Neurodiversity Podcast

The Neurodiversity Podcast talks with leaders in the fields of psychology, education, and beyond, about positively impacting neurodivergent people. Our goal is to reframe differences that were once considered disabilities or disorders, promote awareness of this unique population, and improve the lives of neurodivergent and high-ability people.

Beyond the Stereotypes of Autism and Neurodiversity 10/25/2024

Beyond the Stereotypes of Autism and Neurodiversity On episode 247, Emily Kircher-Morris welcomes Dr. Megan Anna Neff to explore the complexities of neurodiversity, and the societal stereotypes that affect their lives. They talk about the challenges of diagnosis, the nuances of misdiagnosis, particularly the overlap between conditions like autism and borderline personality disorder, and the significance of self-awareness and acceptance in the journey of neurodivergent individuals. They discuss the phenomenon of autistic burnout, its implications, the challenges in clinical training regarding autism and ADHD, and inherent inequities that exist because of stereotypes and biases. Takeaways Diagnosis can significantly impact self-understanding and acceptance. Misdiagnosis is common, especially among women and genderqueer individuals. Understanding one's neurodivergent identity can aid in the healing process. The medical community often overlooks non-stereotypical presentations of neurodivergence. Self-criticism can stem from societal pressures and internalized shame. Community and connection are vital for neurodivergent individuals. Many undiagnosed autistic individuals are misdiagnosed with personality disorders. There is a significant lack of training for clinicians on autism and ADHD. Breaking down stigma around neurodivergence requires ongoing effort and advocacy. Autistic burnout includes increased sensory sensitivities and emotional fatigue. Living in a typical societal structure can lead to burnout for autistic individuals. Challenging myths about autism is essential for societal change. Don’t forget to join the to keep the conversation going! Dr. Megan Anna Neff (she/they) is a clinical psychologist, researcher, and advocate based in Portland, Oregon. Her work focuses on neurodiversity, spirituality, and holistic mental health. She has published articles and a book exploring diverse topics such as place-attachment, relational psychotherapy, and the African diaspora. Following her own and her child's autism diagnoses, Dr. Neff became a passionate advocate for neurodivergent individuals. She challenges stereotypes and misconceptions through her writing, speaking engagements, and online presence, including her Instagram platform where she shares educational content and resources. Dr. Neff is dedicated to bridging the gap between academic research and practical applications in the mental health field. She promotes an authentic and holistic approach to mental health that embraces the whole person and acknowledges the impact of systemic issues on individual well-being. BACKGROUND READING The Neurodiversity Podcast is available on and , and you can also join our private . /episode/index/show/mindmatters/id/33614597

Challenging What We Know About Autism and PDA 10/17/2024

Challenging What We Know About Autism and PDA Dr. Donna Henderson joins Emily Kircher-Morris to talk about the changes in the assessment process for autism, the importance of empowering therapists to diagnose autism, and the need for equity in masking. Their conversation also explores the double empathy problem and the challenges of balancing unmasking with the needs of neurodiverse individuals in educational settings. They also discuss the PDA profile and its place within the autism spectrum. That’s all waiting for you on episode 246. This is a reprise of an earlier chat. Takeaways The assessment process for autism is evolving, with a shift towards understanding subjective experience rather than relying solely on test scores. Therapists are adapting by relying less on formal tests and more on interview skills and understanding inner subjective experiences. Empowering therapists to diagnose autism is important for identifying and supporting individuals who may have been missed in the past. Masking and camouflaging are complex behaviors that can have both benefits and drawbacks, and it is important to find a balance that respects individual needs and promotes equity. Pathological Demand Avoidance (PDA) is not simply about avoiding demands, but rather an overriding biological drive for autonomy. Misdiagnosis and labeling are common for PDAers, leading to potential negative consequences, especially for minority boys. Understanding the core features of PDA, such as difficulty coping with demands, a wide variety of coping mechanisms, and challenges with social hierarchy, is crucial for accurate diagnosis and support. For details about our courses for teaching twice-exceptional learners, . Dr. Donna Henderson has been a clinical neuropsychologist for over 30 years. She is passionate about identifying and supporting autistic individuals, particularly those who camouflage, and she is co-author (with Drs. Sarah Wayland and Jamell White) of two books: Is This Autism? A Guide For Clinicians and Everyone Else and Is This Autism? A Companion Guide For Diagnosing. Dr. Henderson provides neuropsychological evaluations and consultations for children, adolescents, and adults who would like to understand themselves better. She is a sought-after lecturer on the less obvious presentations of autism, autistic girls and women, PDA, and on parenting children with complex profiles. She also provides case consultations and neurodiversity-affirmative training for other healthcare professionals. BACKGROUND READING /episode/index/show/mindmatters/id/33504352

What Neurodivergent People Need to Know About Joining the Military 10/10/2024

What Neurodivergent People Need to Know About Joining the Military On episode 245, Emily talks with Dr. Brandi Walker, a retired Army clinical psychologist, about her experience as a psychologist in the military and the challenges faced by neurodivergent individuals. They talk about her journey of transitioning from a fuel handler to a psychologist, and when and how she developed an interest in ADHD. There are policies and limitations for recruits with ADHD or autism, and they talk about the implications, along with the waiver process that’s involved. Dr. Walker talks about the experiences of neurodivergent military members, and they have solid advice for young neurodivergent individuals considering joining the military. Takeaways Being a psychologist in the military is a rewarding experience but also comes with challenges due to the shortage of providers and the responsibility of caring for soldiers while also being a soldier. Joining the military with a diagnosis of ADHD or autism requires meeting specific criteria and may involve the need for waivers depending on the severity of symptoms and the individual's treatment history. Neurodivergent individuals in the military often find themselves masking their symptoms, but the structured and direct communication style of the military can also be beneficial for some individuals. Military members who are parents of neurodivergent children face additional challenges due to frequent moves and the lack of a strong support system, but building routines, seeking support, and leveraging strengths can help create a supportive environment for the child. Young neurodivergent individuals considering joining the military should prioritize self-care, have open conversations with their providers, and explore alternative paths if medication is necessary. Pre-order Emily’s new book with Amanda Morin, now! Release is set for January. Dr. Brandi Walker is a retired Army Clinical Psychologist and faculty member at Womack Army Medical Center at Fort Bragg, NC. She also coaches military leaders and their teams in an effort to target the reduction of mental health challenges for servicemen and women. Dr. Walker maintains her earnest desire to further what is known about ADHD, and continues to provide therapeutic expertise and researched-informed support to families and individuals that are impacted. She has spent the last seven years working with various hospitals, clinics, and schools conducting research on children with ADHD, family and sleep variables, and environmental factors. She has initiated the Prince George’s County (Maryland) CHADD Chapter and CHADD’s Southern Regional Support Center, and serves as Chair Past of the Diversity in the Military Committee of the American Psychological Association's Society of Military Psychology (Division 19). She is a Howard University and University of Maryland alumna, and runs a private consulting practice. BACKGROUND READING /episode/index/show/mindmatters/id/33411112

You Can’t Cut Corners on Executive Function Skills 10/04/2024

You Can’t Cut Corners on Executive Function Skills On this episode, Emily Kircher-Morris and Carrie Bonnett discuss the intricacies of executive functioning, its significance in academic and life success, and the challenges faced by neurodivergent individuals. They explore strategies for improving executive functioning skills, the importance of emotional regulation, and the need for educators to understand and support students struggling with these skills. Emily and Carrie also talk about the importance of motivation, making invisible tasks visible, and the journey of learning and adapting strategies to enhance executive functioning. That’s all on episode 244! Takeaways Executive functioning skills are crucial for getting important tasks done. Many people struggle with executive functioning, especially neurodivergent individuals. Teaching executive functioning involves education and strategy development. Motivation often comes after starting a task, not before. Chunking tasks into smaller steps can reduce overwhelm. Making the invisible visible helps manage tasks and time. Emotional regulation is closely tied to executive functioning skills. Negative messaging about executive functioning can impact self-efficacy. Educators should focus on understanding and supporting students' unique needs. It's important for students to know they are not alone in their struggles. Remember, you have until 11:59 pm Pacific time on Friday night, October 4th to ! Remember that this is the final chance to sign up until after the holiday season. If you’re an educator, you should look and see if this community might be helpful in making your classroom a more neurodiversity-affirming place. to check it out. Carrie Bonnett earned her BBA in Marketing from the University of Notre Dame. However, her career trajectory shifted after a transformative volunteer experience at an underserved school, where she discovered a passion for teaching. This newfound passion led her to pursue a graduate degree in teaching at the University of Portland. Over the course of her 20-year career in education, Carrie has taught in both private and public schools across the United States, working with diverse student populations. Her experience includes supporting and teaching executive functions, even before she had a formal understanding of the concept. She has served as a classroom teacher at both the middle and high school levels, as well as a substitute teacher for all grades. Currently, she is an adjunct instructor at the University of Portland, where she teaches early-career teachers. She holds endorsements in Social Science and English Language Arts and is a certified teacher in the State of Oregon. Additionally, she has received training in the Seeing My Time® curriculum. BACKGROUND READING /episode/index/show/mindmatters/id/33333737

Am I the Impostor Among Us? 09/26/2024

Strengths-based Supports in the Neurodiversity Ecosystem 09/19/2024

Strengths-based Supports in the Neurodiversity Ecosystem On episode 242, Emily Kircher-Morris talks with Dr. Matt Zakreski about the importance of neurodiversity-affirming practices in therapy, and how intersection of giftedness and neurodiversity emphasizes the importance of neurodiversity-affirming practices in therapy, the significance of understanding twice exceptionality, and the role of diagnosis in accessing resources. Dr. Zakreski advocates for equity in supporting neurodivergent individuals and encourages listeners to pursue their passions and find supportive communities. Takeaways Giftedness can be met with resistance in traditional settings. Neurodiversity-affirming practices focus on strengths. Twice exceptional individuals face unique challenges. Diagnosis should be a tool for accessing resources. Finding the right support can be challenging. Equity is essential in addressing diverse needs. There are multiple pathways to success for neurodivergent individuals. Pursuing passions is key to fulfillment. Community support is vital for neurodivergent individuals. for our free annual fall event for educators, which is coming this Monday, September 23! If you’re an educator who’s passionate about creating neurodiversity-affirming learning environments for students, this event is for you. You can sign up free, and if you can’t make it to the live event, you’ll have access to the recording afterward. Join Emily and a live panel of experts by to register. Dr. Matt Zakreski has shaped his career around his passion for serving gifted kids, starting with being a counselor (and a camper) at the Center for Talented Youth summer program as a teenager. He’s cofounder of The Neurodiversity Collective, LLC, and in his practice he offers therapy, consultation/coaching, and assessment. Matt is a board member of PAGE, the Pennsylvania Association for Gifted Education, and works closely with multiple organizations around the country. He consults schools, presents at conferences internationally, conducts webinars, and leads discussions at his local library. He earned BAs in Psychology and Communications at Wake Forest University in Winston Salem, NC. He assisted with research at Harvard Psychophysiology Lab at the Harvard University Business School in Cambridge, MA before making his way to graduate school at Widener University, where he earned his Doctorate in Psychology from the Institute of Graduate Clinical Psychology. He currently serves as an adjunct professor in the psychology department at Goldey-Beacom College in Wilmington, DE. BACKGROUND READING /episode/index/show/mindmatters/id/33125652

Advocating for Neurodivergent Kids at School 09/12/2024

Advocating for Neurodivergent Kids at School School is back in session in many parts of the world, which is the time when struggles often begin to surface. On episode 241, Emily Kircher-Morris talks with Amanda Morin about the complexities of advocating for neurodivergent children, including utilizing Individualized Education Plans (IEPs) and the services they require. They explore the qualification process for IEPs, the importance of understanding behavior as communication, and the distinction between medical and educational diagnoses. The conversation emphasizes the need for advocacy, and the importance of tailored support for each child's unique needs. Takeaways IEPs provide specialized services and instruction for struggling students. Qualification for an IEP involves a comprehensive evaluation process. Twice exceptional children may have giftedness that masks their disabilities. Behavior can be a form of communication for children. Medical diagnoses do not equate to educational diagnoses. Labels do not define a child's abilities or potential. Accommodations can be provided in advanced placement classes. Advocacy is crucial for ensuring children receive appropriate services. Understanding the difference between IEPs and 504 plans is essential. Support services can vary widely and should be tailored to individual needs. for our free annual fall event we’ve created specifically for educators who are passionate about creating neurodiversity-affirming learning environments for students. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Amanda Morin has most recently served as the Vice President of Learning & Knowledge for The Jed Foundation (JED). She headed teams of committed researchers, subject matter experts, and learning and development professionals in efforts to build knowledge about mental health, neurodiversity, and disability, to ensure all the work she’s engaged in is evidence-based, and includes the most up-to-date thinking in the field. She’s a certified teacher who provides unique expertise, and innovative perspectives to mission-driven education and family-facing organizations and coalitions. She works in print and digital media as a writer, editor, and content creator, empowering parents and educators to affirm the pivotal roles they play in education. She played an integral role in launching Understood.org in 2014. Amanda has also worked with other organizations and publications, including: Bright & Quirky, Matan, Hidden Sparks Without Walls, Edutopia, Association for Supervision and Curriculum Development (ASCD), Education.com, Parenting Special Needs Magazine, DotDash (formerly known as About.com), and Popsugar Moms. Amanda received special education advocacy training from the Council of Parent Attorneys and Advocates. She holds a certificate in Universal Design for Learning from the UDL Implementation and Research Network, sits on the Center for Inclusive Learning (CISL) advisory council, the advisory board of Digital Promise’s Learner Variability Project, the professional advisory board of Matan, and the Technical Expert Panel, of the American Academy of Pediatrics Center of Excellence on Social Media & Youth Mental Health. Amanda Morin is also the author of five books: The Everything Parent’s Guide to Special Education, The Everything Kids’ Learning Activities Book, On-the-Go Fun for Kids: More Than 250 Activities to Keep Little Ones Busy and Happy — Anytime, Anywhere!, What Is Empathy? A Bullying Storybook for Kids, and Adulting Made Easy: Things Someone Should Have Told You About Getting Your Grown-Up Act Together. BACKGROUND READING /episode/index/show/mindmatters/id/33024082

A Guide to School Counseling In a Neurodiverse World 09/05/2024

A Guide to School Counseling In a Neurodiverse World In episode 240, Emily Kircher-Morris chats with Brandon Gernux, an elementary school counselor from Santa Ana, California, and the 2024 Orange County Elementary School Counselor of the Year. Emily and Brandon dive into the importance of neurodiversity-affirming support in schools, sharing insights on how schools are slowly evolving to meet the needs of neurodivergent learners. They discuss the critical role school counselors play, particularly in addressing the challenges of camouflaging and masking, which can significantly impact students' social development and personal satisfaction. They talk about the value of self-advocacy, the necessity of including neurodiversity education in the curriculum, and how leveraging the strengths of neurodivergent learners can lead to more authentic and supportive school environments. Takeaways Schools need to adopt a neurodiversity-affirming framework to support neurodivergent learners. Camouflaging and masking can have negative impacts on students' social development and mental health. Self-advocacy skills are crucial for neurodivergent students to express their needs and receive appropriate support. School counselors play a vital role in advocating for neurodivergent students and addressing systemic barriers. Leveraging the strengths and interests of neurodivergent learners can enhance their learning experience. A neurodiversity-affirming approach in schools is a social justice issue. You are an educator who’s passionate about creating neurodiversity-affirming learning environments for students. So for our free annual fall event we’ve created specifically for you. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Be sure to get your ! It helps the podcast grow, and supports all neurotypes by telling the world that “a little weird is good!” Brandon I. Gernux (he/they) is an Elementary School Counselor in Santa Ana, CA. Their passion lies in fostering inclusive classroom and school counseling practices to support autistic and ADHD students. Brandon has presented on embracing neurodiversity inclusion to educators and graduate students locally and nationally. Gernux is a leader of the ASCA Elementary School Counselor Affinity Group and serves on the CASC Social Justice, Equity, and Anti-Racism Committee, and was recognized as 2024 Orange County Elementary School Counselor of the Year. BACKGROUND READING /episode/index/show/mindmatters/id/32911217

Autistic Voices: Bridging the Communication Gap 08/29/2024

Improving Math Education for Neurodivergent Learners 08/22/2024

Improving Math Education for Neurodivergent Learners On episode 238, Emily Kircher-Morris talks with Lindsay Kapek and Katie Tabari about the challenges neurodivergent students face in learning math. The conversation explores strategies for creating inclusive math classrooms that foster confidence and support for all students, regardless of their neurodivergence, and they talk about the importance of understanding individual learning styles. They also discuss using low floor, high ceiling tasks and three-act tasks to engage students and promote problem-solving skills. If you’re a teacher, or if you have kids in school, this is an episode you can’t miss. Takeaways Neurodivergent students face barriers in math education, but their unique traits can be leveraged as assets. Creating a supportive and inclusive math classroom starts with building a connection with students. Implementing strategies like low floor, high ceiling tasks and three-act tasks can engage students and promote problem-solving skills. Language and mindset play a crucial role in fostering confidence and growth in math. Understanding students' learning styles and providing individualized support is essential for their success. for our free annual fall event we’ve created specifically for educators who are passionate about creating neurodiversity-affirming learning environments for students. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Lindsay Kapek and Katie Tabari are experienced K-8 math educators with a passion for making math accessible to all students. They are accomplished leaders in education, leading school-wide professional development efforts, consulting with schools and school leaders regarding the implementation of skill-based instruction, and speaking nationwide at conferences including NWAIS as well as NCTM. Katie has extensive experience working with K-5 students, nearly all of whom were neurodivergent learners. She is also a mom to three kids, one of whom is neurodivergent. She is passionate about ensuring every student feels seen, heard, and included in the math classroom. Lindsay has extensive experience working with K-8 students who have been diagnosed with ADHD. Lindsay herself has ADHD and is a huge advocate for celebrating the incredible gifts that students with ADHD bring to the math classroom. BACKGROUND READING /episode/index/show/mindmatters/id/32702302

Neurodivergence and The Double Empathy Problem 08/15/2024

Neurodivergence and The Double Empathy Problem On episode 237, Emily Kircher-Morris welcomes Tracy Turner-Bumberry, an expert in play therapy, and a former school counselor, to discuss the concept of double empathy, the importance of understanding and supporting neurodivergent children, and the need for empathy and acceptance in therapy. They also explore the evolution of social skills, and the impact of societal norms on neurodivergent individuals. Takeaways Understanding the concept of double empathy and its impact on communication between neurodivergent and non-neurodivergent individuals. The importance of empathy, acceptance, and individualized support for neurodivergent children and their families. Challenges faced by neurodivergent individuals in navigating societal norms and expectations, and the need for advocacy and allyship. The evolution of social skills understanding and the impact of societal norms on neurodivergent individuals. for our free annual fall event we’ve created specifically for educators who are passionate about creating neurodiversity-affirming learning environments for students. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Tracy Turner-Bumberry is a Licensed Professional Counselor and Registered Play Therapist-Supervisor at her private practice, Seva Counseling LLC, in Milledgeville Georgia. Prior to private practice, Tracy was an elementary school counselor, and worked as a Registered Play Therapist-Supervisor in a children’s psychiatric hospital. In addition to private practice, Tracy is a national speaker and author of several books relating to play therapy, and recently completed her first children's book, 'Twig Needs Time'. In addition to traditional therapy, Tracy is a Certified Animal Assisted Play Therapist and a Dialectical Behavior Therapy practitioner, and is knowledgeable in the IEP/504 process. BACKGROUND READING /episode/index/show/mindmatters/id/32594437

The Gifted Experience: Reframing Emotional Intensity 08/08/2024

The Gifted Experience: Reframing Emotional Intensity On episode 236, Emily Kircher-Morris and Christine Fonseca discuss emotional intensity in gifted students. They explore the reasons behind this intensity, and how it relates to the giftedness experience. They touch on the concept of overexcitabilities and how they manifest in gifted individuals. Also, they emphasize the importance of understanding and accepting the unique characteristics of gifted children rather than pathologizing them, and of embracing discomfort as part of the journey. Takeaways Gifted students often experience emotional intensity due to their unique brain wiring and the rich and intense experience of the world. It is important to avoid pathologizing giftedness and instead focus on creating optimal learning environments and providing appropriate support for gifted individuals. Living authentically and embracing discomfort can help gifted individuals navigate their intense emotions and make conscious decisions that align with their values and goals. Join the on Facebook. With school starting soon, we have an opportunity for educators to about 2e students by taking our course, Strategies for Supporting Twice-Exceptional Students. It’s great for CE credits for educators, and the course will be enlightening to anyone curious about helping 2e students thrive in the classroom. Christine Fonseca is a licensed educational psychologist, critically acclaimed author, and a nationally recognized speaker on topics related to educational psychology, mental health, giftedness, and using storytelling to heal past wounds. Using her experience consulting and coaching educators and parents, Christine brings her expertise to Psychology Today, authoring the parenting blog Parenting for A New Generation. She has written self-help articles for Parents.com, Johnson & Johnson, and Justine Magazine and appeared on podcasts, radio, and television. Her critically acclaimed titles include Emotional Intensity in Gifted Students, and Letting Go: A Girl’s Guide to Breaking Free From Stress and Anxiety. BACKGROUND READING /episode/index/show/mindmatters/id/32501077

The Body-Brain Connection: Somatic Strategies for Well-Being 08/01/2024

Do You Hear What I Hear: Exploring Auditory Processing Differences 07/18/2024

Do You Hear What I Hear: Exploring Auditory Processing Differences On episode 234, Emily Kircher-Morris talks with Austina De Bonte about auditory processing differences. They discuss how these differences can often be mistaken for attention issues or social difficulties, and what it all means for everyday life. Dr. De Bonte shares some methodologies used for testing, accommodations that are available, and ground-breaking auditory devices that have been found to help those dealing with auditory processing challenges. Takeaways Auditory processing differences can have a significant impact on how individuals experience the world and react to various situations. Processing differences can often mimic other traits, such as attention issues or difficulties with social relationships. Individuals with auditory processing differences may try to hide or compensate for their difficulties, which can be exhausting and impact their well-being. The Able Kids Foundation specializes in auditory processing disorder and offers unique approaches to assessment and support. An ear filter device can improve word recognition by altering the timing between the ears. Low gain hearing aids and auditory therapies may provide some benefit, but their effectiveness is uncertain. Misophonia, a sensitivity to certain sounds, does not have many effective strategies for treatment. Accommodations such as preferential seating and FM systems in classrooms can help individuals with auditory processing differences. If you are a clinician and you are looking for accredited continuing education specific to neurodivergent clients, you should . You can join as a founding member and get 15% off the lifetime of your membership with the coupon code HubFM15. If you weren’t able to attend the free course, Foundations of Neurodiversity-Affirming Therapy, you can still . This episode is brought to you by the Gifted Learning Lab, which offers resources and coaching for parents who want to feel more confident raising their intense or sensitive gifted and twice-exceptional kids and teens. Dr. Austina De Bonte is a consultant at Smart is Not Easy, specializing in helping families get to the root cause(s) of their kids’ twice exceptional challenges. She also works with school district teams to improve equitable identification and service models. She is President of the WA Coalition for Gifted Education, Past President of NW Gifted Child Association, and an advisor to The G Word documentary. Dr. De Bonte’s impressive credentials and experience also include being a certified SENG Model Parent Group facilitator, making the list of People to Watch by Variations 2e (2020), and being a recipient of the NAGC Carolyn Callahan Doctoral Student Award (2023), the WAETAG Advocacy Award (2019), and three PTA Outstanding Advocate awards. Austina has a Masters degree from MIT (1998), and an Ed.D. from Bridges Graduate School (2024), where her dissertation was titled “Beyond Universal Screening: Practices and Attitudes that Support Equity in an Accelerated Elementary Program.” BACKGROUND READING /episode/index/show/mindmatters/id/32203972

The Tricky Relationship Between Addiction and Neurodiversity 07/11/2024

The Tricky Relationship Between Addiction and Neurodiversity On episode 233, Emily Kircher-Morris is joined by Patrick Casale, a mental health clinician specializing in addictions. The conversation covers a lot of ground, including neurodiversity-affirming practices, and the intersectionality of addiction and neurodivergence. They discuss the importance of creating a neurodivergent affirming environment throughout the therapeutic process, from intake to therapy sessions. They talk about the need for a more nuanced understanding of addiction in the neurodivergent community and the importance of community and connection in recovery. They address concerns about stimulant medication and its relationship to substance abuse, as well as the impact of video games and electronics on addiction. TAKEAWAYS Creating a neurodivergent affirming environment is crucial in the therapeutic process, from intake to therapy sessions. A more nuanced understanding of addiction is needed in the neurodivergent community, considering the impact of neurodivergent traits on coping mechanisms. Community and connection are essential in recovery from addiction. Concerns about stimulant medication and its relationship to substance abuse should be addressed with a focus on individual experiences and needs. The impact of video games and electronics on addiction should be evaluated based on how they affect daily functioning and well-being. Neurodivergent burnout requires sensory soothing and accommodations in the workplace or school settings. Support and normalization are important for individuals struggling with addiction. for the live, free continuing education training, Foundations of Neurodiversity-Affirming Therapy, happening on Friday, July 12th. If you can’t be there live, you can still access the video and get the credit. about 2e students by taking our course, Strategies for Supporting Twice-Exceptional Students. It’s great for CE credits for educators, and the course will be enlightening to anyone curious about helping 2e students thrive in the classroom. Patrick Casale is an AuDHD Licensed Clinical Mental Health and Addictions Therapist in Asheville, NC.. He is the owner of All Things Private Practice and Resilient Mind Counseling. Patrick works as a business coach and strategist, and is also a group practice owner, motivational speaker, international retreat planner, the host of All Things Private Practice Podcast, and co-host of Divergent Conversations Podcast. His work has helped and inspired thousands of mental health professionals to take risks, start and grow their businesses, and invest in themselves. Patrick has been featured on Private Practice Startup, Abundance Practice Building, Therapy Reimagined, Not Your Typical Psychotherapist, Selling The Couch, and Modern Therapists. He is a passionate advocate for reducing shame and stigma of mental health, as well as impostor syndrome. Patrick helps mental health entrepreneurs break the mold, work through their fears and insecurities, and to embrace their authenticity. He loves good coffee, craft beer, playing soccer, and traveling the world. His official motto has become “doubt yourself do it anyway”. BACKGROUND READING /episode/index/show/mindmatters/id/32104677

2E Or Not 2E: The Nuts and Bolts of Twice-Exceptionality 07/04/2024

What MIT and Harvard Science Says About Neurodiversity 06/27/2024

What MIT and Harvard Science Says About Neurodiversity Today, Emily Kircher-Morris talks with Dr. Jeff Karp. Jeff is a professor at Harvard and MIT, a biotech entrepreneur, and an ADHD-er. They talk about Jeff's program, LIT, or Life Ignition Tools, which is a set of strategies to energize the brain, spark ideas, and ignite action. Emily and Jeff talk about metacognition and the transformative impact it can have on the lives of neurodivergent people. They also discuss the importance of intentional actions, the power of asking questions, the necessity of creating a supportive and dynamic learning environment, and the broader implications of neurodiversity in educational and professional settings. There’s practical advice for educators, parents, and individuals, to leverage their unique strengths and foster an inclusive and innovative society, and much more, on episode 231. This episode is brought to you by NextStep Navigators, where you can take your ADHD coach to college with you. NextStep Navigators can support you from any campus. Visit for the live, free continuing education training, Foundations of Neurodiversity-Affirming Therapy, on Friday, July 12th. Join the on Facebook. Dr. Jeff Karp is an acclaimed mentor and biomedical engineering professor at Harvard Medical School and MIT, a Distinguished Chair at Brigham and Women’s Hospital, and a fellow of the National Academy of Inventors. Growing up in rural Canada, he was written off by his school because of his learning differences. He evolved, and developed his own process for embracing life, embodied by ‘Life Ignition Tools’ - tools he developed through years of iteration and tinkering, to make his unique patterns of thought and behavior work for him. These LIT tools have been tested in his lab, and by his many mentees. He has dedicated his research to bioinspired medical problem-solving, and his lab’s technologies have led to the formation of thirteen companies. Dr. Karp is also head of innovation at Geoversity, Nature’s University, a rainforest biocultural leadership training conservancy located in one of the top biodiversity hotspots in the world. He was selected as the Outstanding Faculty Undergraduate Mentor among all faculty at MIT, and the top graduate student mentor of Harvard-MIT students. Dr. Karp lives in Brookline, Massachusetts, with his wife, children, and two Cavalier King Charles spaniels. BACKGROUND READING /episode/index/show/mindmatters/id/31922672

Measuring Thinking Rather Than Knowledge with Dr. Jack Naglieri (part 2) 06/21/2024

Measuring Thinking Rather Than Knowledge with Dr. Jack Naglieri (part 2) This is part two of our conversation with Dr. Jack Naglieri, an emeritus professor at George Mason University and senior research scientist at the Devereux Center for Resilient Children. Dr. Naglieri is best known for developing the Naglieri Nonverbal Ability Test and the Cognitive Assessment System (CAS). Emily and Jack talk about the history and evolution of intelligence testing, exploring how traditional methods like the Stanford-Binet and WISC have influenced our understanding of intelligence for over a century. Dr. Naglieri shares his critical perspective on the limitations and biases of these tests, particularly their reliance on verbal content and the implications for equitable assessment. They also talk more about the PASS theory (Planning, Attention, Simultaneous, and Successive processing), which forms the foundation of the CAS, and how this theory, based on brain function, can provide a more accurate and inclusive measure of cognitive abilities. The CAS was designed to evaluate these processes, and offers insights into students' strengths and weaknesses, which can help identify learning disabilities and giftedness. This conversation challenges traditional views on intelligence testing and offers new perspectives on how to measure and understand cognitive abilities in a fair and scientifically grounded manner. Feel free to download a free copy of . Our courses in the Neurodiversity University are 50% off right now, for a limited time. , and use the promo code SUMMER24. 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 /episode/index/show/mindmatters/id/31838247

Measuring Thinking Rather Than Knowledge with Dr. Jack Naglieri (part 1) 06/20/2024

Measuring Thinking Rather Than Knowledge with Dr. Jack Naglieri (part 1) As part of our two-part series, we are speaking with 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 episode, part one of the interview, he and Emily talk about his insights on the evolution and misconceptions surrounding intelligence assessment. They delve into the history of intelligence testing, highlighting the limitations and biases inherent in traditional methods. He describes the experiences that led him to question the validity of verbal-based intelligence tests, and ultimately inspired his development of nonverbal assessment tools. Dr. Naglieri describes how and why his tests aim to measure thinking rather than knowing, and how it provides a more equitable approach to assessing intelligence. 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. They cover much more as well, it’s an enlightening conversation about how we measure intelligence. Look for part two of the chat in episode 230. Feel free to download a free copy of . Our courses in the Neurodiversity University are 50% off right now, for a limited time. , and use the promo code SUMMER24. 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 /episode/index/show/mindmatters/id/31826392

Organizing While Neurodivergent: There’s an App for That 06/06/2024

OCD: Beyond the Neat & Orderly 05/30/2024

OCD: Beyond the Neat & Orderly You often hear people reference their own OCD, but there’s far more to it than just the desire to be orderly or neat. Today, Emily Kircher-Morris explores the topic of obsessive compulsive thinking patterns, their impact on individuals, and the importance of discussing mental health with children. Jessica Whipple, author of 'I Think I Think a Lot,' shares her personal experiences with OCD and the coping strategies she has developed. The conversation also highlights the significance of representation in children's literature and the role of books in teaching coping skills. If you’re curious about OCD, this episode will help. Takeaways Obsessive compulsive disorder (OCD) is characterized by obsessive thinking and compulsive behaviors, which can manifest in various ways such as contamination fears, taboo thoughts, and perfectionism. Children's literature plays a crucial role in representing diverse experiences, teaching coping skills, and reducing stigma around mental health and neurodivergence. Exposure and Response Prevention (ERP) can be an effective treatment for OCD, helping individuals manage their thoughts and behaviors. It is important to have open conversations with children about mental health, providing them with the tools to understand and cope with their emotions and experiences. now, the window for registration closes Sunday night, June 2, at 11:59pm pacific time. We’d love for you to join us! Jessica Whipple is an acclaimed published author who writes for adults and children. Her book, I Think I Think a Lot, was inspired by her own OCD and was published by Free Spirit Publishing, and illustrated by Josée Bisaillon. Her poetry for adults, which often includes themes of mental health and parenting, has been published both online and in print. Her poem Broken Strings was nominated for a 2023 Pushcart Prize. To read some of her work, click on her link (below) or find her children's picture books anywhere books are sold. BACKGROUND READING /episode/index/show/mindmatters/id/31541162

Autism + ADHD = AuDHD 05/23/2024

Autism + ADHD = AuDHD There’s a new term circulating in the neurodiversity community, AuDHD. Today, Emily Kircher-Morris is talking with Mattia Maurée, a neurodivergent individual with both ADHD and autism. They talk about how the two diagnoses blend together, one side desiring routine and sameness, while the other seeks novelty and change. They also discuss the challenges of receiving accurate diagnoses, the impact of stigma on neurodivergent individuals, how career pathways are affected, Mattia’s personal experiences of being misunderstood and judged, and the importance of community. The conversation covers many other subjects as well, and it’s all part of episode 226. Takeaways ADHD and autism can coexist in individuals, with one part of them desiring routine and sameness while the other seeks novelty and change. Receiving accurate diagnoses for neurodivergent individuals can be challenging, as the symptoms of different conditions can overlap and mask each other. Stigma and misunderstandings surrounding neurodivergent individuals are pervasive and can lead to discrimination and mistreatment. Being twice exceptional, with both ADHD and autism, can result in unique challenges and experiences, including being misunderstood and judged by others. When Pathological Demand Avoidance (PDA) is a factor, it can lead to difficulties in regulating the nervous system, and can have a significant impact on daily life. Finding a career that aligns with one's interests and strengths is crucial for neurodivergent individuals. Community support and understanding are essential for neurodivergent individuals to thrive and feel deeply understood. to go to our Facebook post, where you can nominate a colleague (or yourself) for a free membership to the Neurodiversity University Educator Hub! Mattia Maurée is an AuDHD coach and host of the AuDHD Flourishing Podcast. Creative outlets in music and the arts became Mattia's refuge through a childhood full of unpredictability. Confronting trauma sparked an interest in the topic, and it led to their Autism diagnosis in their 30’s, as well as finding somatic neurodivergent-friendly methods of working through depression and anxiety. They now share their experiences to give hope to queer, trans, and neurodivergent youth and young adults through coaching, and embrace the philosophy of “feel better first.” BACKGROUND READING /episode/index/show/mindmatters/id/31439797

Experiential Therapy: Less Talk & More Action 05/17/2024

Experiential Therapy: Less Talk & More Action Traditional talk-based therapy is sometimes less effective for neurodivergent people. On this episode, Emily Kircher-Morris welcomes ADHD-er and licensed social worker Chris Nealy, to discuss the effectiveness of experiential therapy for neurodivergent individuals. They talk about some of the different forms of experiential therapy, like applied theater, equine facilitated psychotherapy, and technology-based interventions. These forms of therapy focus on nonverbal communication and body language, allowing for more effective communication and engagement. They also discuss how experiential therapy has helped improve relationships and understanding within families. Takeaways Experiential therapy, which focuses on nonverbal communication and body language, can be highly effective for neurodivergent individuals. Applied theater and equine facilitated psychotherapy are examples of experiential therapy interventions that have shown positive results. Technology-based interventions, such as video modeling and incorporating personal interests like gaming, can also be effective in experiential therapy. Experiential therapy can help improve relationships and understanding within families by providing a different perspective and facilitating communication. Our courses in the Neurodiversity University are 50% off right now, for a limited time. , and use the promo code SUMMER24. Join the on Facebook! Chris is a licensed social worker and military veteran service provider in the state of North Carolina. As a person with ADHD, he fully embraces the strengths and challenges of executive functioning differences experienced by those affected by ADHD and Autism. Chris enjoys helping others recognize their potential in personal, social, academic, and professional arenas. ADHD/Autism have huge impacts on intimate relationships as well, and Chris provides support for parents and couples who are navigating the hurdles of loving someone with these qualities. BACKGROUND READING /episode/index/show/mindmatters/id/31355362

Bridging Brains and Hearts: Trauma and Neurodiversity 05/09/2024

Bridging Brains and Hearts: Trauma and Neurodiversity This week, Emily Kircher-Morris sits down with Jessica Sinarski, a mental health counselor who merges neuroscience with education and family dynamics. They dig into the complex relationship between trauma and neurodivergence, underscoring the critical need for trauma-responsive practices and a strengths-based perspective in supporting neurodivergent people. They explore how trust and early life experiences shape brain development, and the profound impact these factors have on individuals throughout their lives. They talk about creating neurodiversity-affirming and trauma-informed environments within schools, and discuss the often overlooked 'hidden senses' that are crucial in supporting neurodivergent students. All of that, packed into episode 224. Takeaways Understanding the intersectionality between trauma and neurodivergence is crucial in supporting neurodivergent individuals. Being trauma-responsive means using awareness of trauma to act accordingly and respond appropriately. A strengths-based approach recognizes that no part of the brain is bad and focuses on supporting and celebrating individual strengths. Schools should strive to be neurodiversity-affirming and trauma-informed, integrating a brain-based perspective and understanding the hidden senses. Building trust and maintaining trusting relationships is essential in supporting neurodivergent individuals who have experienced trauma. To learn more about the Neurodiversity University courses for educators, , and get in touch with us through the contact page if you have questions. If you see value in rethinking education and building a stronger classroom, consider joining the Neurodiversity University Educator Hub! It’s a group built for educators, and we’ll open registration again soon! , and join us for the learning, sharing, and fun! Mental health professionals, and we’ll notify you when we open our upcoming community, the Neurodiversity University Therapist Hub. Jessica Sinarski, LPCMH, is an author, educator, and the founder of BraveBrains. She partners with school districts and child welfare agencies around the world, translating neuroscience into actionable steps for kids and adults alike. Jessica ignites both passion and know-how in audiences through her books, training, and deeply trauma-informed resources. BACKGROUND READING /episode/index/show/mindmatters/id/31223177

Decoding ADHD in Children: Early Diagnosis, Leveraging Strengths 05/02/2024

Decoding ADHD in Children: Early Diagnosis, Leveraging Strengths Today we’re tackling the challenge of decoding ADHD in children. Emily Kircher-Morris chats with Drs. Yael Rothman and Katia Fredriksen about the cultural and socioeconomic factors that influence the diagnosis, the disparities in diagnosis rates among different racial and ethnic groups, and the impact of stigma. They also explore the benefits of early diagnosis and intervention, and of recognizing and leveraging the strengths often inherent in ADHD. They touch on a host of other subjects as well, on episode 223. Takeaways Cultural and socioeconomic factors influence the diagnosis and management of ADHD in children, leading to disparities in diagnosis rates among different racial and ethnic groups. Early diagnosis and intervention are beneficial for children with ADHD, as it helps with de-stigmatization, self-esteem, and self-advocacy. ADHD individuals have unique strengths, such as creative thinking, hyperfocus, and resilience, which can be leveraged for success. Having conversations with children about their diagnosis is important for their understanding and self-acceptance. Parents should take time to process information, ask questions, and prioritize their own mental health throughout the diagnosis and management process. To learn more about the Neurodiversity University courses for educators, , and get in touch with us through the contact page if you have questions. Join the on Facebook! Because you asked, the music at the end is Claude Debussy’s . Dr. Katia Fredriksen and Dr. Yael Rothman are pediatric neuropsychologists at a private practice, where they complete assessments with children and adolescents with a wide range of conditions that impact learning, behavior, and/or socioemotional functioning. They recently published the first book of their Different Thinkers series, designed to provide elementary-age children with a resource to understand their diagnosis, manage the associated difficulties, and appreciate the many strengths that come along with their profiles. Their first book, Different Thinkers: ADHD, focuses on the diagnosis of ADHD. Dr. Fredriksen trained at Princeton University and the University of Massachusetts Boston. She lives with her family in Arlington, Virginia. Dr. Rothman trained at the University of Michigan and Ferkauf Graduate School of Psychology. She lives with her family in Washington, D.C. BACKGROUND READING /episode/index/show/mindmatters/id/31094368

Phases & Stages: Executive Function Growth Throughout Life 04/25/2024

Phases & Stages: Executive Function Growth Throughout Life Our guest is Jane Singleton, an executive function coach and consultant, and she talks with Emily Kircher-Morris about the development of executive functioning skills through different life stages, and how it impacts individuals. They talk about the importance of practicing these skills early on, to prepare for the increasing demands of independence. You’ll pick up strategies for parents to help their children build executive functioning skills, including asking questions, creating a safe space for planning, and celebrating small wins. A healthy skill set includes recognizing the significance of self-reflection, collaboration between home and school, and reframing struggles and failures as necessary tools for growth. Executive Function Growth Throughout Life, straight ahead on episode 222. Takeaways Executive functioning demands naturally increase with the level of independence required at each life stage. Practicing executive functioning skills at a young age prepares individuals for the challenges of adulthood. Parents can support their children by asking questions, creating a safe space for planning, and celebrating small wins. Self-reflection and reframing struggles and failures as learning opportunities are essential for growth. Collaboration between home and school is crucial for supporting neurodivergent individuals. To learn more about the Neurodiversity University courses for educators, , and get in touch with us through the contact page if you have questions. Join the on Facebook! Jane Singleton is the founder and executive coach at Launchpad for Life, LLC and specializes in helping clients understand their cognitive and emotional strengths and weaknesses, communicate more effectively, and build their self-awareness in order to meet academic, career, and life goals. She is an educational leader and specialist in analyzing cognitive profiles, creating behavioral interventions, and coaching families and individuals through life transitions. Jane als has significant experience with team coaching with the goal of creating alignment of curriculum and protocols as it relates to inclusion, strategic priorities and academic outcomes. She has developed customized training for organizations on topics such as: executive functioning, growing and self-esteem and motivation, and parenting like a coach, as well as a variety of topics on neurodiversity. Jane is an International Coaching Federation (ICF) certified executive coach, a lifelong learner and an inclusion advocate for people with disabilities. BACKGROUND READING /episode/index/show/mindmatters/id/30987763

Beyond the Page: Empowering Young Minds 04/19/2024

Unlocking the Power of Neurodiversity in STEM 04/12/2024

Unlocking the Power of Neurodiversity in STEM We’re talking STEM today, and Emily Kircher-Morris is joined by Dr. Arash Zaghi, a professor in the Department of Civil and Environmental Engineering at the University of Connecticut, to discuss the importance of neurodiversity in STEM fields. They talk about the need for diverse perspectives and ways of thinking to solve complex problems in science and engineering. There’s a value in different types of contributions, such as creative ideas and detailed execution plans, and a need to shift the focus from deficits to strengths. They also discuss the importance of creating a sense of belonging for neurodivergent students in academia and the need for faculty to be more supportive and inclusive. Takeaways Neurodiversity in STEM fields is crucial for solving complex problems and creating innovative solutions. The focus should shift from individual skills to the true meaning of diversity, bringing together different perspectives and ways of thinking. Creating a sense of belonging is essential for the success of neurodivergent students in STEM fields. Faculty should be more supportive and inclusive, valuing diverse contributions and providing options for different types of learning and assessment. Neurodivergent individuals should embrace their strengths and bring their whole selves to their academic and professional pursuits. To learn more about the Neurodiversity University courses for educators, , and get in touch with us through the contact page if you have questions. Join the on Facebook! Arash E. Zaghi is a Professor in the Department of Civil and Environmental Engineering at the University of Connecticut. His research is focused on engineering education, emphasizing the role of neurodiversity in fostering creativity within the engineering workforce, as well as strength-based approaches to diversity. Arash’s interdisciplinary work aims to develop personalized tools for middle-school students with dyslexia to engage in STEM, leveraging AI, neuroscience, and education research. Professor Zaghi was diagnosed with ADHD at 33, and his dedication to neurodiversity in engineering education has earned him multiple recognitions, including from Prism Magazine of the American Society of Engineering Education. He holds a PhD in Civil Engineering from the University of Nevada, Reno and is a strong advocate of neurodiversity in STEM education. He hosts the Square Pegs podcast, where he further explores these themes. /episode/index/show/mindmatters/id/30797508

Ask Me Anything #8 with Emily Kircher-Morris 04/04/2024

Parenting Self-Care: Looking Out for Number One 03/28/2024

Parenting Self-Care: Looking Out for Number One Jen Merrill, creator of Laughing at Chaos and author of If This is a Gift, Can I Send It Back?, shares her experience as a parent of a twice-exceptional child and discusses the challenges and benefits of homeschooling. She emphasizes the importance of self-care for parents of gifted and twice exceptional children. Takeaways Parents of gifted and twice exceptional children need to prioritize self-care to better advocate for their children and maintain their own well-being. Twice exceptional children can be both intellectually gifted and face other challenges that make life difficult for them and their families. Homeschooling can provide personalized education and allow children to pursue their passions at their own pace. Homeschooling can have financial and career implications for parents, and it requires careful management of family dynamics. Join the on Facebook! Jen Torbeck Merrill is an Illinois-based writer, musician, marketing project manager, and gifted family advocate.The mom of two boys, she homeschooled her twice-exceptional teen through high school while happily sending his younger brother off to his high school every morning. Those days now in the past, she is settling into the somewhat quieter life of an empty-nester. She is a music educator by trade, with degrees in music education and flute performance. Long before she picked up a flute as a child, however, Jen wanted to be a writer, something that didn’t happen until she opened a Blogger account in 2006 and never looked back. Since that time, her writing has focused more on gifted families and advocacy. Her book, If This is a Gift, Can I Send It Back?: Surviving in the Land of the Gifted and Twice-Exceptional, struck a nerve with families who suspected Jen was living in their closet. Her second book, on the needs of gifted parents and self-care, is in progress; it is taking significantly longer than anticipated because the author herself struggles mightily with self-care and has been spending a lot of time banging her head on the keyboard and hyperventilating in writerly frustration. In the meantime she continues to blog at Laughing at Chaos. BACKGROUND READING /episode/index/show/mindmatters/id/30585643

Neurodiversity Podcast

TOPICS