexia

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As the light at the end of the tunnel gets brighter and brighter regarding COVID-19, parents and students are facing another major transition period. While it may seem exciting to head back to campus, for many students it might not be. During this time of remote learning, students may have lost a passion for learning. Children and adolescents have been significantly impacted by the pandemic in different ways. Now faced with another adjustment, what can we do as parents, caretakers, and teachers to support their mental health?

Here at the Diverse Thinking Different Learning Podcast, we aim to inform, educate, inspire, and increase understanding. Today’s guest does just that. I am thrilled to have Kalisha Beard on for this episode to discuss how to address a child’s lack of passion for learning. Kalisha works in private practice in Los Angeles and is passionate about supporting children and their families as they cope with mental health challenges, trauma, and life changes. COVID-19 certainly had an impact on her clients, and today she shares ways parents can help their children and teens through validation, observation, curiosity, and humility.

It all starts with awareness and you’re in the right place to begin.

Show Notes: [2:52] - Kalisha sees children who have been impacted significantly by the pandemic. In the beginning, we all thought this would be a short-lived experience.

[3:31] - A lot of children and adolescents that Kalisha sees are showing symptoms of clinical depression and anxiety. She sees incredibly bright children who harbor great disdain for their learning environment.

[4:46] - Discussing the need for alternate learning environments, Kalisha explains that many students do not thrive in a traditional school setting and that can lead to mental health struggles.

[5:44] - Many parents don’t feel that they have a choice when it comes to school for their children, but there are alternative and affordable options.

[6:58] - Students may be eligible for grants and financial aid for alternative learning options. It all starts with awareness.

[8:15] - One of the things we need to realize is that validation for the thoughts and feelings of children and adolescents goes a long way. We need to be empathetic.

[9:27] - Regarding lack of passion, Kalisha says we need to assess the cause of it. There could be underlying issues and she gives examples.

[10:26] - Kalisha lists several things to look at during this assessment period. She also talks about the stigma surrounding neuropsychological assessments and seeing a therapist.

[11:13] - It is important to make it clear to students that there are different ways people learn.

[12:19] - Communication between the parents and teachers is also very important. It is up to a teacher to engage learners, but faced with the struggles of COVID-19, it has been difficult for teachers as well.

[13:48] - Dr. Wilson points out other reasons why parent-teacher communication and relationships are very important.

[14:39] - Emphasizing the need for an assessment, Kalisha explains how symptoms of anxiety can mimic other things.

[15:50] - Clinicians do not assess for the purpose of putting a label on a child. They assess to understand them and help in a targeted way.

[17:14] - There has been an increase in student suicide that has caused some school districts to fully open earlier than initially planned.

[18:15] - One of the biggest things we need to remember is that with any big change, there is an adjustment period. This will include transitioning back to school in person.

[19:12] - Kalisha advises parents to check in consistently with their children and teens and validate their feelings.

[20:37] - What about the students who did better during remote learning? Those children and adolescents may have heightened anxiety about returning to campus.

[21:45] - In addition to the world dealing with COVID-19, in the United States there has also been political unrest and a social justice movement. All of these things contribute to stress and in some cases trauma.

[23:46] - It is important to pay attention to the whole child. Kalisha describes what this means and how many of the children she sees are more aware of what’s going on than we may realize.

[25:33] - Validation is the greatest tool for teachers, parents, therapists, and any adult who is in a place of responsibility with a child or teen.

[26:52] - Kalisha and Karen discuss ways to support students who are feeling anxious about returning to their school’s campus. Be present as much as possible.

[27:46] - Our minds take us to the future when we feel anxiety. Kalisha advises to be mindful of this.

[28:54] - To help a child find their talents and passions, parents need to also be sure to give them different experiences and see what they gravitate towards and why.

[29:39] - Kalisha explains that we need to also plan for happiness. This coping skill is underestimated. Sometimes you need to actually schedule time for happiness.

[31:40] - By taking time to schedule happiness and breaks from work and stress, parents are modeling this coping strategy to their children.

[33:14] - Give worrying the attention that it needs, but put a time limit on it. This is something adults can and should do for themselves.

[34:12] - Kalisha describes how she talks with her clients about this. What is the best outcome and the worst? But more importantly, what is most likely to happen?

[35:16] - Kalisha emphasizes the most helpful abilities of a parent to support their child: the ability to observe, the ability to be curious, and the ability to be humble.

[36:27] - Karen and Kalisha are both feeling optimistic.

About Our Guest: Kalisha Beard attended The University of California, Irvine and received her Bachelor of Arts in Psychology and Social Behavior. She then continued her education at The University of Southern California, where she received her Master’s of Social Work. Upon graduation, she gained employment with the Portals Division of Pacific Clinics. Here, she had the privilege of working with at-risk youth with multiple psychiatric hospitalizations, as well as with older adults with chronic mental health challenges. After three years of service, she gained employment with the Department of Mental Health, where she began providing psychotherapy in the Child and Adolescent Outpatient Program. Kalisha works in private practice in Los Angeles, California, and is passionate about supporting children and their families, as they cope with mental health challenges, trauma, and life changes.

Connect with Kalisha Beard: * Phone: (562) 257-6199 * Kalisha Beard, LCSW Home Page * Kalisha Beard on Instagram * Kalisha Beard on Facebook * ChildNEXUS Provider Profile: Kalisha Beard * Psychology Today Therapist Profile: Kalisha Beard

Links and Related Resources: * ChildNEXUS Home Page * ChildNEXUS Instagram * Episode 2: Demystifying the Assessment Process * Episode 17: How Micro-Schools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O’Shaughnessy * What is a Comprehensive Evaluation and How Can it Help Support My Child’s Learning? * Parenting During Stressful Times (AKA COVID-19 Pandemic)

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If you have a child who thinks, learns, or experiences the world differently than others, this episode is for you. Parents of differently wired kids may be faced with a negative stigma, uncertainty, and will be making decisions from a place of fear, especially in regards to education. But today’s guest shares her experience and her vast amount of support for parents to change their mindset and make decisions from a place of possibility.

I am thrilled to welcome Debbie Reber as today’s guest on the Diverse Thinking Different Learning Podcast. Debbie was actually an inspiration of mine to begin this podcast journey and as a parent of a differently wired child herself, she comes to the podcast today with personal stories, many years of experience, and open arms to welcome other parents on the same journey. Debbie is a parenting activist, author, keynote speaker, and founder of TiLT Parenting. The resources and community she offers through TiLT Parenting are helping parents around the world connect and support each other in raising differently wired children.

We could talk for hours, but today’s episode with Debbie we focus on what it means to be “differently wired,” how Debbie grew from making decisions from fear to making decisions from love and possibility, and how parents can use their voices to make positive change in the education of their children.

Show Notes: [1:35] - Dr. Wilson shares how Debbie was her inspiration for starting this podcast. She really leans in to embracing the fact that your child may be differently wired.

[3:26] - Debbie shares her beginnings in this field as a parent. She never intended to walk this path, but as her son received diagnoses, it made things more challenging.

[5:01] - Sharing the challenge in finding the right environment for her son, Debbie explains that they bounced around to different schools and then homeschooled for 6 years.

[5:29] - Through homeschooling for that length of time, Debbie learned so much about herself as a mom and was able to get her son out of a “perpetual fight or flight mode.”

[6:00] - This experience was the catalyst for her to start her own podcast and help other parents in similar situations.

[6:56] - Debbie admits that at the start of their homeschooling journey, she had plans to charge ahead with curriculum and charts and all kinds of things she had figured out. Her son had different ideas and this collaboration caused her to pivot for his needs.

[7:58] - As she observed her son learning at home, Debbie made the realization of why traditional schooling had not been a success. She started to understand his strengths and struggles.

[8:19] - Debbie had to then confront and challenge her own ideas of what learning looked like.

[9:16] - Referencing a previous episode, Dr. Wilson connects Debbie’s experience to that of Maureen O’Shaughnessy. There needs to be a shift in how we educate children.

[10:24] - Because of our current educational system in the United States, Debbie strongly believes that parents resist this kind of work and have a hard time shifting their thinking towards different learning environments for their children.

[11:00] - Debbie shares a personal story about an experience with her son listening to a podcast. Through this anecdote, Debbie demonstrates that the traditional school model does not teach kids to be critical thinkers.

[12:34] - Will the pause in traditional schooling due to the Covid-19 pandemic create a change in how we educate children? Karen and Debbie see it has a huge opportunity.

[13:24] - Debbie’s concern about returning to a more “normal” school year in the fall is that it will be very easy for schools to slip back into the old ways of doing things instead of taking the opportunity to change.

[14:50] - Parents are panicked at the moment concerning learning loss during the time of pandemic. Debbie’s hope is that parents will continue to speak up, use their voice, and advocate what will serve children the best.

[15:57] - Learning loss is of course a concern, but Dr. Wilson believes that the social, emotional, and mental health support is more important during another big transition going back to school.

[16:50] - The emotional and mental health of children needs to be prioritized above all else right now. When kids are stressed, no learning will take place.

[17:18] - This emotional regulation during this transition may take longer for some kids over others and Dr. Wilson emphasizes the importance of patience.

[18:49] - Debbie talks about her book Differently Wired: Raising an Exceptional Child in a Conventional World. All decisions come from a place of fear or love and Debbie explains what that means and the biggest motivator for making decisions particularly in parenting.

[20:04] - There is no clear path for parents, especially when raising a differently wired kid. Debbie describes how she now makes decisions from a place of possibility.

[21:07] - Debbie provides some reflection questions to ask yourself as a parent to find out more about choosing love and possibility.

[21:36] - A lot of parents of differently wired children may have this feeling of shame that others are judging them, their children, and their parenting decisions. This can be paralyzing for some parents when decisions are coming from a place of fear.

[22:23] - If we, as parents, have a negative idea of what a kid with a diagnosis looks like, we will not make decisions that are best for the child. Debbie explains that before her son’s diagnosis, she didn’t fully understand and had to learn to make sure her decisions were coming from a place of possibility.

[23:27] - Debbie explains that we need to be able to talk about things openly because there’s nothing wrong with our children and we need to let the baggage go.

[24:38] - The idea behind Debbie’s podcast and the community she has built is to help support parents.

[25:14] - Debbie has also created The Differently Wired Club which is all about doing inner work as a community of parents.

[26:39] - Debbie also has a Facebook group for parent support. This free community is a safe place to ask questions and connect with other parents.

[28:21] - Dr. Wilson and Debbie talk about the IEP process and the changes that need to be made to the educational system.

[30:10] - Debbie references a book that she recommends called The End of Average by Todd Rose and how there really isn’t any such thing as “average.”

[31:23] - Karen highly recommends Debbie’s book and her TEDtalk.

About Our Guest: Debbie Reber is a parenting activist, New York Times bestselling author, keynote speaker, and the founder of TiLT Parenting, a top podcast, community, and educational resource for parents raising differently wired children. Her newest book, Differently Wired: Raising an Exceptional Child in a Conventional World, came out in June 2018. After living abroad in the Netherlands for five years, Debbie, her husband, and 16-year-old son relocated to Brooklyn, NY in 2019.

Connect with Debbie Reber: * TiLT Parenting Home Page * TiLT Parenting Podcast

Links and Related Resources: * ChildNEXUS Home Page * ChildNEXUS Instagram * Differently Wired: Raising an Exceptional Child in a Conventional World by Debbie Reber * Sample from Differently Wired * Why The Future Will Be Differently Wired TEDtalk with Debbie Reber * Podcast Episode 17: How Micro-Schools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O’Shaughnessy * Creative and Crushed: Recognizing and Helping Children Who Think Differently

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How much screen time is too much? That is a loaded question many parents are asking during this unprecedented pandemic and the answer isn’t exactly simple. In the past, many pediatricians have set guidelines and time limits on screen time; now those are thrown out the window as millions of students have been faced with distance learning and changes in how they socialize. There is no better time to have this discussion today with our guest, Dr. Allison Kawa.

Dr. Kawa is a clinical psychologist specializing in the evaluation of children, adolescents, and emerging adults. She is also the Clinical Director at the Los Angeles Center for Integrated Assessment and her holistic approach to assessment is crucial as she demonstrates in our interview today.

With a combination of research, statistics, science, and her own experience as a mom of two, Dr. Kawa gives us a lot to think about and tips on how to manage screen time for our children and teens. You will find that screen time is not bad. In fact, screen time can enhance our learning and help build community. But excessive screen time can change the way a developing brain is wired and can impact sleep, stress levels, mood, and productivity. So listen on to find what quality screen time looks like and what you can do as a parent to limit excessive screen time.

Show Notes: [2:21] - Dr. Kawa specializes in testing and she takes a broad-reaching approach in assessments. She describes the things she is interested in determining through testing.

[3:51] - Taking a holistic view on testing and determining what is best for a child is so important.

[4:30] - Screen time and social media actually change the architecture of the brain. This is something that is both fascinating and scary to Allison.

[5:24] - The concern about screen time comes up often from parents working with Dr. Wilson and Dr. Kawa, especially during the pandemic.

[6:23] - Dr. Kawa discusses the influence of her upbringing with music and describes how most parents from the same generation are watching a shift to online content.

[7:57] - There are different types of screen time as well: passive, interactive media, constructive, communication, and reading. Dr. Kawa gives examples for each.

[9:05] - There is also solitary consumption and consuming with other people. There are many different ways to use screens.

[9:40] - There used to be a time limit guideline placed by pediatricians on how many hours or minutes were safe and appropriate for children. That is no longer the case. Now it is about the quality of the screen time and what is being consumed.

[10:20] - There is an important distinction between playing games with friends online and watching someone else play the game on YouTube. Different parts of your brain are being activated.

[10:47] - It is challenging for research to keep up with the advancements in technology.

[11:50] - Dr. Kawa discusses the concern of eye strain as one of the pitfalls of screen time. She also gives a tip of something to do to help manage eye strain.

[13:17] - Even if it is high quality screen time, screen breaks need to take place to avoid eye strain.

[14:24] - There’s an easy setting to change on the computer to decrease eye strain that Dr. Kawa mentions that is much better than the blue light glasses.

[15:33] - It is the job of a parent to teach their children how to use screens in a responsible manner. Dr. Kawa compares it to eating dessert.

[16:29] - Dr. Kawa describes a study that was done regarding just simply having your cell phone near you. It actually changes the chemical balance in your brain and body.

[18:02] - Children and adolescents are not going to be able to detect these chemical changes going on and give themselves a screen break.

[19:13] - On the other hand, social belonging is a fundamental human need and is heightened during adolescence. Due to COVID, social media is the only outlet for a lot of people. We don’t want to take away screens, but we need to educate.

[20:01] - Brain development is not complete in adolescents and it is difficult for them to differentiate between real and highly curated content. They tend to compare their insides to other peoples’ outsides.

[21:04] - Parents need to be aware and in tune with how children and teens are responding to social media.

[22:06] - It is important to be mindful that adults are going through this right now as well. Parents might feel the need for more socializing as well.

[22:56] - Ask kids the right questions to help develop critical thinking skills.

[23:19] - Dr. Kawa shares the statistic that 1 in 5 adolescents wakes up in the middle of the night and checks their social media. She recommends not using phones as an alarm and having the charging station for devices in another room of the home.

[24:35] - Self-monitoring is an important life skill and parents need to help their children regulate.

[25:46] - The brain gets revved up into hyperarousal when playing video games. You know cognitively that you are playing a game, but the physical responses are real.

[27:05] - When it is time to turn the video games off, you have an adrenaline crash. Your blood flow to your frontal lobe decreases. This causes problems with attention, emotional regulation, and more.

[28:10] - Recently, more parents are seeking evaluations for ADHD, but Dr. Wilson recommends to always look at sleep first. There is also a direct correlation between sleep and screen time.

[28:57] - Another problem is that all these physiological effects of extensive video game play makes it difficult to sleep. Dr. Kawa describes what could happen and why some parents are reluctant to set limits.

[30:50] - Reading online is turning many students into “skimmers” which affects comprehension. But many schools are providing texts on the screen the majority of the time.

[31:34] - All of this comes back to the importance of having a holistic approach to assessment.

[32:23] - There is a lot of research that will come out of this time period on the long term effects of digital learning at a young age.

[32:41] - Brains are so flexible. They can change and be molded and rewired! Dr. Kawa relieves the pressure. Screen time isn’t bad, but notice the red flags and set limitations. It’s not too late to do that.

[33:53] - Parents also need to model. Dr. Kawa tells a personal story on something she implemented in her home that has helped tremendously.

[35:43] - During the pandemic, Dr. Wilson shares that balancing the time between on and off screen activities has driven her daughter to increase her reading.

[36:31] - Dr. Kawa describes her 6-year-old’s drive to be a YouTuber and her son’s blogging. This is qualitatively different than just watching someone else create content.

[38:07] - Time off screen is an opportunity to connect with your family.

[40:09] - Access to screens is a privilege, not a right. We need to as parents to not be afraid if teens are abusing that privilege or can’t regulate it.

[42:01] - Dr. Kawa highly recommends the site Common Sense Media for parents.

About Our Guest: Dr. Allison Kawa is a licensed clinical psychologist and the Clinical Director at the Los Angeles Center for Integrated Assessment (LACIA). Her approach to assessment is informed by decades of work with individuals with neurodevelopmental disorders, formal training in object-relations theory, and cutting-edge research in the field of interpersonal neurobiology. In more than a decade in private practice, she has honed her expertise in the diagnosis and treatment planning for individuals with learning and processing differences, attention disorders, autism spectrum disorders, and anxiety/mood disorders. Dr. Kawa’s areas of subspecialties include language-based learning disorders, pre-verbal trauma, medical trauma, adoption, and substance-related issues in emerging adults.

Dr. Kawa is lucky enough to be the mother of two of the most incredible little people on the planet. Her children are sources of infinite joy as well as constant reminders that parenthood is an epic challenge, even for psychologists.

Connect with Dr. Allison Kawa: * Los Angeles Center for Integrated Assessment (LACIA) Home Page * LACIA on Facebook * Dr. Allison Kawa on LinkedIn * Dr. Allison Kawa on Instagram * ChildNEXUS Provider Profile - Dr. Allison Kawa

Links and Related Resources: * ChildNEXUS Home Page * ChildNEXUS Instagram * Clarifying Gray Areas in Family Tech Use: Separating Red Herrings from Red Flags * Family Tech Use Part 2: Resolving Common Dilemmas * Screen Time During the Coronavirus Crisis * Common Sense Media

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With today’s guest, we initially had planned on talking about one thing and it went in a completely different direction. Has that ever happened to you? In this case, it is okay because the conversation I have with her is exactly the conversation you need to hear.

Today, I’m thrilled to have Dr. Karen Schiltz on the Diverse Thinking Different Learning Podcast. Dr. Schiltz is the author of Beyond the Label: A Guide to Unlocking a Child’s Educational Potential and a licensed clinical pediatric psychologist. In today’s discussion, Dr. Schiltz brings our attention to the need for routine, structure, and connection in building resilience in children and teens during stressful times. Through proper sleep, nutrition, exercise, and a parent’s active listening, the mental health of our children can be supported during their critical brain growth and development. Every parent can learn how to better support their child and you may be surprised that by modeling the structure our children need, you are also impacting your own mental health in a positive way.

Show Notes: [3:00] - During this time with the global pandemic, there are so many layers to mental health and higher risk of anxiety and depression.

[3:42] - Key things to look at closely are a child’s sleep, nutrition, and exercise.

[4:34] - Dr. Schiltz explains that teenagers are spending a lot more time on social media and the social craving they have.

[5:25] - Kids have been so impacted by not having the opportunity to truly connect with their friends. The research shows that the virus isn’t as stressful for kids as their lack of in-person social interaction.

[6:40] - Physical touch actually has a neurochemical reaction inside us that relieves stress. The lack of physical contact with others is directly connected to the increase in anxiety and depression in kids and teens.

[7:41] - All of the changes in socializing, exercise, and sleep due to the virus has culminated into an unhealthy environment for such a long time.

[8:18] - Children rely on consistency and feel the stress of the adults in their lives. Dr. Schiltz shares a story of a child she’s worked with as a pediatric neuropsychologist and something profound he said to her.

[10:37] - During remote learning, children have become very stressed due to issues with internet connectivity.

[11:37] - Research has indicated that children’s a primary worry, through a child’s eyes, is problems with the internet.

[12:08] - Dr. Schiltz shares a story about an experience she herself had in September of 2020 with an injury and her daughter.

[14:11] - Dr. Schiltz compares her injury and healing to the growth of a child’s brain during the pandemic. What is the level of impact of this global event?

[15:13] - The brain can change in response to stress and growth stimulation. How is this pandemic affecting that in children?

[16:27] - Dr. Wilson and Dr. Schiltz define and explain brain plasticity. There are many synonyms, but ultimately it means the brain’s growth and changes in brain wiring.

[17:37] - In addition to trauma, abuse, living through adverse events, and cyberbullying can impact children as well.

[18:10] - The pandemic has shown us that some kids and teens are resilient through this adverse life event. We need to ask ourselves how we can help our children be more resilient.

[19:10] - As parents, we have to create healthy habits and order. The virus is unpredictable, but what we can do is have our homes be structured. Parents need to be models of this.

[20:40] - Parents need to be more vigilant than ever before in practicing and modeling coping strategies as children pick up on their feelings.

[22:01] - Routine needs to be established. This can be very hard for the parents who are working from home and those who have lost their job. Dr. Schiltz lists the ways this can be difficult but emphasizes the importance of it.

[23:23] - We think we are listening to our kids, but we need to be more active in our listening. Be there in the moment with your child.

[24:42] - If you are emotionally deregulated, you can’t access your thinking.

[25:08] - In regards to sleep and exercise, parents need to model the behavior as well.

[26:10] - Another layer of the pandemic in the winter was because of the earlier onset of darkness after the school day.

[27:33] - Exercising with your children is an opportunity to connect when they may feel lonely and isolated.

[28:15] - There is passive and active listening. We have to practice active listening and that can be very hard to do. Dr. Schiltz explains the importance of this.

[29:38] - As a mom, Dr. Schiltz shares that it is the time that you don’t expect your child to want to talk about something that they will tell you their feelings. If you are not listening actively, you will miss it.

[32:19] - We won’t be able to support our children if we don’t listen to how they feel.

[32:25] - Dr. Schiltz also notes that children and teens see and hear the news and other various things on social media and we need to give them the skills for interpreting and understanding.

[33:52] - It is important to take the time to notice how children and teens are understanding the information through social media and the internet. They have access to things that we did not when we were growing up.

[35:07] - All that Dr. Schiltz has outlined supports brain health, which is connected to both physical and mental health.

[36:27] - If you feel like something isn’t right with your child, seek out the help of a professional.

About Our Guest: Karen L. Schiltz, Ph.D. is a California licensed clinical psychologist with a private group practice in clinical and forensic pediatric/young adult neuropsychology at Golden State Neuropsychology (GSN). She supports a team approach in the assessment and remediation of children who struggle with cognitive, learning, behavioral, emotional, and communication skills. Dr. Schiltz also holds a volunteer position as Clinical Professor at the Department of Psychiatry and Biobehavioral Sciences at the David Geffen School of Medicine at UCLA. She wrote the book, Beyond the Label: A Guide to Unlocking a Child’s Educational Potential (Oxford University Press), along with co-authors, Amy Schonfeld, Ph.D. and Tara Niendam, Ph.D., which encourages parents to ignore stigmatizing labels and focus on their child’s specific strengths and differences, first by reaching out for an assessment and intervention(s) if needed- the earlier, the better.

Connect with Dr. Karen Schiltz: * Golden State Neuropsychology * Phone: (818) 518-1057; (805) 379-4939 * ChildNEXUS Provider Profile: Golden State Neuropsychology

Links and Related Resources: * ChildNEXUS Home Page * ChildNEXUS Instagram * Parenting During Stressful Times (AKA COVID-19 Pandemic) * ALPS Kids at Home (During a Pandemic): Keep the Learning Alive!

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Today we get the opportunity to continue the conversation from last week’s episode on dyslexia. We’ve talked about what dyslexia is and the common myths surrounding the language-based disorder. But now, how can we help students who have been diagnosed? Because of our guest today on the Diverse Thinking · Different Learning, we can move forward in learning about ways to support these students.

Today’s guest is Forough Azimi. Forough is the Center Director for Lindamood-Bell Learning Processes at the Westwood office in Southern California and has been working for the organization for about 10 years. Starting out in what she thought would be a temporary position, Forough has found her passion in supporting students with dyslexia and their families through direct, differentiated, and intense instruction, all of which she describes in this episode.

It is important to note that physician and scientist, Dr. Sally Shaywitz, whose research studies have provided the framework and details for our understanding of dyslexia says that there is a need for a community that disseminates 21st-century knowledge to educators, policymakers, and the parents of dyslexic children. We want to be part of that community, which is why we are continuing the discussion about dyslexia and how to address the challenges that 20% of students face.

Show Notes: [2:22] - Starting off the conversation about dyslexia, Dr. Wilson reminds us of the previous episode’s discussion on the myths of dyslexia and what it truly is.

[3:29] - Because dyslexia is a spectrum, Forough explains that no two students with dyslexia are the same. She gives examples of what some of the struggles may be.

[4:34] - After receiving a diagnosis, Forough says that it is important to be able to pinpoint a student’s abilities and how dyslexia manifests for that student.

[5:28] - Forough describes a scenario to demonstrate how a weakness in decoding can lead to difficulty in comprehension and how they feed on each other.

[7:42] - Students who don’t self-correct while they read - it will impact their visualization of the text. This also impacts vocabulary for many students.

[8:49] - Karen lists the components of reading to illustrate how complex reading really is.

[9:11] - Forough explains how she shares information about dyslexia with parents to break down the complexity of reading and the student’s area of weakness.

[10:08] - There is not a one-size-fits-all intervention for students with dyslexia. The struggle could be in a multitude of areas and vary per child.

[11:39] - In regards to interventions, there are so many programs out there to help, but Dr. Wilson points out that you need to go with the program that has the most evidence.

[12:32] - We have to do research to see if a specific program and a specific method of intervention actually makes changes.

[13:31] - At Lindamood-Bell, their research is centered around retention of skills and strategies and they look deeply at their intensive model of instruction.

[14:11] - Forough describes the study of the neurological change that is made after a student’s intensive model of instruction with Lindamood-Bell programs.

[16:07] - When Forough is able to provide that research to parents, it provides so much hope for improvement in reading.

[17:17] - Using sight word reading as an example, Forough describes how she looks for underlying problems with the component skills in reading.

[18:03] - Once she knows what is the most difficult for the student, she knows what to target with the programs at Lindamood-Bell.

[18:33] - Forough describes a few of the programs used at Lindamood-Bell and what problem they address.

[20:04] - Many parents who get a diagnosis for their child later in their schooling may feel like things are too late. But Karen and Forough clear up that it can get better.

[21:00] - It doesn’t matter how old a student is, direct and differentiated instruction is impactful.

[23:42] - Karen and Forough discuss writing and dysgraphia and how Lindamood-Bell supports students who have difficulty.

[25:31] - The intensity of instruction is key. Changes can’t be made in just one day a week. At Lindamood-Bell, they create a schedule for students and most are working with them 5 days a week for several hours.

[26:46] - There is some sort of learning loss every summer. Because of this unusual school year with the COVID-19 pandemic, learning loss may be higher for some students.

[27:22] - It is very motivating for students to have difficulty with something on Monday and notice the changes and progress by Friday because of intense instruction.

[28:51] - Lindamood-Bell has the luxury of one-on-one instruction. Schools also work well with the program and collaborate well.

[30:18] - There are so many barriers for parents getting their child access to evidence-based intervention.

[31:35] - There are a lot of programs available and it can seem overwhelming.

[32:53] - Forough describes the results of targeted instruction and how amazing the progress is.

[33:39] - More and more school districts are starting to pay for the Lindamood-Bell programs.

[34:53] - It makes more sense to spend a summer doing intense instruction than to do a small amount each week over the span of years.

[35:57] - The ultimate goal for Lindamood-Bell is to unlock a student’s love of reading.

[37:01] - Forough shares a story of a student who is now graduating from college and the renewed sense of confidence she has.

About Our Guest: Forough Azimi has a B.S. in Psychology from the Georgia Institute of Technology and has been working with Lindamood-Bell (LMB) for just under 10 years. She has worked in LMB Learning Centers in Georgia, New York, Singapore, and now Los Angeles. She has also worked with the LMB School Partnerships division to help implement programs in small groups and train teachers in how to use their programs in a classroom setting. She has been the Center Director of the Westwood Learning Center since March 2020.

Connect with Forough Azimi: * Lindamood-Bell Home Page * Lindamood-Bell Learning * Locations of Lindamood-Bell Learning Centers * Lindamood-Bell Program Information * ChildNEXUS Provider Profile: Lindamood-Bell Learning Processes

Links and Related Resources: * ChildNEXUS Home Page * ChildNEXUS Instagram * Dyslexia * What are Reading Disorders? * Suspect Dyslexia? Act Early * Overcoming Dyslexia * Episode 4: Helping Your Child with Language-Based Learning Disabilities * Episode 21: What You Know and Don’t Know About Dyslexia

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I am thrilled to welcome today’s guest to help us break apart the myths of dyslexia. You’ve likely heard of dyslexia, but what is it really? As today’s guest points out, it’s more than we think it is and the work that she does to educate parents, teachers, and communities is very impactful.

Today’s guest is Dr. Lauren McClenney-Rosenstein. She is a passionate advocate for dyslexia awareness with a background in education within private and public schools. She earned her Doctor of Education in Teaching, Learning, Leadership, and Curriculum in 2019 and holds a dual masters in Special Education and Elementary Education. Her journey from classroom educator to founder of Think Dyslexia is amazing and her mission is to bring awareness, knowledge, and change to a systemic literacy issue within public schools.

It all starts with awareness and information. So listen to today’s episode to take the first step in understanding dyslexia, what it is, what it isn’t, and how we can start making important changes in addressing the needs of every student.

Show Notes: [2:21] - Dr. Lauren shares her background and how she came into working in the field of special education and specifically with those with dyslexia.

[4:01] - Dr. Lauren’s experience in private and public schools gave her many experiences that she uses today in her career field. Her journey has given her a well-rounded background.

[6:04] - A great place to start to get the full definition and details about dyslexia is the International Dyslexia Association.

[6:23] - Defined by Dr. Lauren, dyslexia is a language-based learning difference. It is characterized by trouble with fluency in reading and writing and understanding the different components of language.

[7:15] - Dyslexia is more complex than the common belief that it is just the reversal of letters, numbers, and words.

[8:38] - There are a lot of myths surrounding dyslexia. Letter reversal is not always an indicator. Until a certain age, letter reversal is developmentally appropriate.

[9:23] - The number one myth that Dr. Lauren has heard regarding dyslexia is the below average intelligence.

[10:15] - Dyslexia has nothing to do with intelligence. Dr. Lauren explains that there is a systemic issue on the university level when training teachers on how to accommodate students with learning differences.

[11:09] - Dr. Wilson shares that there are also a lot of non-verbal cues that children with dyslexia pick up on that may make them feel that they are not smart enough to learn.

[11:57] - The big takeaway from learning about dyslexia is that it is language-based.

[12:22] - Another myth is that dyslexia will go away. It is not an illness that can be cured, but rather the way the brain is wired.

[13:31] - Although dyslexia isn’t something that can be cured, with the right intervention and starting the intervention early on, improvement can certainly be made.

[13:58] - Karen points out that dyslexia looks very different for each child who has it. This causes a lot of students to be overlooked in assessing their need for intervention.

[14:24] - Dr. Lauren compares the dyslexic “spectrum” to the spectrum of autism. Everyone is impacted very differently by this learning difference and many have comorbid disabilities.

[15:37] - There are some early indicators that parents and teachers can look for in grades as early as Kindergarten, including knowing their alphabet and being able to rhyme.

[17:39] - Dyslexia is more closely tied to hearing and receiving sounds rather than just letter and word reversal.

[19:36] - Dr. Lauren describes that systemic issue of understanding dyslexia. She also discusses the impact of affordability and demographics.

[20:58] - There is also a very real problem of race causing the mislabeling of students, specifically in boys.

[21:53] - Teaching is an exhausting career, but as educators it is their responsibility to help find the root cause of the problem. Dr. Lauren explains that it is the systemic issue at the university level of not providing teachers the understanding surrounding behaviors.

[22:54] - Dr. Wilson discusses the research surrounding race and the mislabeling of students of color.

[24:46] - Dr. Lauren shares that she has had experiences with families while explaining dyslexia that the parents themselves didn’t realize that they likely have dyslexia as well.

[26:02] - Understanding that dyslexic is genetic, Dr. Lauren is passionate in building relationships with the families of the students she works with.

[27:05] - By the time a student reaches third grade, they are reading to learn rather than learning to read. However, some fluent readers still show signs of dyslexia as their comprehension is impacted.

[29:37] - The first step in making change is having these conversations. Dr. Lauren is realizing that people want to know this information and want to be aware but don’t have the resources.

[30:22] - Dr. Lauren is also passionate about networking with others to help provide resources to communities.

[31:05] - It is a complex situation that is not an easy fix, but the literacy gap is huge.

[32:09] - Spreading awareness and understanding is the first step in this change. Parents who children are struggling to read may blame the teacher for not teaching them rather than trying to find the root cause of the problem.

[33:24] - Dr. Lauren is the founder of Think Dyslexia and explains how she came to developing this platform.

[35:44] - The mission for Think Dyslexia is to bring this knowledge to school districts to train teachers and provide support for educators in the field.

About Our Guest: Dr. Lauren McClenney-Rosenstein's passion for educating, advocating, and bringing awareness to dyslexia at the domestic and international levels began in the elementary classrooms of private schools serving students with language-based learning disabilities. She has been a certified Special Educator for a decade, and she earned her Doctor of Education in Teaching, Learning, Leadership, and Curriculum in 2019 from Northeastern University and holds a dual masters in Special Education and Elementary Education from Syracuse University and a Bachelor’s degree in Psychology from Syracuse University. Her dedication to providing the gold standard of instruction to individuals with dyslexia led her to obtain her endorsement at the Associate level through The Orton-Gillingham Academy in 2014. Eventually, she expanded her skill set in the public schools as a 7th and 8th grade math and English Language Arts (ELA) co-teacher before taking a position with a non-profit organization that advocates for inclusion in public schools for students with disabilities.

Connect with Dr. Lauren McClenney-Rosenstein: * Think Dyslexia Website * Think Dyslexia Instagram * Think Dyslexia Twitter * Dr. Lauren on Facebook

Links and Related Resources: * ChildNEXUS Home Page * ChildNEXUS Instagram * Dyslexia Article * What are Reading Disorders? * Episode 4: Helping Your Child with Language-Based Learning Disabilities with Dr. Daniel Franklin

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Today’s guest is a podcast first for us here at Diverse Thinking · Different Learning. Carol Karp is a pediatric clinical speech-language pathologist with a vast knowledge in how speech and language difficulties can affect a child’s life. Carol and I have known each other and have worked together for many years and she does absolutely incredible and important work.

Carol’s work is strength-based and throughout this episode she shares stories, experiences, and most importantly, her emphasis on building a relationship to have a lasting impact on the children she works with.

Show Notes: [1:59] - Carol and Karen have worked together for many years and they look back on the growth the children they have helped together have made.

[2:56] - The model Carol uses is strength-based and she shares how she trained in the field of Speech and Language Pathology.

[3:51] - A lot of times through testing for Speech and Language, Carol doesn’t immediately see a lot of strengths, but she works together with a team to find the other strengths the child has.

[4:25] - Building a relationship with the child is crucial and helping the child rid themselves of shame.

[5:37] - Carol emphasizes to students that it isn’t their fault if they aren’t learning something, but rather hers as a teacher. She explains to them that their job is to tell her when they don’t understand and she will work with them in as many ways as is needed.

[6:36] - Carol shares an impactful story about working with a student whose parent experienced shame.

[8:10] - Through online learning, Carol initially thought she would struggle reaching students, but instead shares a story about a student who was a dancer. She used his strengths to build a relationship.

[9:41] - Speech and Language Pathologists are language experts and that makes them stand out from other types of therapists. Carol describes the difference between speech and language.

[11:09] - Oftentimes students are referred for speech issues, but Carol finds that they also have issues understanding and communicating language.

[12:40] - Carol describes the things that are looked at through initial speech and language assessments.

[13:04] - Carol points out the Speech and Language Pathologists are not the ones who diagnose auditory processing disorders. An audiologist is the one that makes that referral.

[14:19] - Receptive language is one’s understanding of language. Carol describes how she looks at this step by step with a student and where to start.

[16:14] - Expressive language is how children communicate using language. Are they having difficulty finding the words they need? Carol describes the different types of difficulties this can cause.

[17:50] - Language issues, especially figurative language and multiple-meaning words can impact friendships and relationships with peers and teachers.

[19:12] - This can also impact self-advocacy.

[20:17] - Carol shares the story about a parent who expressed that he never thought he would have a conversation with his child until he worked with her and was taught how to communicate.

[22:21] - Carol explains how creativity in reaching students at their strength and modality has been the key in student success.

[24:22] - Collaborating with educational therapists is something that Carol likes to do because creating a team working together for the child is significant.

[26:09] - Carol lists some of the strategies she uses with students and how each child has different needs.

[27:58] - There are a lot of programs that Speech and Language Pathologists use and while Carol will use bits and pieces of some programs together, she doesn’t use a specific program. She tailors her therapy for each child and their strengths and interests.

[29:40] - When children are engaged and interested in the intervention, they are more willing to participate in the intervention.

[30:18] - Carol explains that children who are consistently asked “why” and “how” rather than just “what,” “when,” and “where” are stronger in expressive language.

[32:12] - Parents can help by asking questions that prompt students to be more detailed in their expression to further develop their language and higher level thinking skills.

[34:14] - The most important thing parents can do is to be great listeners. Some parents tend to talk too much.

[35:24] - Carol also shares that keeping a diary, even when the child doesn’t write yet (but can draw pictures), is a great idea to help children express themselves.

[36:24] - By taking cues from the child rather than trying to change them and their strengths, you will learn so much about your child and how to help them.

About Our Guest: Carol W. Karp, M.S., M.Ed., CCC-SLP, is a pediatric clinical speech-language pathologist. Carol holds two Master’s Degrees, one in Education and one in Communicative Disorders. She has two teaching credentials and was an elementary school teacher and training teacher for LAUSD. Upon completion of training in communicative disorders Carol was awarded a clinical fellowship at the Neuropsychiatric Institute Hospital (Semel Institute) at UCLA, where she received advanced training in diagnosis and intervention for children with speech and language difficulties. She is one of only a small number Speech and Language Pathologists with this unique dual background. Carol has a Certificate of Clinical Competence in Speech-Language Pathology from the American Speech Language Hearing Association (ASHA Number 01099141); as well as licensure as a Speech-Language Pathologist by the California Speech-Language Pathology and Audiology and Hearing Aid Dispenser Board for over twenty years (License Number Sp8297). She is the founder of Westside Speech and Language Pathology Associates, Inc. and has conducted a thriving private practice since 1991.

Connect with Carol Karp: * CK Curriculum Coaches Website * Phone: (310) 804-7805 * ChildNEXUS Profile: Carol W. Karp M.S., M.Ed.

Links and Related Resources: * ChildNEXUS Home Page * ChildNEXUS Instagram * Top 5 Signs You Need a Speech and Language Pathologist * Supporting Parents of Children with Language-Based Learning Difficulties * Writing Disorders in Children: The Language Link * SLP Search

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Oftentimes social-emotional factors impact learning in a big way. As our guest today points out, social-emotional issues such as anxiety and depression can mimic a learning difficulty or could even coexist with one. So how do we know if a student is struggling with a social-emotional difficulty or something else? And just as importantly, how can we help them?

Today’s guest is Dr. Nicole Michaeli. Nicole is a clinical psychologist and associate at West LA Neuropsychology. She conducts comprehensive psychoeducational evaluations of children and emerging adults, and she has developed her specialization in assessment through her extensive training in the public sector as well as in private practice. Since 2014, Dr. Michaeli has worked in private practice, helping children with neurocognitive and social-emotional difficulties including learning differences, attention and executive functioning deficits, emotional challenges, and developmental delays. Dr. Michaeli also provides parent and educator workshops on various topics within child development.

In today’s episode, Dr. Michaeli helps us understand the differences between anxiety and depression and how they impact learning in a vicious cycle. She guides us through assessments and possible treatment for those struggling with anxiety and depression and gives parents some great tips to help support their children.

Show Notes: [2:37] - Social-emotional issues often occur with processing issues and that is why it is so important to be able to identify those issues that could be exacerbating learning challenges.

[3:07] - Social-emotional issues like anxiety and depression may look like and mimic problems with learning.

[4:24] - Depression and anxiety can impact so many other processes than just mood. Dr. Michaeli explains how children who are anxious have difficulty with concentration.

[6:18] - Nicole also explains that anxiety impacts other brain functions and our efficiency with the tasks we need to perform. The first skill she addresses is working memory and she describes why this is important.

[7:14] - Dr. Wilson agrees and sees this often in her practice. She shares that she’ll often see a student who is very bright and has great working memory but when they become anxious, that skill is interfered with.

[7:56] - Processing speed refers to how quickly and efficiently a student can perform a specific task. When anxious, children often take much longer to perform tasks and it becomes much more taxing on them.

[8:53] - Dr. Wilson points out that this becomes a vicious cycle. The anxiety causes the student to become slower and running out of time makes them more anxious.

[10:13] - Dr. Michaeli explains that it is important to know the difference between normal worries and when there is cause for real concern. Anxiety is normal but what separates normal anxiety from abnormal anxiety is excessiveness.

[11:35] - Because students with high levels of anxiety carry the worry with them all day, they are often very fatigued. They also could have difficulty sleeping.

[12:12] - If you are too anxious to sleep, that impacts attentiveness, behavior, mood, and overall learning during normal waking hours.

[13:11] - A common topic of discussion is the impact depression has on social skills and interaction. Dr. Michaeli shares that a less touched-on subject is the impact anxiety has on social relationships.

[14:24] - Kids who are anxious often don’t make enough time for social and pleasurable activities. They tend to spend a lot of time on homework and responsibilities.

[15:44] - Dr. Michaeli describes how social-emotional issues are assessed and identified. There are different measures used depending on the student and the best way to understand the child.

[17:36] - It is not enough for Dr. Michaeli to only receive forms from parents and teachers. She says that it is very important for her to speak directly with the teachers as well as they can describe in detail their observations.

[19:06] - Using reports and observations, it is important to know what normal levels of anxiety look like for different ages of children.

[20:56] - A lot of children and adolescents also develop an awareness of their anxious behaviors and tend to mask them.

[22:04] - Many issues co-exist with anxiety and Dr. Michaeli describes how these other issues could increase anxiety levels.

[22:57] - The most effective treatment for comorbid anxiety and learning issues in Nicole’s experience is a combination of therapy and medication.

[23:46] - One of the first treatments of anxiety and depression that Dr. Michaeli looks at regarding anxiety and depression is Cognitive Behavioral Therapy. She describes the model of this approach.

[24:54] - Another important element is to see what kind of support can be provided in the school environment.

[26:14] - It is valuable for teachers to know what the child is experiencing and when anxiety or depression is identified and being treated. A lot of times, anxious behavior can be mislabeled.

[28:02] - Children struggling with depression tend to have maladaptive or unrealistic thoughts that maintain the depressive mood.

[29:09] - Similar to anxiety, depression also interferes with a lot of necessary brain functions and tasks students need to perform when learning.

[29:53] - Often seen in children with depression is a low level of self worth in learning which does not match their actual abilities.

[31:52] - There are a lot of things parents can do to support their child and it begins with parent education. Parents need to be provided resources so they can understand what their child is struggling with.

[32:31] - Dr. Michaeli also says that it can be helpful, depending on the child’s treatment, that parents sit in and participate in the therapy.

[33:05] - Sleep also needs to be prioritized and screen time needs to be monitored.

[34:46] - Once assessments are completed, targeted intervention and treatment can begin. Anxiety and depression can mimic learning disabilities or can coexist with them. Identification is the first step.

About Our Guest: Dr. Nicole Michaeli is a clinical psychologist and associate at West LA Neuropsychology. She conducts comprehensive psychoeducational evaluations of children and emerging adults, and she has developed her specialization in assessment through her extensive training in the public sector as well as in private practice. Since 2014, Dr. Michaeli has worked in private practice, helping children with neurocognitive and social-emotional difficulties including learning differences, attention and executive functioning deficits, emotional challenges, and developmental delays. Dr. Michaeli also provides parent and educator workshops on various topics within child development.

Connect with Dr. Nicole Michaeli: * Email: drnicolemichaeli@westlaneuro.com * West LA Neuro Home Page * Phone: 319-876-4294 * ChildNEXUS Profile: Dr. Nicole Michaeli * Dr. Nicole Michaeli on LinkedIn

Links and Related Resources: * ChildNEXUS Home Page * ChildNEXUS Instagram * Episode 6: Managing Stress and Anxiety with Dr. Stephanie Mihalas * Anxiety and Depression in Adolescents * How Social Anxiety Differs from Shyness: How to Help Your Child * What is a Comprehensive Evaluation and How Can it Help Support My Child’s Learning? * Anxiety and ADHD in Children

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In this last episode of the alternative school environment “mini-series,” my guest and I dive into non-public schools. What are they? What do they offer? What students would benefit from this kind of learning environment? Today’s conversation answers all those questions and then some because our guest today is Dr. Jason Bolton from The Help Group.

Dr. Jason Bolton has over 20 years of experience working with children, adolescents, and families with histories of abuse and neglect, social-emotional challenges, and neuro-developmental disabilities including autism spectrum disorder and learning differences. He is The Help Group’s VP of Community Partnerships and Admissions and previously served the agency as a Clinical Director and Chief Psychologist. Most importantly, Dr. Bolton is a proud father of triplet girls, and as a parent-consumer of developmental and special education services frequently refers to his family as a glowing example of the power of early intervention.

In today’s episode, Dr. Bolton wears the hats of educator, administrator, psychologist, and proud parent for the perfect mix of information and inspiration. Listen to find out more about how non-public schools might be the right fit for your learner.

Show Notes: [2:57] - The Help Group has been around for almost 50 years serving the community with non-public school services.

[3:52] - Jason shares that he has been in the shoes of the worried parent as a father of triplet girls, now 13 years old, who were diagnosed developmentally delayed.

[4:58] - After some thought and searching for the right services, Dr. Bolton shares what they decided to do with his three daughters to meet their needs early on in preschool.

[5:32] - The focus is to find the least restrictive environment to meet a child where they are. The Help Group was the best option for one of Jason’s daughters and he explains why.

[7:30] - Non-public schools exist in many states and by definition are private schools, but the majority of the students come to these schools with contracts from their school district.

[9:18] - This type of school is specialized. The Help Group has 16 schools that meet specific needs to different learners where students are grouped with others with similar needs.

[10:21] - This type of environment is not inclusion, but Dr. Bolton explains that their staff of therapists and special education teachers are all trained and focus on the needs of each student.

[11:01] - In some cases, students come for a short time and return to their public schools. In other cases, students come when they need to and wind up staying and earning their high school diploma because a school fits their needs.

[12:36] - Dr. Bolton describes the growth of one of the non-public schools due to the need of the students they have.

[13:36] - The philosophy of The Help Group in expanding their schools and student reach is to focus on a student’s strengths rather than their deficits.

[14:42] - By capitalizing on a student’s strengths, they can thrive and are far more engaged in their learning.

[15:53] - The public school district is still responsible for the IEP of the student. The IEP team will meet and continue to discuss the placement of the student and what is appropriate for their needs.

[17:08] - In addition to the benefits Jason has already mentioned, Karen also points out that because student interventions happen throughout their school day, it gives students time for their extracurriculars after school hours.

[18:09] - Jason describes what he calls “treatment fatigue.”

[19:49] - When giving tours of the schools and classrooms, Dr. Bolton asks parents to try to tell who the teacher is. It is hard to tell because the therapists are working in tandem with the teacher.

[20:37] - The earlier The Help Group receives a student, the sooner they will be able to move into a less restrictive environment.

[21:30] - Jason and Karen both agree that the earlier the referral the better, but Jason shares that that isn’t always what happens.

[22:03] - Early identification also means that there is less time struggling and experiencing extensive failure in public schools prior to beginning intervention.

[23:58] - The Help Group also sees students who have experienced trauma. For some students it isn’t the issue of academics, it is their ability to regulate their emotions. Meeting students where they are and knowing their barrier is key.

[26:38] - As a psychologist, Dr. Bolton explains overcoming the stigma surrounding specialized schools. The Help Group also offers parent support.

[28:46] - Jason and Karen discuss the parent’s dilemma in making the decision regarding the education of their child. The decision should be based on what is right for each child regardless of what society says is correct.

[29:51] - Dr. Bolton explains to parents that an IEP meeting is their meeting about their child and encourages all to ask questions and respectfully challenge others in the meeting.

[30:51] - Many parents feel like they can’t speak up for their child in an IEP meeting, but this is a place that parents need to advocate for them.

[32:16] - The parent’s focus on what is right for their child and the IEP team’s response to meeting their child’s needs is what is supposed to happen in a meeting.

[35:01] - Jason describes other programs that are offered through The Help Group that are not limited to just California students because they are offered online.

[36:22] - The Help Group also offers support for young adults who have graduated and left school and are struggling.

[37:09] - Webinars, other events, and home visits are services provided by The Help Group.

[39:50] - Karen discusses the main takeaways from this episode and impactful conversation with Dr. Bolton and the mini-series of episodes on alternative learning environments.

About Our Guest: Dr. Jason Bolton has over 20 years of experience working with children, adolescents, and families with histories of abuse and neglect, social-emotional challenges, and neuro-developmental disabilities including autism spectrum disorder and learning differences. He holds a doctorate in Clinical Psychology from the California School of Professional Psychology in Alameda. He is The Help Group’s VP of Community Partnerships and Admissions and previously served the agency as a Clinical Director and Chief Psychologist. He sits on the Board of Directors of the California Association of Private Special Education Schools and Agencies, known as CAPSES. Most importantly, Dr. Bolton is a proud father of triplet girls, and as a parent-consumer of developmental and special education services frequently refers to his family as a glowing example of the power of early intervention.

About The Help Group: Founded in 1975, The Help Group is the largest, most innovative, and comprehensive nonprofit of its kind serving children, adolescents, and young adults with special needs related to autism spectrum disorder, learning disabilities, ADHD, developmental delays, abuse, and emotional challenges through its wide range of specialized education, therapy, and outreach programs. Recently, The Help Group launched a program that offers therapy, support, and social connections for LGBTQ+ children, young adults, and their families, including neurodivergent youth. At the heart of its efforts is the commitment to helping young people fulfill their potential to lead positive, productive, and rewarding lives. www.thehelpgroup.org.

Connect with Dr. Jason Bolton: * Email: jbolton@thehelpgroup.org * The Help Group Home Page * Facebook | Instagram | Twitter

Links and Resources: * ChildNEXUS Home Page * ChildNEXUS Instagram * ChildNEXUS School Search

Join our email list so that you can receive information about upcoming webinars, town halls, and articles related to student concerns - ChildNEXUS.com

Other Episodes in this Series: * Ep. 16: The Independent Study Option with Maya Varga * Ep. 17: How Micro-Schools Use an Innovative and Personalized Approach to Help All Students Thrive with Dr. Maureen O’Shaughnessy

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Imagine a learning environment that addresses not only the academic needs of a child but also their social and emotional needs. Imagine an environment where kids can feel seen, heard, and valued. Let’s continue our series on alternative learning environments today with our amazing and inspiring guest Dr. Maureen O’Shaughnessy.

Dr. O’Shaughnessy is a career school innovator with over 30 years of transforming learning in schools to better serve all students. She is the founding director of Leadership Preparatory Academy, a nonprofit progressive micro-school in Washington State. With a master’s degree in educational administration and a doctorate degree in educational leadership, she has an extensive understanding of the components needed to transform the education system.

For so many parents, it is hard to find the right academic environment for their children with learning differences. Listen and learn about the possibility of a micro-school being an option for your child’s education.

Show Notes: [3:13] - A micro-school simply means a small school. But Maureen explains that it is a way to educate students in a smaller community and not more of the same.

[4:20] - In a micro-school, there is a strong sense of community, and kids having a lot of voice and choice in their own educational path.

[5:09] - There is a lot of opportunity to connect real-life experiences and project-based learning in which students follow their interests.

[5:50] - Maureen explains that there are not a lot of micro-schools available to attend and the biggest reason for this is parents’ false sense of nostalgia.

[6:56] - As much as the world has progressed, the education system has not.

[7:41] - There is a cry for institutions to change and be more equitable and education needs to make the change as well. Rather than content focused, education needs to be context focused.

[9:30] - Maureen shares her background as an academic leader and her mission to find the right fit for her daughters’ education.

[10:12] - In 2012, Maureen opened a micro-school. Parents are concerned about college, but Maureen has found that her students are more prepared for college than those in traditional learning environments.

[11:34] - By starting small, Maureen was able to be more nimble and flexible in developing a micro-school.

[12:42] - There are a lot of schools within a school that branch out as a micro-school. Maureen describes the different types of micro-schools.

[13:40] - The New York Times had an article about “the Montessori Mafia.” They have found that successful leaders and entrepreneurs began in a student-led educational environment.

[15:19] - Parents need to be more aware of their options when it comes to the education of their child. Most parents don’t know that micro-schools might be available in their area.

[16:15] - Maureen explains how public school teachers have their “hands tied” with legislated standards.

[17:06] - Karen and Maureen discuss the impact of a mentor model of education.

[18:08] - Learning takes place in a social environment with strong relationships. The relationships between teachers and students in a micro-school are strong.

[19:20] - When students use their own voice to make choices in their education, they become empowered and take those skills out into their adult life.

[20:08] - Maureen encourages parents to think about their own high school experiences. What do you remember? Maureen doesn’t remember the content. She remembers the experiences where she was engaged.

[21:23] - Karen reflects on her own experiences and she remembers the teachers and the relationships she had with them that made the difference.

[22:09] - In addition to leading her own micro-school, Maureen also wrote a guidebook on creating a micro-school, has created online courses, and now has masterminds for resources.

[24:32] - Maureen would love to see Google, Microsoft, and Apple work with educational leaders to work on breaking the current education system down until it is not the norm.

[25:45] - Karen and Maureen discuss the importance of collaboration especially with students with learning difficulties and Maureen shares how her micro-school teams work together with educational therapists to help all learners.

[27:05] - Oftentimes, interventions and extra support in public schools is isolated and not integrated into learning.

[28:08] - Maureen’s guidebook is called Creating Micro-Schools for Colorful, Mismatched Kids. Maureen describes what you would learn in this book.

[30:32] - The experience children have in school needs to be different than the experiences that their parents and grandparents had.