Explorez tous les épisodes du podcast Neurodiversity Podcast

You are surrounded by things you could be doing, yet none of them feel worth starting, leaving you stuck in a weird mix of restlessness and agitation. Do you chalk that up to being lazy or unmotivated? Many people do, but science tells a very different story. Boredom is actually a motivated state. It's an internal signal that your brain is hungry for meaning and personal control, but can't find a good place to land. In this episode, Dr. James Danckert, psychology professor at the University of Waterloo and co-author of Out of My Skull: The Psychology of Boredom, joins Emily Kircher-Morris to talk about what is really happening when our brains check out, why people with ADHD feel boredom so intensely, and how having real agency can change the way we engage with the world.

TAKEAWAYS

• Boredom is an active, motivated state marked by restlessness and a search for purpose, distinguishing it from passive laziness or apathy.

• A lack of personal agency strongly triggers boredom, especially when people are told what to do rather than having a say in choosing their own goals.

• The brain seeks an optimal Goldilocks zone of stimulation, signaling discomfort through boredom when a task is either mind-numbing or overwhelmingly difficult.

• Chronic boredom proneness is often rooted in trouble launching into action, making task initiation the primary hurdle rather than poor impulse control.

• ADHD symptoms and boredom are closely connected because attention functions along a continuum driven by interest and personal relevance, and not an on-and-off switch, as some believe.

• Smartphones often provide empty engagement that occupies cognitive resources for a moment, but leaving the underlying need for agency and purpose unmet.

Conducting a virtual autism evaluation isn't as simple as moving in-person assessments onto Zoom. On Friday, November 6th from 2:00 PM-3:30 PM Eastern / 11:00 AM-12:30 PM Pacific, join us as Dr. Taylor Day presents a live, 90-minute training, Conducting Comprehensive Telehealth Evaluations for Autism and Co-Occurring Conditions. You'll earn 1.5 CE credits through the APA and NBCC, while learning practical, neurodiversity-affirming strategies for virtual assessment. Register at this link by November 2nd to receive a free bonus resource guide with planning checklists and client materials!

James Danckert is a Professor of Cognitive Neuroscience at the University of Waterloo. He and his students explore the brain bases of boredom and how we create and update mental models of the world. He has published well over 100 journal articles and is co-author of the book Out of my skull: The psychology of boredom.

BACKGROUND READING

Dr Danckert's website, BlueSky

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Thank you for supporting neurodivergent people.

Say someone you know is exceptionally articulate, intellectually advanced, or academically capable. Do you then assume their general ability to function, emotional regulation, and organizational skills also operate at that same high level? You might, but that would be a mistake. For gifted and twice-exceptional people, intellectual capability often outpaces practical execution. In this episode, Mark Talaga, a licensed professional counselor, founder of the Center for Identity Potential, and host of the Hopelessly Gifted podcast, joins Emily Kircher-Morris to talk about the painful gap between intellectual insight and daily functioning, and why being bright does not make navigating everyday life any easier.

TAKEAWAYS

• Intellectual capability does not guarantee consistent execution, leaving many twice-exceptional learners stuck between understanding a strategy and being able to carry it out.

• Spiky developmental profiles cause an identity panic when someone who excels in one domain suddenly struggles in another context.

• Highly verbal neurodivergent people sometimes use intellectualization as a defense mechanism, talking around their feelings rather than experiencing them.

• Perfectionism is rarely about high standards, it often serves as a protective shield against the vulnerability of not knowing the next step.

• Chronic anxiety functions as an internal alarm signaling that the sufferer lacks a clear pathway, necessary tools, or specific micro-skills to meet an expectation.

• Effective self-advocacy requires identifying the exact type of help needed and suggesting a workable solution, rather than issuing an open-ended plea for help.

Conducting a virtual autism evaluation isn't as simple as moving in-person assessments onto Zoom. On Friday, November 6th from 2:00 PM-3:30 PM Eastern/11:00 AM-12:30 PM Pacific, join us as Dr. Taylor Day presents a live, 90-minute training, Conducting Comprehensive Telehealth Evaluations for Autism and Co-Occurring Conditions.You'll earn 1.5 CE credits through the APA and NBCC, while learning practical, neurodiversity-affirming strategies for virtual assessment. Register at this link by November 2nd to receive a free bonus resource guide with planning checklists and client materials!

Mark Talaga, MA, LPC, CCS, is a licensed professional counselor, speaker, and founder of the Center for Identity Potential, where he specializes in working with gifted, twice-exceptional, and neurodivergent individuals and their families. With a background in both mental health counseling and the video game industry, Mark brings a unique perspective to topics such as giftedness, motivation, anxiety, asynchronous development, screen time, and family dynamics.

He is also the host of the Hopelessly Gifted Podcast, where he explores the real-world challenges and opportunities facing gifted children, adults, parents, and educators. Mark is passionate about helping people better understand themselves, navigate complexity, and develop their potential in meaningful ways.

BACKGROUND READING

Instagram, Facebook, YouTube

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

True classroom inclusion involves far more than simply placing a student's chair inside a general education room. When schools define inclusion purely by physical placement, neurodivergent students often face conditions that fall short of genuine access, belonging, and appropriate challenge. Dr. Katie Novak, an internationally recognized education consultant, former assistant superintendent, and author of The UDL Shift, joins Emily Kircher-Morris to discuss how Universal Design for Learning creates classrooms that support learner variability from the ground up.

TAKEAWAYS

• Physical placement in a general education classroom does not equal meaningful inclusion and a genuine sense of belonging.

• Universal Design for Learning operates on three foundational pillars: embracing learner variability, establishing firm goals with flexible means, and cultivating student agency.

• Gating learning tools behind formal diagnosis plans creates stereotype threats, and causes students to reject accommodations to avoid looking different from their peers.

• Designing flexible learning paths for the entire class normalizes tools like text-to-speech, graphic organizers, and verbal response options for every student.

• Educational variability is contextual and dynamic, meaning a student's strengths and support needs fluctuate across subjects, environments, and energy levels.

• Designing effective accommodations should actually start with asking students what classroom barriers stand in their way, and involving them in the solution.

Dr. Katie Novak is the founder and CEO of Novak Educational Consulting, an educator with 25 years of experience, and an internationally recognized expert in Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS). A sought-after keynote speaker and consultant, she works with schools and districts around the world to translate research into practical strategies that strengthen inclusive teaching and learning.

Dr. Novak is the bestselling author of 17 books, with more than 350,000 copies sold worldwide, and serves as an adjunct instructor at the University of Pennsylvania. Through her writing, teaching, and consulting, she helps educators navigate complex challenges, move from intention to implementation, and create learning environments designed to support the needs of all students.

BACKGROUND READING

Katie's website, Facebook, YouTube, Instagram

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Thank you for supporting neurodivergent people.

When a student consistently misses deadlines, misplaces assignments, or struggles to get out the door in the morning, adults often label them as disorganized or careless. Handing them a paper planner or demanding they clean their desk rarely solves the underlying breakdown. Rachel Kapp, founder of Kapp Educational Therapy Group and co-host of the Learn Smarter Podcast, joins Emily to explore how families and educators can design organizational systems that work in the real world rather than just on paper.

TAKEAWAYS

• Handing a student an organizational tool like a planner or binder does not create a system without an explicit, sustainable routine for maintaining it.

• Time management depends a lot on accurate time estimation, so neurodivergent learners often need to measure how long tasks actually take versus what they assume.

• Long-term projects demand backward planning, where students break complex assignment prompts into small, answerable questions mapped onto a calendar.

• Physical organization works best when adults reduce decision fatigue, and align processes with a child's natural pathways.

• School app sprawl and unmanaged digital inboxes increase baseline anxiety, overwhelming working memory and driving students to avoid tasks entirely.

• Executive functioning challenges don't reflect on intelligence, effort, or motivation.

Mental health professionals, join us October 2 for a presentation by Heather J. DeAngelis, who will explore practical ways clinicians can adapt CBT and ACT to better meet the needs of adults with ADHD.

The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC. Register now to join us October 2 at 2pm Eastern/11:00 am Pacific.

Rachel Kapp is an educational therapist with more than two decades of experience helping students with diverse learning profiles build confidence and achieve academic success. After beginning her career as a lead preschool teacher and working as a private tutor since 2004, she specialized in educational therapy to better support students who learn differently. Her expertise spans reading, writing, mathematics, executive functioning, and individualized learning strategies.

Rachel earned a BA with Honors in Sociology from the University of California, Berkeley before completing her educational therapy coursework and master's degree at California State University, Northridge. She is a Board Certified Member of the Association of Educational Therapists, a member of CHADD and the International Dyslexia Association, and is trained in the Wilson Reading System. Through her work, Rachel is dedicated to building strong relationships with students and helping them develop the skills and confidence they need to thrive academically and beyond.

BACKGROUND READING

Facebook, Instagram, LinkedIn, TikTok

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Thank you for supporting neurodivergent people.

When autistic kids struggle, their difficulties are often treated as behavioral non-compliance or a lack of social desire, when it's often a direct mismatch with the learning environment. Adults routinely push these students into sensory-heavy spaces or force sudden task shifts, misunderstanding the neurological toll this takes on a differently wired nervous system. Pete Wharmby, an autistic author, former teacher, and late-diagnosed ADHDer, joins Emily Kircher-Morris to talk about what happens when schools and families learn to support rather than correct autistic ways of being.

TAKEAWAYS

• Autistic behavior in schools is often pathologized and targeted for correction when it's likely a natural, necessary drive to decompress from sensory overload.

• Monotropic focus operates like driving on a high-speed freeway, where abrupt task transitions resemble crashes and require gradual advance warning signs to exit safely.

• Thin-slice judgments cause adults to mistake natural autistic communication, such as flat tone or lack of eye contact, for intentional rudeness or disrespect.

• High academic performance can mask emotional distress, with deep exhaustion and low frustration tolerance serving as the real markers of masking.

• Receiving late diagnoses of autism and ADHD often creates complex grief over missed accommodations and unmedicated years that could have prevented chronic burnout.

The doors to the Neurodiversity University Educator Hub are now open! Click here to join our collective of educators, administrators, and advocates, and let's build an education system that works for all students.

Pete Wharmby is an autistic and ADHD advocate, bestselling author, and international speaker dedicated to increasing understanding and acceptance of neurodivergence. Since his autism diagnosis in 2017 and ADHD diagnosis in 2024, Pete has worked with businesses, governments, schools, and organizations across the UK, Europe, Australia, and North America, sharing practical insights drawn from both lived experience and research.

Pete is the author of the bestselling books What I Want to Talk About, Untypical, and the forthcoming Different Minds. A former secondary English teacher, he is also a prolific writer whose work has appeared in articles, interviews, and book chapters, and he has been featured on BBC Radio 2. Through his speaking, writing, and social media platforms, where he reaches more than 150,000 followers, Pete continues to champion a more neurodiversity-affirming world.

BACKGROUND READING

Peter's website, Facebook, Instagram

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Thank you for supporting neurodivergent people.

In competitive sports, athletes who struggle to follow plays, miss subtle social cues, or freeze during high-pressure moments are often branded as uncoachable, unmotivated, or even defiant. Because athletic environments lack formal supports like IEPs or 504 plans, coaches often default to traditional, high-pressure discipline, mistaking neurological overwhelm for a lack of commitment. Courtney Edman, an executive function coach, founder of 2tametheshamE, and co-host of the See Me Podcast, joins Emily Kircher-Morris to explore what changes when coaches and families view sports through a neurodiversity-affirming lens.

TAKEAWAYS

• Being coachable is not a static personality trait, it often depends on whether a coach delivers instructions in a way an athlete's brain can process and act upon.

• Motivation and physical activation occur in different regions of the brain, meaning a neurodivergent athlete can be deeply motivated while still struggling with task initiation.

• Athletic spaces lack formal school accommodations like 504 plans, making it important for coaches to proactively look for sensory and communication barriers rather than defaulting to discipline.

• Neurodivergent athletes bring unique strengths to sports, including high-level pattern recognition, statistical recall, strategic thinking, and deep hyperfocus.

• True athletic resilience is built by establishing a secure, trusting relationship with a mentor rather than subjecting young players to harsh, overwhelming environments.

• Missed social cues or literal interpretations during team drills often reflect communication mismatches rather than poor sportsmanship, disrespect, or bad attitudes.

We're getting closer to our annual, free Creating Neurodiversity-Affirming Schools Crash Course. Our a panel of experts will talk all about how to approach the new school year and set our neurodivergent students up for success. The event is Tuesday, September 22 at 7:30 PM Eastern, and again, it is free to register and attend. Here's a link to register and join us!

Courtney Edman is an executive function and life skills coach, parent coach, speaker, and the founder of 2tametheshamE, Inc. She brings more than two decades of clinical and developmental expertise to her practice, including 18 years in Early Intervention supporting families through complex genetic and neurological diagnoses, NICU stays, and long-term medical care. She also served as managing director for a specialized home-based physical therapy practice treating chronic, life-shortening conditions.

Today, Courtney integrates her clinical foundation with her personal insight as a former student-athlete and parent of three adult children, including two collegiate athletes and a twice-exceptional son with ADHD and anxiety. Grounded in neurophysiology and family systems, she equips neurodivergent individuals, parents, and educators to reframe behavior, strengthen relationships, and rebuild executive functioning skills. Her work focuses on practical roadmaps that foster lasting confidence and autonomy at home, in the classroom, in the workplace, and in competition.

BACKGROUND READING

2tametheshamE, Instagram, Facebook

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Today's episode is a heartfelt conversation about the importance of helping neurodivergent children understand themselves and their brain profile, and how this understanding can foster confidence and self-advocacy. Emily talks with Dr. Liz Angoff about the need for transparent communication with children about their diagnoses, and the use of relatable metaphors to explain complex concepts. They discuss collaborative approaches in assessments, the challenges of co-occurring diagnoses, and the role of parents in supporting their children. How can families find practitioners who align with neurodiversity-affirming practices, and how can that lead to understanding and acceptance for both children and their families? Get comfortable, we're revisiting a conversation that covers a lot of ground.

TAKEAWAYS

• Helping kids understand their brain profiles is crucial.

• Self-understanding fosters confidence and self-advocacy.

• Using relatable metaphors can aid in explaining neurodiversity.

• Labels can serve as anchors for understanding experiences.

• Children often internalize negative labels if not addressed.

• Collaborative assessments enhance understanding for both kids and parents.

• Empowering parents shifts the narrative from deficits to differences.

• Finding the right practitioner is essential for supportive assessments.

• Normalizing neurodiversity can change family dynamics for life.

Mental health clinicians: Telling a child about a new diagnosis can feel like navigating a minefield, but it doesn't have to. We're hosting a training with Dr. Liz Angoff, called Explaining a Diagnosis to Kids in a Neurodiversity-Affirming Way, on Friday, September 11th from 2:00 to 3:30 Eastern. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC. You'll learn how to replace pathologizing jargon with empowering, neurodiversity-affirming language that builds self-advocacy and resilience. Register for this course today.

We're getting closer to our annual, free Creating Neurodiversity-Affirming Schools Crash Course. Our panel of experts will talk all about how to approach the new school year and set our neurodivergent students up for success. The event is Tuesday, September 22 at 7:30 PM Eastern, and again, it is free to register and attend. Here's a link to register and join us!

Dr. Liz Angoff is a Licensed Educational Psychologist and a Diplomate in School Neuropsychology, specializing in assessment and consultation for children and their families in the Bay Area, California. Her work centers on helping neurodivergent children better understand and embrace how their brains work, fostering confidence, self-advocacy, and empowerment.

She is the author of the Brain Building Books and Our Brains, a series designed to support children in navigating their learning and identity through affirming, accessible language. Through her practice and writing, Dr. Liz is committed to demystifying the evaluation process and creating tools that help families and educators work together to support thriving learners.

BACKGROUND READING

Liz Angoff's website, Explaining Brains, Liz's newest book - Our Brains, tools for parents, Instagram

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

When people with ADHD struggle to start, return to, or finish a task, their inaction is frequently mislabeled as laziness, poor motivation, or chronic procrastination. In reality, the obstacle is rarely about logistics or effort. It stems from the emotional pre-work required just to get to the starting line. Brendan Mahan, an ADHD coach, speaker, host of the ADHD Essentials podcast, and author of Overcoming the Wall of Awful, joins Emily to talk about the emotional barriers that turn ordinary demands into overwhelming roadblocks.

TAKEAWAYS

• Task paralysis is driven primarily by emotional labor and accumulated negative memories rather than simple executive dysfunction or laziness.

• The emotional work required to face an anxiety-provoking task is invisible from the outside, which often cause those around you to mistake genuine freeze states for willful procrastination.

• Smashing through emotional barriers using eleventh-hour panic and anger damages internal self-esteem and strains personal relationships.

• Putting a door in an emotional barrier involves shifting short-term states using external scaffolding such as body doubling, high-interest music, or novel environments.

• Climbing an emotional barrier requires a balance of active cognitive processing and passive mind-wandering to allow the brain's default mode network to metabolize stress.

• Healthy accountability separates functional impairments from moral worth by treating ADHD symptoms with the same matter-of-fact compassion as an asthma flare-up or chronic physical condition.

Mental health clinicians: Telling a child about a new diagnosis can feel like navigating a minefield, but it doesn't have to. We're hosting a training with Dr. Liz Angoff, called Explaining a Diagnosis to Kids in a Neurodiversity-Affirming Way, on Friday, September 11th from 2:00 to 3:30 Eastern. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC. You'll learn how to replace pathologizing jargon with empowering, neurodiversity-affirming language that builds self-advocacy and resilience. Register for this course today.

We're getting closer to our annual, free Creating Neurodiversity-Affirming Schools Crash Course. Our a panel of experts will talk all about how to approach the new school year and set our neurodivergent students up for success. The event is Tuesday, September 22 at 7:30 PM Eastern, and again, it is free to register and attend. Here's a link to register and join us!

Brendan Mahan, M.Ed., M.S. is an ADHD coach, speaker, and educator dedicated to helping neurodivergent individuals better understand and manage the challenges of ADHD. He is the author of Overcoming the Wall of Awful™ and the host of the popular ADHD Essentials Podcast, where he shares practical strategies and insights for navigating life with ADHD.

As a neurodivergent professional, Brendan brings both lived experience and professional expertise to his work with individuals, families, schools, and organizations. He serves on the board of the Men's ADHD Support Group, is the Director of Professional Resources for Calmer Con Boston, and previously served on the planning committee for the International Conference on ADHD. His work has been featured in The New York Times, The Washington Post, LinkedIn, Understood, How to ADHD, Verywell Mind, and ADDitude Magazine.

BACKGROUND READING

Overcoming the Wall of Awful, Facebook, Instagram, LinkedIn, BlueSky, Twitter/X

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Thank you for supporting neurodivergent people.

When raising or teaching gifted, twice-exceptional, and differently wired children, adults often face the emotional whiplash of asynchronous development. A child might engage in deep, high-level discussions one moment, only to struggle with basic emotional regulation, task initiation, or practical organization the next. Colleen Kessler, an educator, gifted specialist, author of The Homeschool Advantage, and host of the Raising Lifelong Learners podcast, joins Emily to discuss why supporting neurodivergent kids requires shifting away from one-size-fits-all expectations and becoming an active student of the individual child.

TAKEAWAYS

• Asynchronous development is a natural hallmark of neurodivergence where intellectual, emotional, and physical capacities develop at markedly different rates.

• Becoming a student of the child allows adults to separate neurological wiring differences from behavioral choices, leading to more effective scaffolding.

• Authentic strengths-based learning uses a student's high-interest areas to build the confidence and resilience to tackle difficult academic tasks.

• Testing critical thinking or scientific understanding can be separated from writing output by utilizing speech-to-text tools and alternative dictation methods.

• Highly capable learners often mask executive functioning deficits until cumulative demands outpace their early compensatory strategies.

• Being an effective advocate requires ongoing, collaborative communication between home and school rather than relying solely on formal annual meetings.

Mental health clinicians: Telling a child about a new diagnosis can feel like navigating a minefield, but it doesn't have to. We're hosting a training with Dr. Liz Angoff, called Explaining a Diagnosis to Kids in a Neurodiversity-Affirming Way, on Friday, September 11th from 2:00 to 3:30 Eastern. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC.

You'll learn how to replace pathologizing jargon with empowering, neurodiversity-affirming language that builds self-advocacy and resilience. Register for this course today.

Colleen Kessler is an author, educator, educational consultant, and international speaker specializing in gifted, twice-exceptional, and other neurodivergent learners. With degrees in elementary education and gifted studies, she helps parents, educators, and clinicians better understand and support the social, emotional, and executive functioning needs of neurodivergent children through a strengths-based, neurodiversity-affirming approach.

Colleen is the founder of Raising Lifelong Learners and the host of the Raising Lifelong Learners podcast. Through her books, executive function resources, educational consulting, coaching programs, and The Learner's Lab membership community, she equips families with practical strategies to foster confidence, resilience, meaningful relationships, and a lifelong love of learning. Combining professional expertise with lived experience, Colleen empowers families to recognize and celebrate each child's unique strengths.

BACKGROUND READING

Colleen's website, Raising Lifelong Learners podcast, Learner's Lab, books, classes, Instagram, Facebook, Pinterest, TikTok

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

When supporting neurodivergent kids, adults often struggle to balance when to gently challenge a child and when to pull back to prevent nervous system overload. Pushing too hard risks chronic distress and shutdown, but overprotecting can unintentionally create learned helplessness and limit opportunities for growth. Emily welcomes Dr. Emily King, a child psychologist, former school psychologist, and author of The Neurodivergent Learner, to talk about how parents and educators can work together to read a child's true capacity and build authentic engagement in school and at home.

TAKEAWAYS

• Determining whether to challenge or accommodate a student depends on reading their real-time nervous system capacity, daily stamina, and baseline emotional regulation.

• Distinguishing between learned helplessness and true defeat requires looking at a child's underlying mood rather than just their surface-level task avoidance.

• Differences in how a child behaves at home versus school provide important clues about their masking demands, relationship safety, and sensory fatigue across environments.

• Meaningful parent-teacher partnerships focus on cross-checking patterns and discovering what already works in one setting to replicate that success in another.

• Special interests should be honored as tools for genuine emotional expression and connection rather than used as behavioral leverage to force compliance.

• Effective school advocacy thrives on frequent, informal check-ins about everyday strategies rather than waiting solely for formal annual meetings.

Get the pre-order bonus for Dr. King's new book.

Mental health clinicians: Telling a child about a new diagnosis can feel like navigating a minefield, but it doesn't have to. We're hosting a training with Dr. Liz Angoff, called Explaining a Diagnosis to Kids in a Neurodiversity-Affirming Way, on Friday, September 11th from 2:00 to 3:30 Eastern. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC.

You'll learn how to replace pathologizing jargon with empowering, neurodiversity-affirming language that builds self-advocacy and resilience. Register for this course today.

Dr. Emily King is a child psychologist with more than 20 years of experience supporting neurodivergent learners and their families. She earned her Ph.D. in School Psychology from the University of North Carolina at Chapel Hill and began her career providing school-based mental health services in K–12 public schools in Houston, Texas. She now works in private practice in North Carolina, specializing in the mental health, executive functioning, and social-emotional needs of neurodivergent youth.

Dr. Emily is the creator of The Neurodiverse Classroom®, a professional development curriculum for educators, and the author of The Neurodivergent Learner. She also hosts Learn with Dr. Emily on Substack, where she shares parent workshops, resources, and practical strategies to help families and educators better support neurodivergent children and teens.

BACKGROUND READING

Instagram, Facebook, YouTube, Emily's new book

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

It's easy to view academic difficulties and mental health challenges as two separate issues when a child struggles. However, the emotional toll of an unaddressed learning difference often leads to chronic anxiety, low self-esteem, and a loss of motivation. Dr. Karen Wilson is a pediatric neuropsychologist and the host of the Diverse Thinking-Different Learning Podcast, and she joins Emily this week to talk about the deep overlap between learning differences and emotional well-being.

TAKEAWAYS

• Learning differences and mental health challenges are deeply connected, with neurodivergent kids experiencing higher rates of anxiety and depression than the general population.

• Kids notice and internalize daily academic struggles long before an official diagnosis, often assuming their difficulties are signs of personal flaws rather than a neurodivergent profile.

• Chronic academic often undermines motivation by breaking the expected relationship between hard work and successful outcomes.

• Evaluating whether anxiety or an executive functioning difference came first requires building a clear developmental timeline through family and academic histories.

• Complex tasks like writing demand a high executive functioning load, requiring students to juggle task initiation, working memory, organization, and emotional regulation all at once.

• Long-term independence often requires pairing classroom accommodations with explicit skill building and self-advocacy training, so students can understand themselves and self-advocate.

The Neurodiversity Podcast Advocacy & Support Group is ready for you! Join us now.

Dr. Karen Wilson is a pediatric neuropsychologist specializing in the intersection of learning, mental health, and identity in children and adolescents who learn and think differently. With over 20 years of clinical, academic, and research experience, including faculty and training roles at UCLA, she brings deep expertise in neurodevelopment, executive functioning, and comprehensive assessment across diverse populations.

Dr. Wilson's work is grounded in a neurodiversity-affirming, equity-focused approach that considers how social, cultural, and systemic factors shape the identification and support of neurodivergent learners. She is the host of the Diverse Thinking · Different Learning podcast and an expert with Understood.org, where she translates complex neuropsychological concepts into practical strategies. Her work helps families, educators, and organizations move beyond labels to better understand and support the whole child.

BACKGROUND READING

Diverse Thinking Different Learning Podcast, Instagram, LinkedIn

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

As public understanding of neurodiversity continues to grow, evaluators face a shifting landscape when assessing clients whose traits don't match traditional, less nuanced pictures of autism. Many individuals—especially women and girls—learn to navigate daily social interactions through pattern recognition and learned strategies rather than intuitive processing, masking their traits enough to miss early identification. Dr. Jeremy Sharp, a licensed psychologist, founder of the Colorado Center for Assessment, and host of the Testing Psychologist Podcast, joins Emily to unpack the realities of camouflaging and what it takes to catch these less obvious presentations during a diagnostic evaluation.

TAKEAWAYS

• The increasing prevalence of self-identification and online research requires evaluators to look beyond traditional, high-support presentation models when assessing for autism.

• Camouflaging and masking rely on active cognitive problem-solving and pattern recognition rather than intuitive social processing, creating high internal fatigue that standard testing environments can miss.

• Structured, one-on-one assessment settings can artificially boost a person's immediate social performance, making ambiguous or unstructured interactions essential during clinical observations.

• Traditional assessment tools like the ADOS can be less sensitive when evaluating females, who often demonstrate higher surface social fluency and culturally common special interests.

• Arriving at an accurate diagnostic picture requires gathering broad collateral information from parents, partners, and teachers rather than relying on a single test score.

You can register now for our upcoming continuing education course for mental health professionals, Clinical Implications of Late-Identified Neurodivergence: Strategies for Identity Integration and Therapeutic Support. The course will be presented by Dr. Amy Marschall, author of the book Neurodiversity-Affirming Therapy, and will be available both as a live event on Friday, August 7 from 2:00 - 3:30 PM Eastern, 11:00 AM - 12:30 PM Pacific, and afterwards in video form. Both versions are worth 1.5 hours of APA and NBCC-approved CE credits. Register here.

Dr. Jeremy Sharp is a licensed psychologist and Director at the Colorado Center for Assessment, a multimillion-dollar private practice that he founded in 2009. He specializes in psychological and neuropsychological evaluation with kids and adolescents.

As the host of the Testing Psychologist Podcast and consultant for clinicians, Dr. Sharp provides private practice coaching for psychologists and other mental health professionals who want to start or grow assessment services in their practices.

In 2020, Dr. Sharp partnered with a seasoned software developer to co-found Reverb, the premier AI report-writing platform for testing psychologists that helps clinicians write faster, better reports and get their time back for what matters most.

Dr. Sharp earned his undergraduate degree in Experimental Psychology from the University of South Carolina before getting a Master's and PhD in Counseling Psychology from Colorado State University. He lives in Fort Collins, Colorado with his wife (also a therapist) and two teenagers.

BACKGROUND READING

Jeremy's website, Testing Psychologist podcast, Facebook, LinkedIn

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Often, autistic girls are called shy, introverted, perfectionistic, confused, anything BUT autistic. There is a pervasive impression, even in the medical community, that autism occurs in boys vastly more often than girls. The result is, autistic girls are missing out on services and tools that are available to them. Holly Blanc Moses is a therapist, and the host of the Autism ADHD Podcast, and she joins Emily Kircher-Morris in this encore presentation to talk about missing autism in girls.

You can register now for our upcoming continuing education course for mental health professionals, Clinical Implications of Late-Identified Neurodivergence: Strategies for Identity Integration and Therapeutic Support. The course will be presented by Dr. Amy Marschall, author of the book Neurodiversity-Affirming Therapy, and will be available both as a live event on Friday, August 7 from 2:00 - 3:30 PM Eastern, 11:00 AM - 12:30 PM Pacific, and afterwards in video form. Both versions are worth 1.5 hours of APA and NBCC-approved CE credits. Register here.

Holly Blanc Moses is a Licensed Psychological Associate, a Licensed Clinical Mental Health Counselor, and an ADHD Certified Clinical Services Provider with over 23 years of experience in ADHD, Autism, and anxiety. Over the last 23 years, she has provided mental health therapy in the areas of emotional regulation, anxiety, social interaction, depression, parent-child relationship, and school success. She is the host of The Autism ADHD Podcast and Autism ADHD TV. Holly is also the mother of two neurodivergent children.

BACKGROUND READING

The Autism ADHD Podcast, Autism ADHD TV, Facebook parent group, Facebook professionals group, Holly's private practice, Holly's education and course website

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

The baseline premise of Augmentative and Alternative Communication (AAC) rests on the fundamental principle that communication is an inherent human right rather than a privilege to be earned through baseline cognitive compliance. Too often, school systems and clinical providers inadvertently stall access to verbal alternatives by requiring non-speaking students to prove communicative readiness or complete repetitive testing metrics.

Brenda Del Monte, an AAC specialist and author, alongside Sarah Kinsella, an assistive technology specialist, join Emily Kircher-Morris to discuss ways to reverse this traditional framework. They work to dismantle the clinical assumptions that hinder expressive access.

TAKEAWAYS

• Communication should be an absolute human right that must be provided without pre-qualifying conditions, compliance mandates, or prerequisites of demonstrated cognitive readiness.

• Implementing top-down testing protocols on assistive devices turns natural expression into an artificial performance.

• The usage of hand-over-hand physical guidance to steer a student's selection on an assistive device overrides physical autonomy and lessens authenticity.

• Changing communicative environments requires a baseline differentiation between a user's current physical selection skills and their potential capabilities.

• Introducing descriptive, speech-generating tools does not reduce a child's internal drive to develop natural verbal language, and actively enhances social interaction.

Our latest CE course for mental health professionals is available now online. It's called The New 3 Rs: Mindfulness-based Resilience, Regulation, and Relationships, and is facilitated by Dr Christopher Willard. In this course, we explore how resilience develops, what stress and overwhelm do to the developing nervous system, and why relational safety is not simply a nice addition to an intervention. The training video is available now, and is worth 1.5 APA- and NBCC-approved CE hours. Click here to take the course now.

Brenda Del Monte is a speech language pathologist and an assistive technology evaluator and facilitator. She worked as an SLP in Washington state public schools for 7 years. She is currently a private practitioner in AZ where she does home based therapy, as well as AAC evaluations and trainings. Her background includes experience in the medical setting, private setting and birth-to-three. Her role at SETC involves teaching webinars and classes, creating video tutorials, and collaborating with districts on implementing assistive technology with children with a wide range of physical and cognitive abilities. She published the book I See You In There in October 2021.

Sarah Kinsella is a Speech-Language Pathologist (SLP) passionate about empowering students with complex communication and learning needs through Augmentative and Alternative Communication (AAC). Holding a Master's degree in Speech, Language, and Hearing Sciences, Sarah has been providing support and training to children (birth-21), their families, and educators in WA state for nearly two decades. She currently works for the Special Education Technology Center (since 2015) where, in addition to providing technical assistance and training, she co-hosts and develops content for the "Awe and Wonder AAC & AT Podcast". Her background includes 11 years as a public school SLP, serving 6 of those years as district Assistive Technology (AT) Specialist.

BACKGROUND READING

Special Education Technology Center website, SETC on Facebook, Brenda's Technically Speaking website, Technically Speaking on Instagram, Technically Speaking on YouTube

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

When an autistic child or teen consistently pushes back against daily expectations, traditional parenting and teaching methods often default to high-pressure enforcement. This pattern routinely triggers escalating defensive behaviors, creating a continuous loop of friction that strains the entire family system.

In this encore conversation, Sandra McConnell, an advocate known as the PDA Mama Bear, joins Emily Kircher-Morris to unpack the nuanced framework of pervasive demand avoidance and explore how it reshapes typical social navigation. They talk about ways to shift the focus away from top-down behavior tracking, and why common behaviorist tools like point charts or sudden restrictions fail to foster authentic growth for youth with this cognitive profile.

TAKEAWAYS

• PDA represents a distinct neurodivergent profile rooted in a protective baseline of sensory anxiety and a heightened resistance to coercion.

• Traditional behavioral adjustments such as top-down discipline, sudden restrictions, and performance rewards lose their utility when applied to youth with deep demand avoidance patterns.

• Apparent behavioral compliance can hide severe internal masking and exhaustion, which often surfaces later as profound burnout and sudden academic avoidance.

• Manifestations of demand avoidance often vary between protective escape patterns and a desire to control the immediate household environment.

• Shifting the caregiver approach from a position of top-down authority to that of an instructional mentor lowers daily pressure and builds authentic family trust.

• Protecting a child's long-term social and emotional development requires moving away from absolute compliance demands to focus instead on reducing baseline nervous system stress.

This week's special CE training for mental health professionals features Dr. Christopher Willard, and is titled, "The New 3 R's: Mindfulness-Based Resilience, Regulation, and Relationships." The training is live online Friday, July 10 from 2:00 to 3:30 pm Eastern, and is approved for 1.5 APA and NBCC continuing education hours. Everyone who registers can earn those credits by watching the event live, or can choose to watch it later. Register here.

Sandra McConnell is a blogger, speaker, and trainer on Autistic Pathological Demand Avoidance (PDA). She conducts webinars, workshops and conferences all across the country to train and inform people about PDA.

She has two graduate certificates in Learning Differences & Neurodiversity specializing in Executive Functioning and Autism (Landmark College, 2021); a certification in PDA through the UK-based, OCN-accredited organization Neurodivergent Education Support and Training (NEST, 2020); a master's degree in Forensic Psychophysiology (Argosy University, 2006); and a bachelor's degree in Psychology and Criminology (UNM, 2000). 

Sandra lives in Maryland, USA, with her husband, who's ADHD, her 13-year-old son, who's PDA, her 10-year-old son, who's ADHD, and her 6-year-old daughter, who's TBD.

BACKGROUND READING

Sandra's website

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Today we talk about how parent reactivity, historical family patterns, and systemic overwhelm inadvertently trap families in cyclical power struggles. Emily Kircher-Morris welcomes Diane Dempster, a professional coach, author, and co-founder of ImpactParents, to talk about how urgency often drives parents out of an objective problem-solving mindset, and toward reactionary behaviors that over-manage their kids, rather than supporting their neurological growth.

They talk about the family as an interdependent system, and about how interpersonal traps of the traditional drama triangle can cause family members to cycle through the roles of villain, victim, and rescuer. They also discuss the ImpactParents framework, which categorizes parenting modalities into four intentional roles: director, collaborator, supporter, and champion. By learning these roles, parents can safely allow productive struggle while maintaining connection.

TAKEAWAYS

• Responses to acute childhood dysregulation are often heavily influenced by an internalized fear of the future, childhood parenting histories, and secondary social pressures.

• Executive functioning challenges can often be lessened by a clear shift from top-down behavior modification rules to collaborative family agreements.

• Effective parent scaffolding can be structured across four situational modalities: the director, the collaborator, the supporter, and the champion.

The upcoming CE training Emily talks about on this week's episode features Dr. Christopher Willard, and is titled, "The New 3 R's: Mindfulness-Based Resilience, Regulation, and Relationships." The training is live online Friday, July 10 from 2:00 to 3:30 pm Eastern, and is approved for 1.5 APA and NBCC continuing education hours. Everyone who registers can earn those credits by watching the event live, or can choose to watch it later. Register here.

Diane Dempster, MHSA, CPC, PCC is a professional coach, speaker, and co-founder of ImpactParents.com and ImpactADHD®, where she helps families navigate ADHD with a practical, neuro-informed approach. A 2025 CHADD Hall of Fame recipient, Diane blends behavior management with change management to empower parents and caregivers to support kids, teens, and young adults in building independence and long-term success.

Diane is the co-host of the Parenting with Impact podcast and co-author of Parenting ADHD Now!. Through her coaching, teaching, and speaking, she guides families toward sustainable, inside-out change, helping them create more connected, effective, and supportive environments for neurodivergent individuals.

BACKGROUND READING

Diane's website, Facebook, Instagram, YouTube

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Within traditional educational and parenting paradigms, behaviorist strategies such as token economies, behavior color charts, and positive reinforcement models are frequently treated as standard mechanisms for human development. However, these compliance-driven metrics often collapse under long-term evaluation, obscuring the critical psychological friction they introduce. Alfie Kohn, a prominent educational theorist and author of Punished by Rewards, joins the program to systematically critique the reliance on traditional behavioral modification systems, including school-wide positive behavioral interventions and supports (PBIS).

Emily and Alfie break down the critical neurodivergent intersections of these models, explore the hidden psychological cost of praise, and discuss ways of shifting focus away from surface-level behavior modification and toward the collaborative cultivation of student-led problem-solving.

TAKEAWAYS

• Behaviorist interventions like rewards and punishments function as temporary methods of external control rather than sustainable catalysts for authentic development.

• Extrinsic rewards actively diminish intrinsic motivation by shifting focus away from the task itself and toward the acquisition of the reward.

• Conditional rewards and continuous verbal praise implicitly communicates that fundamental human worth is tethered to performance and utility.

• Applied behavioral modification techniques often target observable surface actions while systematically ignoring the underlying physical, emotional, and sensory needs driving those behaviors.

• Cultivating a child's authentic self-regulation requires shifting from unilateral adult control to active, collaborative decision-making processes.

Check out our continuing education courses for educators through our online platform, the Neurodiversity University! Find them here and here.

Alfie Kohn is a prominent author, lecturer, and progressive education advocate whose work challenges traditional frameworks in schooling, parenting, and human behavior. He holds a bachelor's degree from Brown University and a master's degree from the University of Chicago. He has authored 14 books, including seminal titles such as Punished by Rewards, The Schools Our Children Deserve, Unconditional Parenting, and The Myth of the Spoiled Child.

Described by Time magazine as perhaps the country's most outspoken critic of education's fixation on grades and test scores, Kohn's insights have significantly shaped the practices of educators, parents, and managers worldwide. His work has been profiled in major publications like the Washington Post and the Los Angeles Times, and he has been featured on hundreds of TV and radio programs, including The Today Show and two appearances on Oprah. Based in the Boston area, Kohn lectures extensively at universities, national education conferences, and parent organizations while maintaining his comprehensive digital archive at alfiekohn.org.

BACKGROUND READING

Alfie's books, website, Twitter/X

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

The high statistical prevalence of burnout in the education system has moved past the realm of speculation and into undeniable systemic reality. While modern teacher preparation programs provide good technical training, they consistently fail to equip people with the emotional tools required to withstand chronic occupational stress. Katrina G. Huels, an educational consultant, former special education leader, and author of Transformational Tools for Special Educators, joins Emily to talk about the cumulative emotional load of behavior management, chronic staffing shortages, and high administrative demands. They outline practical micro-interventions, and reframe emotional intelligence not as a passive wellness trend, but as a critical, evidence-based instructional skill set.

TAKEAWAYS

• Educator burnout frequently leads to detachment from instructional purpose, high absenteeism, and significant early-career retention deficits.

• Teacher preparation and district professional development programs rarely include formal training on managing chronic physiological stress and emotional fatigue.

• Shifting an educator's baseline out of a chronic survival state requires self-awareness, self-regulation, and internal motivation.

• Integrating brief, structured regulatory check-ins into existing daily routines helps prevent acute stress responses from overriding clear situational analysis.

• Sustained district-wide improvements in school culture and collaboration starts at the top, in administration.

Check out our continuing education courses for educators through our online platform, the Neurodiversity University! Find them here and here.

Katrina G. Huels is an educational consultant and former special education leader with more than 20 years of experience spanning classrooms, specialized programs, and district leadership. Her work focuses on helping educators sustain both their effectiveness and well-being in one of the most emotionally demanding areas of education.

Drawing on her background in psychology, neuroscience-informed practice, and educational leadership, Katrina translates research into practical, real-world tools educators can use throughout the school day. Her work emphasizes emotional intelligence, neuroplasticity, and professional resilience. She is the author of Transformational Tools for Special Educators: How to Beat Burnout and Become the Best at What You Do and The Motivation Toolkit: Cultivate Your Inner Drive.

BACKGROUND READING

Katrina's website, Instagram

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

When highly capable children spend years cruising through an educational system where academic rigor is geared toward the average, they fail to develop the neurological muscles required to process difficulty. This week, we present an encore chat with Dr. Brian Housand, coordinator of the academically or intellectually gifted program at the University of North Carolina Wilmington, and Andi McNair, a gifted education author and digital innovation specialist.

They discuss how burnout can be a result of long-term exposure to unrealistic expectations and a profound fear of failure, and how it can also manifest in a sort of imposter phenomenon among high-ability learners. They explain why teachers and parents should resist the urge to rescue high-ability kids from cognitive discomfort, instead allowing space for productive struggle.

• Equating intelligence with "quick and easy" creates a highly fragile academic identity that collapses the moment a learner encounters an authentic cognitive challenge.

• The feeling of ineffectiveness that comes with burnout often stems from an internalized need for external validation.

• Depriving high-ability students of productive struggle prevents them from building coping mechanisms and adaptive emotional resilience.

• High-ability learners sometimes experience a profound sense of isolation, which can be minimized by structuring shared spaces to foster a sense of universality.

• Gifted burnout in adults sometimes signals an unidentified twice-exceptional presentation, where early compensation strategies have finally been overwhelmed by adult executive demands.

Perfectionism can be difficult to identify in therapy, and once identified, still very difficult to overcome. If you're a mental health professional, join us for Overcoming Perfectionism in Therapy: Supporting Neurodivergent Clients Who Keep Moving the Finish Line. Matt Zakreski will present this 1.5 hour continuing education course this Friday, June 5th at 1:00 pm Central, and if you can't join us live, that's okay. The video will be available afterward for anyone who registers, and either version is APA and NBCC approved for 1.5 hours of continuing education credit. Register now or learn more at this link, or just go to neurodiversity.university.

Dr. Brian Housand is the coordinator of the Academically or Intellectually Gifted program at University of North Carolina Wilmington, and creator of Gifted360.com. He is also a published author and speaker, and has worked in education as a classroom teacher, gifted ed teacher, and university professor for over 20 years.

Andi McNair is a passionate educator, author and speaker. Andi taught in the gen-ed classroom for 16 years, and then switched to serving gifted learners where she found her calling. She enjoys sharing her passion for innovative education through her books for educators, speaking nationally, and finding meaningful ways to use technology. Andi currently works as the Digital Innovation Specialist in a Waco, Texas school district.

Brian Housand's website, BH Facebook, BH Twitter/X, BH Instagram

Andi McNair's website, AM Facebook, AM Twitter/X, AM Instagram

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

When a neurodivergent child or teen struggles with daytime focus, emotional volatility, or low frustration tolerance, caregivers naturally look for behavioral or psychological explanations. However, chronic sleep deprivation frequently hides behind these daytime struggles, acting as an unseen amplifier for executive dysfunction and sensory overload.

Dr. Melisa Moore, a clinical psychologist and board-certified behavioral sleep medicine specialist at Rady Children's Health San Diego, joins Emily Kircher-Morris to reframe sleep not as an isolated nighttime issue, but as a continuous 24-hour biological reality deeply intertwined with neurodivergence. They talk about specific genetic, chronobiological, and comorbid factors that cause sleep disorders, the structural differences in adolescent circadian rhythms, and methods to address bedtime sensory traps.

TAKEAWAYS

• Neurodivergent individuals experience higher rates of sleep disorders due to shared genetic roots, co-occurring medical conditions, and baseline variations in biological clocks.

• ADHDers often experience a natural circadian rhythm delay of up to two hours, while autistic people often possess highly inconsistent circadian patterns from night to night.

• Daytime sleepiness in younger children rarely presents as lethargy and instead as hyperactivity, increased irritability, dysregulation, and an increased use of negative emotion words.

• Shifting the bedtime linguistic framework from "trying to sleep" to "waiting for sleep to arrive" reduces cognitive pressure and lowers physiological alertness.

• Underlying physiological issues like obstructive sleep apnea or periodic limb movement disorder directly mimic or exacerbate the core diagnostic criteria of ADHD, including severe inattention and social friction.

Perfectionism can be difficult to identify in therapy, and once identified, still very difficult to overcome. If you're a mental health professional, join us for Overcoming Perfectionism in Therapy: Supporting Neurodivergent Clients Who Keep Moving the Finish Line. Matt Zakreski will present this 1.5 hour continuing education course on June 5th at 1:00 pm Central, and if you can't join us live, that's okay. The video will be available afterward for anyone who registers, and either version is APA and NBCC approved for 1.5 hours of continuing education credit. Register now or learn more at this link, or just go to neurodiversity.university.

Dr. Melisa Moore, PhD is a clinical psychologist and board-certified behavioral sleep medicine specialist who focuses on sleep and mood challenges in children, teens, and young adults. She works at the sleep center at Rady Children's Health San Diego and also provides care through her private practice, supporting clients across the country with a specialization in neurodiversity.

Dr. Moore is the author of The Good Sleep Guide for Neurodivergent Kids, offering practical, research-informed strategies to help families improve sleep in ways that are both effective and affirming.

BACKGROUND READING

Melisa's website, Instagram, Facebook, LinkedIn

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Parents often believe they know their children, when in reality they haven't made the effort to really understand them. That understanding can be even harder when adding ADHD into the mix. Dr. Sharon Saline is a clinical psychologist and author of the book, What Your ADHD Child Wishes You Knew. She talks with Emily Kircher-Morris about how to go about understanding your child better, and how ADHD can complicate the relationship. This conversation was previously released.

Perfectionism can be difficult to identify in therapy, and once identified, still very difficult to overcome. If you're a mental health professional, join us for Overcoming Perfectionism in Therapy: Supporting Neurodivergent Clients Who Keep Moving the Finish Line. Dr. Matt Zakreski will present this 1.5 hour continuing education course on June 5th at 1:00 pm Central, and if you can't join us live, that's okay. The video will be available afterward for anyone who registers, and either version is APA and NBCC approved for 1.5 hours of continuing education credit. Register now or learn more at this link, or just go to neurodiversity.university.

Sharon Saline, Psy.D., is a clinical psychologist and the author of the award-winning book, What Your ADHD Child Wishes You Knew: Working Together to Empower Kids for Success in School and Life, and creator of The ADHD Solution card deck, which specializes in working with neurodiverse children, teens, adults and families living with ADHD, learning disabilities, high-functioning autism, twice exceptionality and mental health issues. Working for years as a clinician, educator, coach and consultant, she translates complex information into accessible language and concepts that everybody can understand and apply in their lives.

BACKGROUND READING

Facebook, Instagram, Twitter/X, Pinterest, LinkedIn, YouTube

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

When creating policies and environments for neurodivergent students, schools frequently rely on outward observations, behavioral data, and the opinions of non-autistic professionals. But this approach often misses the most critical perspective of all: the lived, internal experience of autistic individuals. Today, Emily Kircher-Morris welcomes David Rivera, an autistic self-advocate, UC Berkeley student, and founder of the nonprofit organization Mentoring Autistic Minds, and they talk about why autistic adults must be recognized as a primary epistemic resource in the fight for educational reform.

Drawing from his own years in a highly segregated special education system, David talks about the culture that still permeates many schools. They discuss how the pathology model of autism hides within everyday language, why forced social skills groups fail to build genuine connection, and how true accommodations should act as scaffolding rather than a ceiling on a student's potential.

TAKEAWAYS

• Autistic adults offer a unique epistemic resource, and must be consulted when creating autism policy and neurodiversity-affirming environments.

• The pathology model of autism frequently manifests through implicit ableist language and a focus on cures rather than improving quality of life.

• Segregating special education students creates immediate feelings of being othered and prevents organic peer relationships.

• Effective mentorship for neurodivergent youth requires active listening without immediately attempting to provide or force solutions.

Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Join Emily Kircher-Morris for a targeted continuing education training video course designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours for taking this course. Do so at neurodiversity.university, or by clicking here.

David Rivera is an autistic self-advocate and the founder of Mentoring Autistic Minds, a California-based nonprofit dedicated to advancing neurodiversity through mentorship, education, and community support. His work focuses on empowering autistic individuals while helping families, educators, and communities build more inclusive and understanding environments.

Through his advocacy, David promotes a broader vision of a neurodiversity-affirming society, where autistic voices are centered and supported. His leadership and lived experience continue to shape conversations around inclusion, access, and meaningful connection.

BACKGROUND READING

Mentoring Autistic Minds website, Facebook, Instagram, YouTube, Podcast

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

When a student or child is dysregulated, adults often focus entirely on finding the right words to say or the appropriate consequence to give. But what if the most critical factor in that interaction isn't the consequence itself, but the energy of the adult delivering it?

Dr. Lori Desautels, an educator, researcher, and professor of applied educational neuroscience at Butler University, joins the podcast to reframe how we approach discipline, emotional regulation, and transitions. Her latest manual, Body and Brain Brilliance, emphasizes that true support, whether in a classroom or a living room, must begin with the adult's own nervous system.

Emily and Lori discuss why transitions are biologically exhausting, how to build a vocabulary around physical sensations, and why traditional, punitive discipline models often escalate neurodivergent students. Lori also outlines a practical, compassionate framework for repairing ruptures between teachers and students, shifting the focus away from sheer compliance and toward co-regulation.

TAKEAWAYS

• A dysregulated adult cannot effectively regulate a dysregulated child, making the adult's own awareness the first pillar of support.

• The goal isn't to be perfectly calm all the time, it's to cultivate "embodied awareness," recognizing the physical signs of when your nervous system is activated.

• Transitions are difficult because the brain consumes significant energy moving from a predictable, comfortable state into new expectations or environments.

• Effective discipline often requires an adult to offer their grounded nervous system to a child who needs to borrow a little stability.

• Outward behavior is not necessarily defiance, it's often an indicator that the nervous system is struggling and requires support.

Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Join Emily Kircher-Morris on May 1st for a targeted continuing education training designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours (available live or via recorded independent study) by registering at neurodiversity.university or clicking here.

Dr. Lori Desautels is an educator, researcher, and professor of Applied Educational Neuroscience at Butler University, where she teaches graduate students and advances research connecting brain science to classroom practice. Her work centers on trauma-accommodating, neurodiversity-affirming frameworks that support both educators and students.

Dr. Desautels is the author of several books, including her newest manual, Body and Brain Brilliance, which outlines the four pillars of the Applied Educational Neuroscience framework. Her approach provides Tier One strategies that integrate regulation, relationship, and brain-based practices to foster environments where adults, children, and youth can thrive.

BACKGROUND READING

Lori's website, Facebook, Instagram, LinkedIn

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

How often do we label someone "unmotivated" or "defiant" when they fail to start a task? What if the barrier isn't a lack of will, but an inability to simulate the future?

Sarah Ward, a speech-language pathologist and co-director of Cognitive Connections, joins Emily to redefine how we conceptualize executive function. Sarah moves the conversation beyond the ability to get things done and instead frames it as a complex mental simulation. They discuss the "time horizon" and why students with ADHD often experience time blindness not as a lack of awareness, but as a developmentally delayed ability to see future tasks with clarity. They also discuss some visual strategies to bridge this gap, shifting the burden of regulation from the adult to the student's own internal self-talk.

TAKEAWAYS

• Executive function includes the ability to pre-imagine and simulate a task in the mind's eye before taking action.

• Planning includes anticipating the hidden steps, such as parking, finding materials, or teacher expectations.

• Students with ADHD may have a time horizon that is years behind their peers.

• Motivation often stems from the ability to pre-feel the relief, pride, or even the anxiety of a future moment.

• Independence is often built through a "model, help, watch" progression that turns external adult prompts into internal self-directed talk.

Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Join Emily Kircher-Morris on May 1st for a targeted continuing education training designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours (available live or via recorded independent study) by registering at neurodiversity.university or clicking here.

Sarah Ward, M.S., CCC/SLP is an internationally recognized expert in executive function with over 25 years of experience supporting individuals with executive dysfunction. She is the Co-Director of Cognitive Connections and co-creator of the award-winning 360 Thinking Executive Function Program, which received the Innovative Promising Practices Award from CHADD for its practical, research-informed strategies.

Sarah has presented to more than 2,000 public and private schools and organizations around the world. Her latest work, The Time Tracker Program, is a groundbreaking three-volume series designed to help students shift from adult-managed to self-regulated time management. In 2023, she and her co-director, Kristen Jacobsen, were named one of the Top 10 Professional Development Providers by Education Technology Insights Magazine for their global impact on executive function in education.

BACKGROUND READING

Sarah's website, Twitter/X

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Interoception plays a pivotal role in how all people perceive and engage with their bodies and the world around them. For neurodivergent people, the differences we experience in interoception can have a bigger effect than we might expect. From the very sensation of 'feeling our feelings,' to the day-to-day experiences and potential supports for those with variations in their interoceptive system, we dig into the subject with Dr. Kelly Mahler, an occupational therapist and professor at Elizabethtown University. How well do we truly understand interoception, and how does it influence those who process it differently? Plus lots more, on this reprise conversation, episode 313.

Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Join Emily Kircher-Morris on May 1st for a targeted continuing education training designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours (available live or via recorded independent study) by registering at neurodiversity.university or clicking here.

Kelly Mahler is an occupational therapist who has served both school-aged children and adults for the last 20 years. She earned a Doctorate in Occupational Therapy from Misericordia University in Dallas, PA, and has won multiple awards, including the 2020 American Occupational Therapy Association Emerging and Innovative Practice Award & a Mom's Choice Gold Medal. Kelly is an adjunct faculty member at Elizabethtown College as well as at Misericordia University, and is a co-principal investigator in several research projects pertaining to topics such as interoception, self-regulation, trauma & autism.

BACKGROUND READING

Kelly's website, Facebook group, Instagram, Twitter/X, YouTube

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

In this episode, Emily sits down with Dr. Danika Maddocks to deconstruct why conventional parenting advice - like reward charts and strict consequences - often backfires for gifted and twice-exceptional (2E) children. They explore the concept of capacity, the intense drive for autonomy inherent in bright minds, and how to pivot from power struggles to collaborative problem-solving. Whether you are navigating demand avoidance or simply trying to survive the bedtime routine, this evidence-based conversation offers a permission slip to parent the child in front of you, not the one described in the manuals.

TAKEAWAYS

• Behavior is often a reflection of a child's current internal capacity rather than a willful choice. When a child won't do something, it is often because they can't in that specific moment.

• Hierarchical parenting styles can trigger a threat response, leading to what looks like defiance but is actually a search for safety and control.

• A child's ability to handle a task can change daily based on sensory input, sleep, and emotional regulation.

• Moving from "How do I make them do this?" to "What is making this hard for them?" shifts the dynamic from a power struggle to a team collaboration.

• Many parenting rules are based on societal expectations rather than functional necessity. Reducing arbitrary limits can significantly lower the tension in a neurodivergent household.

A reminder to sign up for a live 90-minute training workshop Emily will be presenting for parents, educators, and clinicians on Wednesday, April 15, 2026 at 12:30 PM Eastern, 9:30 AM Pacific. She joins with Elizabeth Sautter to provide a neurodiversity-affirming framework that helps kids and teens build real emotional regulation and resilience without shame, pressure, or power struggles. If you can't join live, a recording will be available shortly after the presentation ends. Register here.

Dr. Danika Maddocks is a gifted and twice-exceptional (2e) parent coach and the founder of The Gifted Learning Lab. She supports parents in letting go of one-size-fits-all parenting pressures and creating a family life that truly fits the needs of their neurodivergent kids and themselves.

With over 15 years of experience as an educator, therapist, researcher, and consultant, Danika's approach is grounded in the neurodiversity paradigm and shaped by both professional insight and lived experience. As someone who grew up gifted, later recognized her own twice-exceptionality, and is now raising a young gifted/2e child, she brings empathy, expertise, and a deep understanding of what gifted and 2e families truly need.

BACKGROUND READING

Reducing Power Struggles free course, Instagram, Facebook

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Why is inattentive ADHD so often missed, especially in girls? In this episode, Emily Kircher-Morris is joined by Cynthia Hammer, author of Living with Inattentive ADHD and founder of the Inattentive ADHD Coalition. Cynthia shares her personal journey of being diagnosed at age 49 and her late-life mission to ensure the next generation of girls doesn't have to wait decades for answers.

The two discuss the subtle clues of inattentiveness, the overlap between ADHD and autism, and how perfectionism often serves as a high-stakes masking strategy that leads to adult burnout. They also talk about the Big Sisters for ADHD Girls initiative, and the importance of early screening. It's a call to action for parents, educators, and clinicians to look past the surface and support the authentic neurodivergent self.

TAKEAWAYS

• Inattentive ADHD isn't hard to see; rather, society hasn't been trained on what to look for.

• It's been suggested that some girls begin masking as early as age three.

• While masking helps girls fit in socially, the cognitive load of playing a role often leads to severe burnout in adulthood.

• Perfectionism is frequently used as a coping mechanism to avoid the rejection sensitivity that comes with ADHD.

• There is a significant overlap between inattentive ADHD and autistic traits, particularly regarding sensory processing and social cues.

• A diagnosis provides a vital framework of self-empathy, replacing the labels of "lazy" or "unmotivated" with a biological explanation.

• Because ADHD is highly genetic, a child's diagnosis is often the first step in recognizing neurodivergence across the entire family tree.

A reminder to sign up for a live 90-minute training workshop Emily will be presenting for parents, educators, and clinicians on Wednesday, April 15, 2026 at 12:30 PM Eastern, 9:30 AM Pacific. She joins with Elizabeth Sautter to provide a neurodiversity-affirming framework that helps kids and teens build real emotional regulation and resilience without shame, pressure, or power struggles. If you can't join live, a recording will be available shortly after the presentation ends. Register here.

Cynthia Hammer, MSW is an advocate, author, and nonprofit leader dedicated to increasing awareness and understanding of Inattentive ADHD. Diagnosed at age 49 in 1992, she has spent decades working to amplify the voices of individuals whose ADHD often goes unseen and misunderstood.

Cynthia is the author of Living with Inattentive ADHD and the founder of two nonprofit organizations, ADD Resources and the Inattentive ADHD Coalition. She currently leads the FINDtheADHDgirls initiative, a project focused on identifying and supporting girls and women whose ADHD has been overlooked. Through her writing and advocacy, Cynthia continues to expand recognition and access to support for those with inattentive ADHD.

BACKGROUND READING

FINDtheADHDgirls: website, LinkedIn, LinkedIn Showcase, Facebook, YouTube, Instagram, podcast. Inattentive ADHD Coalition: LinkedIn, Facebook, Instagram, YouTube. Cynthia Hammer: LinkedIn, Facebook

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

This week, Emily welcomes Kyrus Keenan Westcott, the creator behind The Vibe with Ky. Ky is an ADHD/neurodiversity advocate, host, and theatrical director who uses his massive platform to validate the neurodivergent experience with humor and radical honesty.

In this episode, Ky opens up about his ADHD diagnosis at age 34 and the subsequent journey through anger, mourning, and eventual acceptance. They talk about the fluctuating capacity of the ADHD brain, why we can build a website in a day but struggle to get off the couch the next, and why the Western 9-to-5 ideology often fails neurodivergent people. From managing Delayed Sleep Phase Syndrome to the true definition of introversion, this conversation is all about giving yourself grace as you navigate a world that wasn't built for your brain.

TAKEAWAYS

• Adult diagnosis often triggers a transition from anger and mourning to self-forgiveness.

• Task initiation is a neurological barrier, not a character flaw, and understanding the chemical basis of ADHD helps dismantle the "lazy" label.

• Neurodivergent fluctuating capacity means your best effort looks different from one day to the next, based on environment, health, and brain chemistry.

• Introversion is defined by energy replenishment and selectivity, not shyness. An introvert can be the "belle of the ball" when the topic and environment align with their interests.

• Environmental hacks, like keeping your phone out of the bedroom, can serve as a physical bridge to overcome task initiation struggles in the morning.

Mental health professionals, join us for our training session, Interpreting Autism Assessment Data in High-Masking and Under-Identified Presentations. Dr. Taylor Day is the presenter, and this recorded self-study is now available. It's approved for both APA and NBCC continuing ed hours. You can take the course here.

Kyrus Keenan Westcott is a content creator, mental health advocate, and digital marketing strategist based in the Greater Philadelphia area. He is the founder of The Vibe With Ky, a digital platform that uses humor, honesty, and real-life storytelling to make conversations about ADHD, anxiety, and mental health more approachable and relatable.

Diagnosed in adulthood with ADHD (Inattentive Type), Major Depressive Disorder, and Generalized Anxiety Disorder, Kyrus blends lived experience with a refreshingly candid voice, offering validation without toxic positivity. Outside of his advocacy work, he's a Senior Paid Media Strategist with over 20 years of experience and an accomplished theater performer and director. Whether he's creating viral content or chasing a 3 AM burst of inspiration, Kyrus is all about keeping it real and helping others feel seen.

BACKGROUND READING

Ky's website, Instagram, Tiktok, Facebook, YouTube, Ky's most popular video

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Why does friendship feel like an intuitive gift for some, but a complex, manual process for others? This week, Emily Kircher-Morris sits down with social-emotional learning expert Caroline Maguire, author of the award-winning Why Will No One Play With Me? and the upcoming Friendship Skills for Neurodivergent Adults.

The conversation dismantles the harmful narrative that connection should happen organically, reframing social struggles not as character flaws, but as understandable skill gaps influenced by executive dysfunction and past trauma. They talk about the concept of "Middle School Caroline," the inner child who reacts to perceived slights with high-alert protection, and suggest advice on unmasking, managing rejection sensitivity, and finding "your people" who value compassion over perfect social performance.

TAKEAWAYS

• The "friendship should be easy" narrative fuels unnecessary shame.

• Connection is a complex skill set, not an innate character trait.

• Executive dysfunction directly impacts the logistical and emotional labor of maintaining adult relationships.

• Rejection Sensitivity (RSD) often functions as a protective mechanism whose past social trauma colors present-day perceptions.

• Unmasking in friendships is a gradual spectrum that requires identifying safe people rather than an all-or-nothing disclosure.

• Neurodivergent social strengths like info-dumping and deep empathy are valid forms of connection that deserve recognition and framing, rather than suppression.

• Neurodivergent adults often base social perceptions on the most recent interaction, making objectivity and evidence-based thinking vital for relationship stability.

Mental health professionals, join us for our training session, Interpreting Autism Assessment Data in High-Masking and Under-Identified Presentations. Dr. Taylor Day is the presenter, and this recorded self-study is now available. It's approved for both APA and NBCC continuing ed hours. You can take the course here.

Caroline Maguire, M.Ed., PCC is an internationally recognized expert in social-emotional learning, ADHD coaching, and relationship development. She is the author of the award-winning book Why Will No One Play with Me? and the upcoming Friendship Skills for Neurodivergent Adults (Balance Books, April 2026). As the host of The ADHD Social Playbook podcast, Caroline helps neurodivergent individuals build the confidence and connection skills needed to thrive in relationships.

A coach, educator, and sought-after speaker, Caroline developed a comprehensive SEL training methodology used by parents, clinicians, and educators to foster self-awareness, emotional regulation, and meaningful social interactions. She is the founder of the family-focused coach training program at the ADD Coach Academy, and brings both professional expertise and personal insight to her work as a neurodivergent person with ADHD, dyslexia, and learning disabilities. Her work has been featured by TEDx, ADDitude, WebMD, MindBodyGreen, and more.

BACKGROUND READING

Facebook, Instagram, "Friendship Skills for Neurodivergent Adults" book: Amazon, Barnes & Noble, Books a Million, Hachette, Audible

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

In this episode, Emily sits down with education leader, school founder, and author Chris Balme to completely reframe how we view the middle school years. Rather than treating early adolescence as a miserable phase to simply muddle through, it's a period of profound neurological transformation and peak human potential. Redesigning educational environments for neurodivergent students, by prioritizing smaller, consistent advisory cohorts and scaffolding executive function, creates a safer, more engaging culture for everyone. Other topics include the activation of the "social brain," why a baseline of belonging must be established before academic achievement can occur, and how traditional middle school structures often inadvertently fight against a student's natural developmental drives.

TAKEAWAYS

• Middle school is a period of rapid cognitive and social development that requires specific developmental maps, not lowered expectations.

• A balanced and healthy social brain provides a secure sense of belonging, which is a biological imperative.

• Structuring middle schools to support neurodivergent learners enhances psychological safety and improves the educational baseline for the entire student body.

• Middle schoolers possess a highly attuned radar for authenticity and are skeptical of artificial relevance, like busywork.

• Objective, real-world responsibilities massively boost a middle schooler's maturity and self-efficacy.

Mental health professionals, join us for our next live 90-minute CE training, Inherited Neurodivergence: Supporting Parents' Identity Journeys, featuring presenter, Dr. Amy Marschall. The event is Friday, March 6 at 2:00 pm Eastern/11:00 am Pacific. It's approved for continuing education through the American Psychological Association and the National Board of Certified Counselors. If you can't make it live, you can still register for the self-study version.

Chris Balme is an education leader, writer, and school founder dedicated to helping young people unlock their human potential. He currently serves as Co-Principal at Hakuba International School and is the Founder and Director of Argonaut, an online advisory program supporting middle schoolers around the world.

Chris is an Ashoka Fellow, recognized for his leadership as a changemaker in education. He is the author of two books: Finding the Magic in Middle School, written for parents and teachers, and Challenge Accepted, written directly for middle school students. Through his work, writing, and international speaking and training, Chris continues to inspire more human-centered, transformative approaches to education. He lives in the San Francisco Bay Area with his wife and three children.

BACKGROUND READING

Chris's website, Instagram

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

This week, Emily sits down with advisory teacher Rebecca Duffus, and neurodiversity advocate Lyric Rivera, to discuss the critical shift from viewing autism as a purely medical diagnosis to embracing it as a core identity. Lyric shares their personal journey of late discovery and the complex emotions that accompany it, from grief to validation. Rebecca provides some insight into the importance of authentic, affirming language. They also discuss how to empower autistic youth to advocate for their needs, navigate a world that isn't always accommodating, and ultimately discover the power of being exactly who they are. Rebecca and Lyric are co-authors of Autism, Identity and Me.

TAKEAWAYS

• Identity vs pathology is all about framing autism as a core identity, rather than strictly a medical diagnosis or a list of deficits.

• Late-diagnosis autism often results in a complex cocktail of emotions, including grief, anger, and eventually relief.

• There is a crucial difference between forcing an upbeat perspective, and using language that genuinely validates an autistic person's lived experience.

• Equipping, not just protecting, will help autistic kids understand neurodiversity, handle misunderstandings, and utilize an autism identity statement for self-advocacy.

• There is a shifting landscape of autism support, language, and systemic challenges in the US, especially compared to the UK.

Mental health professionals, join us for our next live 90-minute CE training, Inherited Neurodivergence: Supporting Parents' Identity Journeys, featuring presenter, Dr. Amy Marschall. The event is Friday, March 6 at 2:00 pm Eastern/11:00 am Pacific. It's approved for continuing education through the American Psychological Association and the National Board of Certified Counselors. If you can't make it live, you can still register for the self-study version.

Rebecca Duffus, BSc, PGCE, MA, is an experienced Advisory Teacher with a background in psychology and a master's in Autism and Education. Based in the UK, she has worked across mainstream and specialist education settings, as well as with local councils, charities, and educational services to support autistic students and the professionals who serve them.

Rebecca is the author of Autism, Identity & Me, a workbook and guidebook set published by Routledge in both the U.S. and the UK. She regularly speaks at conferences, develops parent programmes, and provides training and coaching for educators and schools. Her work centers on supporting identity-affirming practices and building inclusive, informed environments for neurodivergent learners.

Lyric Rivera is the founder of NeuroDivergent Consulting and the author of the best-selling business ethics book Workplace Neurodiversity Rising, praised by Forbes as "an excellent 'how-to manual' based on lived experience and professional competence," and named a "Trend for 2023." A prominent voice in the neurodiversity movement, Lyric is also the creator of the popular blog NeuroDivergent Rebel and the originator of the #AskingAutistics hashtag, which has sparked wide-reaching conversations about the Autistic experience.

Through their writing, consulting, and online advocacy, Lyric helps organizations and individuals build more inclusive, neurodiversity-affirming environments. Their work fosters connection and understanding across communities and empowers neurodivergent people to be heard, supported, and celebrated.

BACKGROUND READING

Rebecca: Website, Instagram, Facebook, LinkedIn

Lyric: Website, Facebook, Instagram, Threads, Blue Sky, Substack

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Parenting often feels like a high-stakes balancing act, especially when raising neurodivergent children. The pressure to get it right, advocate effectively, and manage dysregulation can leave parents frustrated and exhausted. But what if the key to being a calmer, more effective parent wasn't about doing more, but about treating yourself with more kindness?

Today, Emily sits down with Dr. Jen Ferris, a former child development professor and author of Parenting with Self-Compassion. They move beyond the fluffy idea of "self-care" to discuss self-compassion as a concrete tool for nervous system regulation. They also talk about how perfectionism and comparison fuel chronic stress, and why letting our kids see us make mistakes (and fix them) might actually be the best lesson in resilience we can teach them.

TAKEAWAYS

• Self-compassion consists of three parts: self-kindness, mindfulness, and common humanity.

• Perfectionism is often a response to uncertainty and a need for reassurance that they are on the right path.

• Parents who admit mistakes and apologize model resilience, and show it's safe to be imperfect.

• It's difficult to rationalize with a dysregulated child. Focus on safety and connection instead.

• Replacing negative self-talk with self-compassion can change the emotional climate of the home.

The Educator Hub is now open, this week only! Come join us. The Hub is for educators and school administrators who want to improve the classroom learning environment for not only neurodivergent students, but for all students.

Dr. Jen Ferris is a former child development professor with years of experience teaching parenting and child development, as well as working directly with children of all ages. As a parent of two, including one neurodivergent child, she brings both professional expertise and lived experience to her work supporting families.

Her debut book, Parenting with Self-Compassion: 12 Ways to Improve Your Parenting While Being Kind to Yourself, offers practical strategies for communication, discipline, and connection, especially for parents of neurodivergent children. Dr. Jen emphasizes self-compassion as a powerful tool for staying calm, building stronger relationships, and feeling more confident in the parenting journey.

BACKGROUND READING

Jen's website, Jen's book, Instagram, Facebook, Threads

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Child-led support is often misunderstood. Some imagine it as a chaotic free-for-all where the child runs the show. Some worry it means abandoning all structure. In reality, a child-led approach is about moving from being a director to being a partner.

In this episode, Emily Kircher-Morris sits down with speech-language pathologist Nicole Casey to dismantle the compliance-based models of therapy that have dominated the field for decades. Nicole explains how shifting the focus from "fixing" speech to fostering authentic connection creates deeper buy-in and faster generalization of skills. They discuss Gestalt Language Processing (GLP), why we need to stop writing "80% accuracy" goals, and how using rubrics can revolutionize the way parents and educators track meaningful progress.

TAKEAWAYS

• Child-led is an approach that centers the child's interests and experiences, removing arbitrary adult-directed rules (like "sit still") to prioritize safety, connection, and agency.

• Speech is just one form of communication, but gestures, hand-leading, and AAC play major roles in communication.

• Some children learn language in chunks or scripts tied to emotional context.

• Goals based on 80% accuracy are arbitrary and often measure compliance rather than authentic communication.

• Using rubrics allows teams to track the quality and autonomy of a skill (e.g., self-advocacy) across different contexts, offering a visual and qualitative way to see growth.

• Before enforcing a direction, ask, "Does this rule actually serve the child, or is it just for my convenience?"

The Educator Hub opens the week of February 16! Go here for more info, and if you'd like, you can be alerted the minute it opens.

Nicole Casey, MS, CCC-SLP, is a speech-language pathologist, educator, and the founder of The Child-Led SLP and Child-Led Therapy Center. She is widely recognized for her work in shifting speech therapy away from compliance-based approaches and toward connection-first, neuroaffirming support for autistic children.

Nicole's approach empowers adults to follow the child's lead, honor all forms of communication, and focus on building authentic relationships as the foundation for meaningful progress. Through her online courses, membership community, and Let Them Lead podcast, she is helping parents and professionals reimagine what effective, compassionate therapy can truly look like.

BACKGROUND READING

Nicole's Facebook, Instagram, Let Them Lead podcast (via Apple Podcasts)

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

This week, Emily Kircher-Morris sits down with Sol Smith, the founder of the NeuroSpicy Community and author of The Autistic's Guide to Self-Discovery. Sol brings two decades of education, and his lived experience as an Autistic, ADHD, and dyslexic individual, to the discussion.

They talk about the complex feelings of imposter syndrome that many neurodivergent adults face - the feeling that life is a stage play where everyone else got the script but you - and the difficulty of masking and unmasking. They also get into the science of how we think, including breaking down the difference between top-down and bottom-up processing, and the tricky world of meta-messages, which can often lead to misunderstandings among colleagues or family.

It's a great discussion on communication, identity, and the importance of finding your people.

TAKEAWAYS

• Imposter syndrome often stems from feeling like you are performing a role rather than living authentically.

• Unmasking is less about revealing a hidden self and more about resuming the development of your personality.

• Top-down thinkers generalize based on concepts, while bottom-up thinkers build understanding from specific details.

• Autistic individuals often miss implied "meta-messages" that neurotypical people rely on.

• Asking for more context is a way to gain clarity, not a sign of defiance.

• Predictable routines can act as a "neurotypical simulator" to save cognitive energy.

Therapists, register now for the continuing education course, Get It Done: How to Help Clients with ADHD (& Others) Improve Productivity. Dr. Ari Tuckman will join Emily for this APA and NBCC approved 1.5 hour continuing education training on Friday, February 6.

Sol Smith is the author of The Autistic's Guide to Self-Discovery and the founder of The Neurospicy Community, the largest support network for autistic and ADHD individuals worldwide. A certified autism specialist who is autistic, dyslexic, and has ADHD, Sol brings both personal insight and professional expertise to his work helping neurodivergent people build autonomy and self-understanding.

After more than 20 years as a college professor, Sol shifted his focus to coaching and advocacy, creating accessible education and support for the broader neurodivergent community. His engaging speaking style has earned him a global platform, with hundreds of thousands of followers on TikTok and invitations to lead neurodiversity seminars for major corporations. Sol lives in Southern California with his wife and four children.

BACKGROUND READING

The Autistic's Guide to Self-Discovery, Sol's website, TikTok, Instagram, Facebook, YouTube

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Why do certain student behaviors trigger an intense emotional reaction in us? According to Maria Munro-Schuster, it often has less to do with the child and more to do with our own history.

In this episode, Emily sits down with Maria, a licensed clinical professional counselor and author of the new book, The Empathetic Classroom: How a Mental Health Mindset Can Support Your Students and You, to discuss the gap between therapeutic insight and the reality of the classroom. They talk about the use of the term "Mental Health Mindset" to describe a way of being that prioritizes nervous system regulation over behavior management.

They also discuss complex topics like counter-transference (how our own past influences our reactions to students), and neuroception (how our bodies scan for safety), and provide guidance on how to set flexible boundaries that protect both the adult and the child.

TAKEAWAYS

• Educators' own histories and emotional patterns can dictate their reactions to students.

• Safety is a prerequisite for learning.

• There's an important distinction between flexible and rigid boundaries.

• While teachers are not therapists, they are the "first responders" to student emotions, therefore need the tools to handle that responsibility without burning out.

Therapists, register now for the continuing education course, Get It Done: How to Help Clients with ADHD (& Others) Improve Productivity. Dr. Ari Tuckman will join Emily for this APA and NBCC approved 1.5 hour continuing education training on Friday, February 6. Register before February 2 for an early-bird bonus as well.

Maria Munro-Schuster is a licensed clinical professional counselor and former K-12 and university teacher who spent more than a decade in the classroom before transitioning to mental health work. She practices at Mango Beetle Counseling in Bozeman, Montana, where she blends her background in teaching, writing, and psychology. She is the author of The Empathetic Classroom: How a Mental Health Mindset Can Support Your Students and You.

BACKGROUND READING

Maria's website, LinkedIn

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

David Smith spent years working as a therapist specializing in neurodiversity-affirming care, but it wasn't until age 56, prompted by his wife and his own clients, that he sought his own autism diagnosis. That confirmation fundamentally shifted his clinical approach from that of a white-coated expert to a fellow traveler, deepening the way he accompanies families through unmapped territory.

Today, Emily and David discuss the delicate balance between professional curiosity and humility, and why traditional therapeutic models often fail to support the fragile nervous systems of neurodivergent clients. They talk about the nuances of demand avoidance, specifically the high-masking, internalized presentation that often looks like perfectionism, and why "connection before correction" is a neurological necessity, not just a catchy phrase.

TAKEAWAYS

• Effective therapy for neurodivergent clients often requires shifting away from the traditional expert hierarchy.

• The neurodivergent brain is a "complicated, custom-made car with no user's manual."

• For neurodivergent nervous systems, stress isn't just negative trauma; it includes any destabilizing experience, including excitement and joy.

• While we often associate PDA with external defiance, the internalized profile often manifests as high-achieving perfectionism.

• Rewards and consequences often backfire with neurodivergent children because they increase anxiety.

• It's ineffective to offer a correction to a child until you have connected with them.

• There is a massive overlap between complex trauma and neurodivergence.

• A late diagnosis doesn't instantly fix struggles; it initiates a complex grieving and reframing process.

Join our live CE training, Adapting Cognitive-Behavioral Therapy for Autistic and ADHD Pediatric Clients, Friday morning, January 23, at 10:30 eastern/7:30 pacific, or get the recorded version anytime after. Get signed up or learn more here.

David Smith, LCSW is a late-diagnosed autistic therapist and licensed clinical social worker specializing in neurodiversity-affirming care for autistic and otherwise neurodivergent individuals and their families. Practicing since 2017, David opened his private telehealth practice in 2023 and now serves clients across five states from his home in southern Oregon. In addition to therapy, he offers consultation, writing, education, and advocacy to expand access to effective, affirming support for the neurodivergent community.

Diagnosed with autism in 2024 at age 56 (thanks in part to gentle nudges from his wife and clients) David continues to explore how his autistic identity shapes both his personal and professional life. His work is deeply rooted in curiosity, humility, and a commitment to learning from his clients and the broader neurodivergent community. He is also a devoted listener of this and other neurodivergence-focused podcasts. David lives with his wife, a fellow therapist originally from Peru, and is the proud father of three sons.

BACKGROUND READING

David's website, LinkedIn, authored articles

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

"Parent the child you have," is a common piece of advice in the neurodiversity community, but what does it actually look like in practice when stress is high and patience is low? Why do traditional consequences often fail to build the skills a child actually needs? And how can parents distinguish between enabling a child and truly supporting them? Today, Emily Kircher-Morris talks with Cindy Goldrich, founder of PTS Coaching, and author of Eight Keys to Parenting Kids and Teens with ADHD, about the developmental reality of executive dysfunction and why "calm is power" when it comes to parenting complex kids.

TAKEAWAYS

• "Parenting the child you have" requires letting go of the expectations of who you thought they would be and getting curious about who they actually are.

• Executive function is a developmental process, and the human brain often isn't fully mature until age 25 to 30.

• Intelligence and executive function are separate traits; a high IQ does not guarantee a child will have the ability to organize or self-regulate.

• Enabling is defined as doing something for a child without a plan to help them eventually do it for themselves.

• Stress physically restricts access to the prefrontal cortex, making executive function skills harder to access in high-pressure moments.

• ADHD is fundamentally a delay in the development of executive function skills, sometimes by as much as 30%.

• Oppositional behavior (often labeled ODD) is frequently a result of emotional dysregulation rather than a calculated choice to be difficult.

• A parent's ability to remain calm is their greatest power in helping a dysregulated child.

Here's the link to register for the continuing education training on January 23, "Adapting Cognitive-Behavioral Therapy for Autistic and ADHD Pediatric Clients."

Cindy Goldrich, Ed.M., ADHD-CCSP is a leading expert in ADHD and executive function support, and the founder of PTS Coaching. She is the author of 8 Keys to Parenting Kids & Teens with ADHD, and co-author of ADHD, Executive Function & Behavioral Challenges in the Classroom, two widely used resources for parents and educators seeking practical, compassionate tools to better support neurodivergent kids.

Cindy has trained thousands of families and professionals through her Calm & Connected® workshops and certification programs for ADHD Parent Coaches and Teacher Trainers. Known for her clear, empathetic teaching style, she also serves on the Board of Directors for CHADD and the Editorial Advisory Board of Attention Magazine, continuing to advocate for greater awareness and more effective support across home and school settings.

BACKGROUND READING

Cindy's website, Facebook, LinkedIn, Instagram, YouTube, discount book order (while offer lasts), Free gift about how to support your child or teen.

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Episode 300! For decades, the standard response to challenging behavior has been simple: reward the good, punish the bad. But what if non-compliance isn't a sign of disrespect, but a signal of distress? Why do traditional behavioral frameworks like PBIS often miss the mark for neurodivergent students? And how can adults shift from being enforcers to problem-solving partners? Today, Emily Kircher-Morris talks with Dr. Ross Greene, author of The Explosive Child and the upcoming book The Kids Who Aren't Okay, and the originator of the Collaborative and Proactive Solutions (CPS) model, about the critical difference between modifying behavior and solving the problems that cause it.

Dr. Ross W. Greene is a clinical psychologist and the originator of Collaborative & Proactive Solutions (CPS), an innovative, evidence-based approach for supporting kids with concerning behaviors. He is the author of several influential books, including The Explosive Child, Lost at School, Lost & Found, Raising Human Beings, and his forthcoming title, The Kids Who Aren't Okay: The Urgent Case for Reimagining Support, Belonging, and Hope in Schools. He also developed and executive produced the award-winning 2018 documentary The Kids We Lose.

Dr. Greene is the founding director of the nonprofit Lives in the Balance and previously served on the faculty at Harvard Medical School for over 20 years. He is currently an adjunct professor at Virginia Tech and the University of Technology Sydney. His CPS model has been implemented in schools, inpatient units, and juvenile facilities across the globe, significantly reducing the use of punitive discipline and promoting connection, collaboration, and long-term success for kids.

BACKGROUND READING

Dr. Greene's website

For information about the variety of courses for teachers, parents, and mental health professionals through the Neurodiversity University, check the info page on our website.

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Emily Kircher-Morris chats today with Diane Dempster and Elaine Taylor-Klaus from Impact Parents, hosts of the Parenting with Impact podcast. They talk about the challenge of motivating neurodivergent kids, and break down why it's so challenging. The chat includes a framework called PINCH, a way to remember and think about important elements of motivation. You'll come away with practical strategies for parents to foster a supportive environment that encourages engagement, and ways to move away from fear and stress as motivators.

TAKEAWAYS

• Traditional parenting advice often doesn't apply to neurodivergent kids.

• Motivation can be misunderstood; it's not always lack of interest.

• Executive functioning skills play a crucial role in motivation.

• Dopamine is essential for engaging in non-preferred tasks.

• Waiting until the last minute can be a legitimate strategy for motivation.

• Fear-based parenting creates stress and is not sustainable.

• Intrinsic motivation develops later in life, especially for neurodivergent individuals.

• The PINCH framework helps identify different motivators for kids.

• Novelty keeps the brain engaged and interested.

• Competition can motivate but may also cause anxiety in some children.

• Collaboration and connection with peers can enhance motivation.

• Parents should experiment with different motivational strategies.

• Transparency and vulnerability in parenting can build trust.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Elaine Taylor-Klaus and Diane Dempster co-founded ImpactParents.com in 2011 because traditional parenting advice wasn't working for their complex kids and they found no training or coaching available designed specifically to support them as parents of complex kids.

Internationally recognized as leading parent educators, they use a coach-approach to help parents reduce the stress of raising children, teens, and young adults with ADHD, Anxiety, Autism, LD and more. They're the creators of Sanity School® behavior training, and the authors of many books including Parenting ADHD Now: Easy Intervention Strategies to Empower Kids with ADHD and The Essential Guide to Raising Complex Kids with ADHD, Anxiety and More.

BACKGROUND READING

Impact Parents website, Parenting with Impact podcast, Facebook, Instagram, Twitter/X, LinkedIn

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.

Many brilliant young people experience the dichotomy of disability layered on top of their intelligence. It's called twice-exceptionality, or 2e for short. What are the common misconceptions about twice-exceptional individuals? How do traditional models fall short when identifying the learning disabilities of our brightest kids? And why is early recognition so pivotal? Emily talks with Dr. Danika Maddocks, a psychologist, parent coach, and founder of the Gifted Learning Lab, about the intricacies of twice-exceptionality, in childhood and beyond. This is part of our end-of-year recap, and one of our most downloaded episodes.

For information about the variety of courses for teachers, parents, and mental health professionals through the Neurodiversity University, check the info page on our website.

Dr. Danika Maddocks is a psychologist, parent coach, and owner of The Gifted Learning Lab. She has supported gifted and twice-exceptional kids and their families for over 15 years as a teacher, therapist, school consultant, assessment provider, and coach. She has also published award-winning research on giftedness and twice-exceptionality. Much of her work is informed by her personal experiences growing up gifted and her experience raising a young gifted kid.

Here's a link to the free course about power struggles from Danika Maddocks.

BACKGROUND READING

Free email mini course, Reduce Power Struggles with Your Gifted/2e Kid, Facebook, Instagram

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.

As we wrap up 2025, we are featuring some of our most important conversations, including this conversation about IQ, intelligence, and intelligence assessment. Emily Kircher-Morris welcomes Dr. Jack Naglieri, an emeritus professor at George Mason University and senior research scientist at the Devereux Center for Resilient Children. Dr. Naglieri is renowned for his work in intelligence testing and the development of the Naglieri Nonverbal Ability Test.

In this sprawling conversation, Emily and Jack talk about his insights on the evolution and misconceptions surrounding intelligence assessment. They discuss the history of intelligence testing, and the limitations and biases inherent in traditional methods. Dr. Naglieri describes the experiences that led him to question the validity of verbal-based intelligence tests, and ultimately inspired his development of nonverbal assessment tools. They discuss the PASS theory of intelligence, and how it forms the foundation of the Cognitive Assessment System (CAS), a tool designed to measure these processes and offer a nuanced profile of an individual's cognitive strengths and weaknesses.

You can download a free copy of the PASS Theory of Intelligence and the CAS2.

Dr. Jack A. Naglieri, Ph.D., is Emeritus Professor at George Mason University and Senior Research Scientist at the Devereux Center for Resilient Children. His main interest is the development of psychological and educational tests and the implications these approaches have for accurate and equitable assessment.

He has published about 25 books, 50 tests and rating scales, and approximately 300 research papers. Jack is the author of tests used for identification of gifted students, including the Naglieri Nonverbal Ability Test. He partnered with Dina Brulles and Kim Lansdowne to coauthor the Naglieri Tests of General Ability Verbal, Quantitative and Nonverbal, and the book, Understanding and Using the Naglieri General Ability Tests: A Call to Equity in Gifted Education (Brulles, Lansdowne & Naglieri, 2022).

Dr. Naglieri has received many awards for his extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with equitable scientific practice.

BACKGROUND READING

PASS Theory of Intelligence and the CAS2, Jack's website, The Naglieri General Ability Tests

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.

Emily Kircher-Morris and Dr. William Dodson have a conversation about the complexities of ADHD, in which they discuss emotional dysregulation, Rejection Sensitivity Dysphoria (RSD), and social anxiety. They talk about how RSD manifests in ADHDers, and how we can distinguish it from social anxiety. They also explore the impact of childhood experiences, the vital role of relationships, and the need for updated diagnostic criteria. This conversation was taken from a two-part series earlier in 2025.

TAKEAWAYS

• Emotional dysregulation is often overlooked in ADHD diagnoses.

• RSD is a specific condition affecting many with ADHD; the pain can be both emotional and physical, leading to significant life impairments.

• Social anxiety is anticipatory, while rejection sensitivity is reactive; they can coexist but are distinct.

• Childhood experiences can exacerbate RSD but are not the sole cause.

• Medication, alongside sleep, nutrition, structure, and routine, plays a vital role in emotional regulation.

• Mood disorders can manifest independently of external events, and a significant percentage of individuals with ADHD have coexisting psychiatric diagnoses.

• Understanding RSD is essential for clinicians, and psychoeducation is key to self-advocacy.

Here's the research project Emily mentions in her closing thoughts.

Dr. Bill Dodson is a board-certified adult psychiatrist who has specialized in adults with Attention Deficit/Hyperactivity Disorder for the last 27 years.

In recognition of his clinical contributions to the field of ADHD he was named a Life Fellow of the APA in 2012. He was the 2006 recipient of the national Maxwell J. Schleifer Award for Distinguished Service to Persons with Disabilities.

His contributions to the field of ADHD include:

• The only currently available methodology for the fine-tuning of ADHD medications.

• The concept of Rejection Sensitivity Dysphoria and its treatment with medications.

• The first non-behavioral theory of what ADHD is and how it can be treated successfully with an emphasis on what goes right rather than what goes wrong.

BACKGROUND READING

Bill Dodson's website, Dr Dodson's contributions to ADDitude magazine

Emily Kircher-Morris is joined by Tim Villegas, the Director of Communications at the Maryland Coalition for Inclusive Education (MCIE) and the founder and host of the Think Inclusive Podcast, to discuss the concept of inclusion in education. The idea is to create inclusive environments for all students, and Tim shares his personal journey toward that goal, and insights on how to create such an environment. They talk about the importance of community, equity, and meaningful contributions in schools, as well as the challenges faced in inclusive classrooms.

TAKEAWAYS

• Inclusion is a powerful word that means different things to different people.

• School should be a place where everyone belongs, regardless of their needs.

• Being fair means providing everyone with what they need, not just the same thing.

• Community plays a crucial role in fostering inclusion in schools.

• Inclusion is not just about placing students in general education settings; it's about creating supportive environments.

• Schools should aim to be more like real life, accommodating all learners.

For information about the variety of courses for teachers, parents, and mental health professionals through the Neurodiversity University, check the info page on our website.

Tim Villegas is the Director of Communications at the Maryland Coalition for Inclusive Education (MCIE) and the founder and host of the Think Inclusive Podcast, a long-running show dedicated to building bridges between families, educators, and advocates in the disability and inclusion space. With a background as a special education teacher and instructional coach, Tim brings over a decade of classroom experience to his work in advancing equity and inclusive practices in schools.

Through his leadership at MCIE and his widely respected podcast, Tim has become a national voice for inclusive education—amplifying the stories, research, and strategies that help create learning environments where all students belong. His work focuses on shifting mindsets, promoting systemic change, and centering the lived experiences of students with disabilities and their families.

BACKGROUND READING

Tim's links and info

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.

Today, Emily Kircher-Morris talks with Carla Ciccone, a Toronto-based writer and author of the book Nowhere Girl, about her experiences with ADHD, identity, and motherhood. Carla talks about dealing with her late diagnosis of ADHD, and the overall impact of societal expectations on women. They talk about the difficulties of navigating life with undiagnosed ADHD, how it increases the challenges of parenting, and the importance of self-awareness and therapy in managing ADHD symptoms.

TAKEAWAYS

• When you realize you've had ADHD all along, allow yourself grief and grace.

• Therapy can be a critical tool for understanding and managing ADHD as an adult.

• Motherhood can look completely different through the lens of ADHD.

For information about the variety of courses for teachers, parents, and mental health professionals through the Neurodiversity University, check the info page on our website.

Carla Ciccone is a Toronto-based writer whose work spans memoir, cultural commentary, and reported nonfiction. She is the author of Nowhere Girl, a powerful debut that blends personal narrative with investigative reporting to explore her experience of living with undiagnosed ADHD. Through sharp insight and humor, Carla sheds light on the challenges of late diagnosis and the complexities of navigating neurodivergence in a world that often overlooks it.

In addition to her book, Carla's writing has appeared in a range of publications, where she explores topics related to identity, mental health, and gender. With Nowhere Girl, she offers a resonant, deeply personal account that has sparked conversations about how ADHD—especially in women—can remain hidden for years.

BACKGROUND READING

Carla on Instagram, Carla's website, Nowhere Girl: Random House, Amazon

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.

Cookie-cutter curriculum can be Kryptonite to a gifted kid, and can often spark a decline into a place where underachievement becomes the norm. Dr. Jim Delisle helps us probe the world of underachievement, and suggests ways to help people of various underachiever profiles break their chains.

Our hearts are heavy with Jim's recent passing. Jim Delisle was a giant in the field of giftedness and neurodiversity, and one of its fiercest advocates. He was a friend, an important collaborator, and his contributions left an indelible mark on our podcast and the lives of our team. More than that, he literally changed the world for countless neurodivergent people. Our thoughts are with Jim's family - his wife, Deb, son Matthew and daughter-in-law Jennifer, and grandson, Wyatt.

Thank you, Jim, for being such an important part of our story.

James Delisle, PhD, was a professor of education for 25 years at Kent State University (Ohio), where he was selected by faculty and students as a Distinguished Professor, the University's most prestigious teaching award.

Jim worked on behalf of gifted children and teens for nearly four decades. He was the author of hundreds of articles and 17 books that have been published in multiple languages, and consulted with schools worldwide in an effort to increase awareness of the needs of gifted children and adults. Jim also worked part time with highly gifted 9th and 10th graders at the Scholars' Academy in Conway, South Carolina.

Emily Kircher-Morris welcomes Sumit and Viraj Dhanda, a father-son duo who are working to update and rethink norms around communication, intelligence, and inclusion. Viraj is a nonspeaking autistic student who was diagnosed with autism and apraxia as a young child. Viraj and his father, Sumit, talk about their journey navigating the challenges and misconceptions surrounding non-verbal communication, the impact of apraxia, and the importance of presuming competence. Viraj shares his personal experiences through a communication tool, and tells the story of when he and his father discovered his unique condition.

TAKEAWAYS

• Many non-speakers have apraxia of speech.

• Potential can be missed when you fail to presume competence in non-speaking people.

• Typing can be a transformative communication tool for non-speakers.

• Misconceptions about non-verbal communication can be damaging.

• Advocacy and persistence can lead to breakthroughs in education.

• Parents should explore all communication options for their children.

• Non-speaking people can and do have rich, complex thoughts.

• Education systems should rethink expectations for non-speakers.

• Emerging technologies offer hope for non-speaking people.

Viraj and Sumit Dhanda are a father-son duo reshaping the conversation around communication, intelligence, and inclusion. Viraj, a nonspeaking autistic student admitted to MIT's Class of 2029, was diagnosed with autism and apraxia in early childhood. Through typing, he broke through profound communication barriers and revealed extraordinary strengths in mathematics, writing, and critical thinking. His poetry and essays offer rare insight into the inner world of nonspeaking autistics and have been featured by The Boston Globe, CBS Evening News, and NPR's Here & Now.

Sumit, a finance professional and former executive at Bank of America Merrill Lynch, Citadel Securities, and Evercore ISI, now dedicates much of his time to advocacy and storytelling alongside his son. With a PhD in Electrical Engineering from Stanford and graduate degrees from Dartmouth and BITS Pilani, Sumit brings a unique lens to the conversation. Together, they are co-authoring a memoir that weaves their two perspectives into one powerful narrative—challenging assumptions and expanding what we understand about neurodiversity and human potential.

BACKGROUND READING

Twitter/X, Instagram, Facebook, LinkedIn

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.

Emily Kircher-Morris welcomes filmmaker Nicola Rose, to talk about her film 'Magnetosphere,' a movie about the world of synesthesia. Nicola shares her insights and challenges of portraying neurodivergence in cinema, the difficulty and complexity of independent filmmaking, and the personal journey of understanding her own ADHD diagnosis. They talk about the creative process, the importance of authentic representation, and the universal themes of growing up and self-discovery.

TAKEAWAYS

• Synesthesia is a perceptual phenomenon where senses are intertwined, such as seeing sounds or tasting shapes.

• Nicola Rose's film 'Magnetosphere' explores synesthesia through a coming-of-age story set in the 1990s.

• Independent filmmaking presents challenges, including limited budgets and the need for creative solutions.

• Neurodivergent individuals may find exploring many diverse activities helpful in better understanding themselves.

Here's a link to check out the Creating Neurodiversity-Affirming Schools courses that will be available soon!

Nicola Rose is a New York City-based film director and writer whose work explores neurodivergence, identity, and human connection through imaginative storytelling. She is the writer and director of Magnetosphere, a coming-of-age comedy about a neurodivergent girl discovering she has synesthesia. The film features a cast including Colin Mochrie, Tara Strong, Steven He, and Debra McGrath, and is available on major streaming platforms such as Prime Video and Apple TV.

Nicola's debut feature film, Goodbye, Petrushka, premiered at Dances With Films in Los Angeles and is now streaming widely. She has also written, directed, and produced several short films, bringing a unique creative voice to every project. Nicola is a graduate of Columbia University and the Université Sorbonne-Nouvelle in Paris.

BACKGROUND READING

Instagram, Facebook

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.

Emily Kircher-Morris talks with writer Amy Mackin, author of Henry's Classroom: A Special Education in American Motherhood, about her experiences navigating the special education system for her son, Henry. They discuss the challenges of accessing appropriate resources, the impact of social isolation, and how community support can make a huge difference. They talk about Amy's transition from public school to homeschooling, and the benefits of a more holistic approach to education that broadens the support group to include family and even medical professionals.

TAKEAWAYS

• Early intervention is extremely important in special education.

• Community support is instrumental in educational advocacy.

• Social isolation is impactful for families with special needs children.

• A holistic approach to education can be transformative.

• Communication between medical and educational systems can be extremely beneficial.

• There can be a big financial toll on families navigating special education.

• Homeschooling can be an alternative educational path for some.

• Student voices should be included in the IEP process.

• Educational resources vary greatly based on the socioeconomic status of each school district.

For information about inviting Emily to your organization or school district, or having her speak at your conference or event, check out the website and get in touch!

Amy Mackin is a writer whose work explores the intersections of education, cultural history, public health, and social equity. Her essays and articles have appeared in The Atlantic, Chalkbeat, The Washington Post, Literary Mama, Witness, The Shriver Report, and other publications.

She holds an MA in American Studies from the University of Massachusetts and an MFA in Nonfiction Writing from Vermont College of Fine Arts. Her debut hybrid memoir, Henry's Classroom: A Special Education in American Motherhood, was released in May 2025.

BACKGROUND READING

Facebook, Facebook (author page), LinkedIn, Instagram

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.

Emily Kircher-Morris welcomes Dr. Jennifer Dall, a grief-informed neurodivergence specialist and the founder of ADHD Holistically. Jennifer was diagnosed with ADHD in her 50s, and is now an educator, administrator, coach, and grief specialist. They talk about grieving over what might have been, a struggle that often accompanies late-diagnosis. They discuss Jennifer's lived experience with late diagnosis, as well as some common misconceptions about ADHD, especially those faced by women. They also talk about the challenges of identifying ADHD in school settings, particularly for girls and students who may not present with typical disruptive behaviors, and how dependence on a behavioral lens can lead to greater consequences, rather than providing necessary support.

TAKEAWAYS

• There's a lack of training about the diverse presentations of ADHD among educators and professionals.

• It's a persistent myth that people "grow out of" ADHD.

• There can be profound grief and trauma after a late diagnosis, stemming from lost time, opportunities, and years of internalizing negative narratives.

• ADHD often compounds the symptoms of grief.

Dr. Jennifer Dall is a Grief-Informed Neurodivergence Specialist and the founder of ADHD Holistically, where she helps individuals—particularly women—navigate ADHD with practical, personalized strategies that prioritize self-awareness and sustainable growth. With over 25 years of experience as an educator and a background in ADHD coaching, yoga instruction, and grief education, her holistic approach is rooted in both professional expertise and lived experience.

Diagnosed with ADHD in her 50s, Dr. Jennifer brings deep insight into the challenges of late diagnosis, masking, and misinformation—especially for women. Through her courses, workshops, and speaking engagements, she supports neurodivergent individuals and the professionals who serve them, including therapists, coaches, and HR leaders. Her work centers on reframing ADHD as a source of strength, helping others unlock their potential with strategies that work in real life.

BACKGROUND READING

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aising kids and teens who struggle with emotional regulation can be tough. Parents must navigate the complexities of societal pressures, and it can lower self-esteem and cause self-doubt. Today we talk about some essential strategies to establish a warm, connected relationship with a challenging child. We try to help find the balance between talking less, and setting clear, aspirational expectations that are crucial for both parents and kids. Our guest is Dayna Abraham, author of the newly released book "Calm the Chaos," and we'll try to help quell your fear of the emotional rollercoaster that often accompanies raising a challenging child. This is a reprise of a conversation from an earlier episode.

Check out the courses in the Neurodiversity University and join us in bringing society closer to a neurodiversity-affirming world.

Dayna Abraham, bestselling author and National Board Certified Educator, is the founder of Lemon Lime Adventures, which provides resources to parents of neurodivergent kids, and helps them find peace, and meet their kids where they are. Dayna is a mother of three neurodivergent children, as well as being an ADHD adult herself, and brings an out-of-the-box perspective to parents raising kids in a modern world. Her work has been showcased in HuffPost, Scary Mommy, BuzzFeed, ADDitude Magazine, Parents Magazine and Lifehacker. She lives in Little Rock, Arkansas with her husband Jason, her kids, and two huge Newfoundland puppies.

BACKGROUND READING

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The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.