Explorez tous les épisodes du podcast Diverse Thinking Different Learning
| Titre | Date | Durée | |
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| Ep. 268: Teaching Kids to Manage Big Emotions: DBT Skills for Elementary Schools with Dr. Elizabeth Dexter-Mazza | 15 sept. 2026 | 00:40:16 | |
We are happy to warmly welcome Dr. Elizabeth Dexter-Mazza to the show for this episode. Dr. Dexter-Mazza is a licensed clinical psychologist and certified DBT therapist with more than 25 years of experience in clinical practice, training, and consultation. She co-authored DBT-based social-emotional learning curricula for elementary and secondary students and co-owns Mazza Consulting & Psychological Services and DBT in Schools with her husband, Jim Mazza. She also provides DBT treatment and professional training internationally, working with adolescents, adults, families, mental health providers, and schools, and her work is centered on promoting mental wellness and resilience through culturally responsive DBT practices and her mission to make DBT skills accessible to children through general education. Throughout our conversation, we touch upon an important question - what if we stopped expecting children to just pay attention, manage their emotions, make good decisions, and get along with others and instead explicitly taught them the skills they need to do those things? Dr. Dexter-Mazza discusses why emotional regulation and other life skills belong alongside reading, writing, and math, and what can change when educators teach those skills instead of simply expecting students to already have them. Elizabeth also explains what DBT actually means and how school-based DBT differs from comprehensive DBT therapy. Rather than asking teachers to become therapists, DBT Steps E gives educators developmentally appropriate ways to teach mindfulness, emotion regulation, distress tolerance, interpersonal effectiveness, and problem-solving as everyday skills. We explore how these skills can help students become more effective learners, particularly when frustration or strong emotions make it especially challenging to access the cognitive resources that are needed for learning. We also discuss the importance of breaking seemingly simple expectations down into teachable behaviors. Elizabeth shares some examples of helping students recognize when their attention has wandered, notice an urge before acting on it, and use that brief pause as a "choice point." Dr. Dexter-Mazza explains how this approach can be especially useful for neurodivergent learners, including students with ADHD, by replacing vague instructions such as "Pay attention!" with concrete skills that can actually be practiced. Finally, we look at what it takes to make these skills part of a school's culture rather than another curriculum that appears once a week. Dr. Dexter-Mazza shares some strategies for getting started, building teacher buy-in, and allowing successful practices to grow throughout a school or district. This conversation offers a practical look at what it means to teach children not only how to learn, but how to manage the experiences that can sometimes get in the way of learning, so we hope that you enjoy this conversation with Dr. Elizabeth Dexter-Mazza!
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| Ep. 267: When School Accommodations Aren't Enough: Why Neurodivergent Students Need Skill-Building Too | 01 sept. 2026 | 00:15:40 | |
Dr. Wilson brings us another solo episode this time, opening up about how accommodations can make an enormous difference for students who learn and process information differently. Extended time, audiobooks, speech-to-text, movement breaks, preferential seating, and other means of support can truly reduce barriers and help students participate more successfully in school, but what happens when those supports improve performance but do very little to address the underlying skills a student still needs to develop? Dr. Wilson touches upon the distinction between accommodations, interventions, and modifications, focusing on what can happen when skill building is missing from a student's educational plan, and she explains why helping a child complete an assignment, produce more writing, or finish a test does not necessarily mean that the child is becoming a stronger reader, writer, or independent learner. Using examples involving dyslexia, dysgraphia, ADHD, and sensory differences, Dr. Wilson examines the problems with relying solely on accommodations and discusses several examples: audiobooks can provide access to grade-level material, but they don't teach decoding; typing and speech-to-text can make it easier to express ideas, but they don't automatically strengthen written organization or language formulation; extra time and assignment chunking can reduce pressure for students with ADHD, but they don't inherently teach planning, organization, or self-monitoring. The conversation also considers what happens as students get older. Dr. Wilson discusses the importance of pairing accommodations with evidence-based intervention and explicitly teaching skills which can gradually increase independence over time without treating support as something that should simply be removed or using skill development as an excuse to force neurodivergent students to mask. Technology adds another interesting layer to Dr. Wilson's lecture, particularly as calculators, speech-to-text, and AI can help compensate for difficulties almost instantly. Dr. Wilson asks listeners to consider an important distinction: Are we helping students perform better right now, or helping them become more capable over time?
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| Ep. 266: The Myth of the Resilient Child: When "Pushing Through" Becomes Harmful | 18 août 2026 | 00:12:34 | |
This week, Dr. Karen Wilson is touching upon resilience and how our definition of it can sometimes be part of the problem. She challenges the idea that resilience means pushing through stress, staying quiet, or succeeding no matter the emotional cost. After all, a child who appears to be thriving on the outside may actually be running on empty. After a recent conversation with a parent, Dr. Wilson felt inspired to explain why good grades, athletic success, and responsible behavior don't always reflect a child's well-being, and she explores the important difference between coping and genuinely thriving, especially for children with learning and thinking differences who may work far harder than their peers while hiding their struggles. In this episode, Dr. Wilson shares six practical ways that parents can encourage resilience without fueling burnout. She discusses why it's important to recognize effort instead of focusing solely on outcomes, make room for genuine recovery, reduce pressure to be perfect, encourage emotional honesty, recognize early warning signs of burnout, and help children understand their worth extends far beyond achievement. Whether your child is entering a new school, adjusting to new routines, or facing the everyday demands of growing up, this conversation offers thoughtful reminders about what healthy resilience really looks like. Rather than teaching children to suppress their needs, Dr. Wilson makes the case for helping them recognize stress, seek support, recover from setbacks, and build confidence in ways that protect their mental health for years to come.
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| Ep. 265: Back-to-School Anxiety in Neurodivergent Kids: Why the Transition Is So Hard and How to Help | 04 août 2026 | 00:19:10 | |
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!
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| Ep. 264: What an Assessment Can and Cannot Tell You | 21 juil. 2026 | 00:18:22 | |
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!
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| Ep. 263: Summer, Screens, and Sanity: Helping Kids Find Balance When School's Out | 07 juil. 2026 | 00:20:09 | |
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.
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| Ep. 262: Balancing Summer Rest and Learning Support for Diverse Learners with Ashley Harding | 16 juin 2026 | 00:43:16 | |
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.
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| Ep. 261: When Helping Becomes Overhelping: Helping Neurodivergent Kids Build Independence | 02 juin 2026 | 00:35:48 | |
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.
[2:21] - Dr. Williams explains how advocacy develops via gradual support, not full independence all at once.
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| Ep. 260: How Dyslexia Impacts Mental Health (Episode 212 Re-Air) | 19 mai 2026 | 00:11:01 | |
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!
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| Ep. 259: Autism and ADHD Masking: The Signs & Hidden Costs with Dr. Deanna Dow | 05 mai 2026 | 00:37:09 | |
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. 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.
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| Ep. 258: Dyscalculia, Dyslexia, and ADHD: Why Math Feels So Overwhelming for Some Kids with Adrianne Meldrum & Heather Brand | 21 avr. 2026 | 00:42:40 | |
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. 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!
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| Ep. 257: Helping Kids with Dyslexia and ADHD Build Confidence Through Stories with Lynn Greenberg | 07 avr. 2026 | 00:27:06 | |
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.
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| Ep. 256: How to Help Neurodivergent Teens and Young Adults Navigate Dating with Dr. Elina Veytsman | 17 mars 2026 | 00:41:54 | |
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. 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!
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| Ep. 255: How to Talk to Siblings About Neurodiversity with Liz Angoff, Ph.D. | 03 mars 2026 | 00:36:28 | |
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!
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| Ep. 254: Why Handwriting Is So Hard for Neurodivergent Kids (and Why Practice Isn't the Answer) with Leslie Catlett | 17 févr. 2026 | 00:21:38 | |
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!
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| Ep. 253: When Motivation Disappears: How to Help Tweens and Teens Reconnect with Dr. Ellen Braaten | 03 févr. 2026 | 00:27:48 | |
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!
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| Ep. 252: How to Make the School System Work for Your Child with Stacey Shubitz | 20 janv. 2026 | 00:39:41 | |
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.
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| Ep. 251: Sensory Processing & Regulation: How Play Rewires the Brain with Dr. Allie Ticktin, MA, OTD, OTR/L | 06 janv. 2026 | 00:38:04 | |
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!
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| Ep. 250: Reimagining Learning: The Evolving Power of 1:1 Learning in 2025 with Jaime Porras | 16 déc. 2025 | 00:41:59 | |
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: Links and Related Resources:
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| Ep. 249: Using Technology to Support Neurodivergent Students with Joan Green | 02 déc. 2025 | 00:31:24 | |
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. 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: Links and Related Resources:
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| Ep. 248: The Power of Early Intervention: How Neuroplasticity Shapes Young Brains with Dr. Viannae Nelkin | 18 nov. 2025 | 00:39:57 | |
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. 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: Links and Related Resources:
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| Ep. 247: Helping Kids by Building Stronger Families: A Systems Approach to Support with Dr. Adi Soffer | 04 nov. 2025 | 00:42:07 | |
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 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.
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| Ep. 246: Accommodations, Modifications, or Remediation? How to Know What Your Child Really Needs with Amy Cushner | 21 oct. 2025 | 00:51:17 | |
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 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.
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| Ep. 245: What Is Executive Function Coaching? with Rana Lustyan | 07 oct. 2025 | 00:36:09 | |
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.
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| Ep. 244: From Burnout to Balance: Supporting Parents Raising Neurodivergent Kids with Leslie Forde | 16 sept. 2025 | 00:39:45 | |
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. 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!
[2:41] - Leslie argues that rising costs, long wait times, and poor support leave families emotionally and financially strained. Links and Related Resources:
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| Ep. 243: From Inclusion to Belonging: Creating Neurodiversity-Affirming Schools with Amanda Morin | 02 sept. 2025 | 00:39:20 | |
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. 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!
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| Ep. 242: How One Woman Rewired Her Brain and Created a Path for Struggling Learners with Barbara Arrowsmith-Young | 19 août 2025 | 00:40:11 | |
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. Links and Related Resources: Connect with Us:
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| Ep. 241: How to Be a 'Screen-Smart' Parent with Jodi Gold, MD | 05 août 2025 | 00:34:00 | |
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.
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| Ep. 240: Using the Summer Months to Advance Reading Skills with Dr. Steve Truch & Devan Kublik | 15 juil. 2025 | 00:38:33 | |
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.
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| Ep. 239: Balancing Summer Rest and Learning Support for Diverse Learners with Ashley Harding | 01 juil. 2025 | 00:41:59 | |
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: Links and Related Resources:
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| Ep. 238: Dismantling DEI and the Department of Education: How Changes Impact Your Child with Vickie Brett & Amanda Selogie | 17 juin 2025 | 00:40:05 | |
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!
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| Ep. 237: Beyond Accommodations: How Neurodivergent Students Can Thrive in College with Eric Endlich, Ph.D | 03 juin 2025 | 00:40:10 | |
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!
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| Ep. 236: Beyond Racial Stress: Empowering Teens to Navigate Cultural Identity and Build Resilience with Dr. Ryan DeLapp | 20 mai 2025 | 00:33:52 | |
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: Links and Related Resources:
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| Ep. 235: Why Stress Sabotages Learning and How Parents and Educators Can Help with Jerome Schultz, PhD | 06 mai 2025 | 00:37:00 | |
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.
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| Ep. 234: Understanding and Addressing Math Anxiety with Aditya Nagrath, PhD | 29 avr. 2025 | 00:35:35 | |
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.
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| Ep. 233: Body-Based Interventions for Neurodivergent Students with Megan Beardmore, PhD, NCSP | 22 avr. 2025 | 00:39:19 | |
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.
Show Notes: [0:07] - The nervous system greatly influences emotional regulation, especially in neurodivergent students, and Dr. Megan Beardmore joins us to address this.
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| Ep. 232: Turning Kids' Passions and Enthusiasms into Superpowers with Barry Prizant, Ph.D., CCC-SLP (Re-Air) | 08 avr. 2025 | 00:37:03 | |
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.
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| Ep. 231: How to Use Students' Interest and Creativity to Enhance Learning with Victoria Waller, Ed.D. | 01 avr. 2025 | 00:35:21 | |
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.
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| Ep. 230: Executive Functioning & Navigating the Yearly Calendar with Michelle Porjes | 25 mars 2025 | 00:41:04 | |
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: Links and Related Resources:
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| Ep. 229: Boosting a Child's Autonomy with Self-Care Routines with Kristin Lombardi, MA, BCBA & Christine Drew, PhD, BCBA-D | 18 mars 2025 | 00:39:09 | |
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! [2:33] - Hear how Kristin realized the need to bridge the gap between K-12 and inclusive higher education.
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| Ep. 228: Understanding Functional Neurological Disorder (FND) with Dr. Samantha Levy | 11 mars 2025 | 00:44:42 | |
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. 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! [2:46] - Dr. Levy explains how FND causes real neurological symptoms without medical explanation and has historically been misdiagnosed.
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| Ep. 227: Teen Depression Gone Viral with Dr. Meredith Gansner | 04 mars 2025 | 00:39:21 | |
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 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.
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| Ep. 226: Is It Autism? Recognizing, Assessing & Supporting Children and Teens with Dr. Chandni Singh | 25 févr. 2025 | 00:41:55 | |
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. 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. [3:04] - Dr. Singh explains how autism diagnoses are often delayed because early strengths can mask challenges.
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| Ep. 225: Moving Beyond Accommodations and Modifications to Cognitive Change for Academic Gains with Shelley Woon | 18 févr. 2025 | 00:37:09 | |
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: Links and Related Resources: Connect with Us: Connect with Shelley Woon: | |||
| Ep. 224: Should I Medicate My Child? – Part 2 with Lance Steinberg, M.D. | 11 févr. 2025 | 00:33:05 | |
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: Links and Related Resources:
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| Ep. 223: Should I Medicate My Child? – Part 1 with Lance Steinberg, M.D. | 04 févr. 2025 | 00:32:37 | |
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: Links and Related Resources:
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| Ep. 222: Wildfires and Mental Health: Understanding the Impact and Strategies for Recovery with Dr. Jyoti Mishra | 28 janv. 2025 | 00:36:23 | |
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: Wildfire / Mental Health Resources:
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| Ep. 221: Would a Behavioral Aide/Shadow Help My Child? | 21 janv. 2025 | 00:37:51 | |
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: Links and Related Resources: Connect with Us: Connect with Lisa:
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| Ep. 220: How to Support Children and Teens with Chronic Pain with Dr. Samantha Levy | 14 janv. 2025 | 00:41:44 | |
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. 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.
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| Ep. 219: Understanding Dysgraphia: Signs, Strategies, and Support for Struggling Writers with Natasha Gray | 07 janv. 2025 | 00:33:21 | |
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.
Natasha C. Gray Spark Learning
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