Neurodiversity Podcast (Emily Kircher-Morris)

What kind of specific social and emotional support do high-ability kids need? How can we help high-ability students deal with perfectionism? How can teachers in gifted programs thrive when they are forced to play the role of counselor? How can we help neurodivergent kids cope with potential asynchrony between their emotional and intellectual abilities? We talk about all of these topics and more with Mark Hess, a Gifted Programs Specialist, on episode 86.

ABOUT THE GUEST - Mark Hess is a board member for SENG, editor or the SENG Library, and President-Elect of the Colorado Association for Gifted Students. He is the Gifted Programs Specialist in a large, urban school district in Colorado Springs. Mark’s articles often appear in the NAGC blog, and he is an advisory committee member for NAGC’s Teaching for High Potential. His 3rd, 4th, and 5th grade Gifted Social-Emotional Curriculum books are available from Prufrock Press. As Portable Gifted and Talented, Mark has shared over 24,000 free resources for teachers and parents of gifted children.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

How can we knock down the walls that surround many neurodivergent kids? Should teachers play a role in their students’ social and emotional well-being, or is school only about academic rigor? What are some teaching techniques that will get kids talking and participating? Emily Kircher-Morris and Jim Delisle have a conversation about ways to release the potential that’s often locked inside neurodivergent kids, on episode 89.

ABOUT THE GUEST - James Delisle, PhD, was a professor of education at Kent State University for 25 years and was selected by faculty and students there as a "Distinguished Professor", the University's most prestigious teaching award.

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

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

Giftedness can be a double-edged sword when it comes to empathy and compassion. When we help kids realize their emotional potential, their capacity for empathy and kindness will grow. Christine Fonseca is our guest on episode 36.

About the guest - 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.

Her critically acclaimed books include The Caring Child:  Raising Empathetic and Emotionally Intelligent Children, Emotional Intensity in Gifted Students, Raising the Shy Child, Letting Go: A Girl’s Guide to Breaking Free of Stress and Anxiety, and the Young Adult series, the Solomon Experiments.

How to win Christine Fonseca’s autographed book, The Caring Child - Share the Mind Matters Twitter, Instagram or Facebook page(s) on your corresponding feed and include the hashtag #mindmattersswag. One winner will be chosen at random from all shared posts! No purchase necessary, void where prohibited, enter as often as you’d like, contest is not sponsored, endorsed or administered by, or associated with Instagram, Facebook or Twitter. Winner will be chosen July 23 at 11:59 pm CDT, prize will be shipped to winner, must 18 or older, US residents only (sorry Sri Lanka!).

The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com

Thank you for caring about kids.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

Emily Kircher-Morris previews the inaugural GTN Awareness Week with Marc Smolowitz, producer and director of the upcoming movie The G-Word. We talk about the organization behind the event and how you can get involved. GTN Awareness week is October 25-29, and will feature different events each day. To take part in the free activities and discussions, go to www.thegwordfilm.com. To hear the interview with Marc about the stories of the people featured in The G Word, and for more info about the movie, click here.

ABOUT THE GUEST - Marc Smolowitz is a multi-award-winning director, producer and executive producer who has been significantly involved in 50+ successful independent films wearing many hats across the film and entertainment business. The combined footprint of his works has touched 200+ film festivals and markets on 5 continents, yielding substantial worldwide sales to theatrical, television and VOD outlets, notable box office receipts, and numerous awards and nominations. His long list of credits includes films that have screened at top-tier festivals such as Sundance, Berlinale, AFI Docs, IDFA, DOC NYC, CPH: DOX, Tokyo, Melbourne, Viennale, Krakow, Jerusalem, among others. 

In 2009, Marc founded 13th Gen, a San Francisco-based film company that works with a dynamic range of independent film partners globally to oversee the financing, production, post-production, marketing, sales, and distribution efforts of a vibrant portfolio of films and filmmakers.

The Neurodiversity Podcast is available on Facebook and Instagram at Neurodiversity Podcast, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

Dr. Ellen Braaten joins Emily to discuss processing speed and why it’s important. They also talk about when it’s not so important, and why it varies so much from child to child. They discuss the impact it has on intelligence testing scores, and ways to help kids increase their processing speed. Dr. Braaten is coauthor of the book Bright Kids Who Can’t Keep Up.

This episode is brought to you by the Belin-Blank Center at the University of Iowa, at www.belinblank.org. With programs and resources to support neurodiverse students and their families.

ABOUT THE GUEST -  Dr. Ellen Braaten is the Director of the Learning and Emotional Assessment Program (LEAP) at Mass. General Hospital and the Track Director of the Child Psychology Training Program at MGH/Harvard Medical School. She is an Assistant Professor of Psychology at Harvard Medical School. Dr. Braaten received her M.A. in Clinical Psychology from the University of Colorado, her PhD in Psychology at Colorado State University, and completed her internship training at Massachusetts General Hospital. She has been affiliated with Mass. General Hospital since 1998.

Dr. Braaten is widely recognized as an expert in the field of pediatric neuropsychological and psychological assessment, particularly in the areas of assessing learning disabilities and attentional disorders. She is the co-author of Bright Kids Who Can’t Keep Up, and Straight Talk about Psychological Testing for Kids, a book that has become a classic for parents and professionals. She also authored The Child Clinician's Report Writing Handbook, which has been called "the most comprehensive child assessment handbook available." Her most recent book for parents is entitled Finding the Right Mental Health Care for Your Child, published by the American Psychological Association.

Being diagnosed with ADHD as an adult brings many questions to mind: What did I miss? What would my life be like if I had been diagnosed as a child? How can I adapt to the new diagnosis, or should I adapt at all? Sarah Snyder-Castañeda is the host of the Adulting With ADHD podcast, and she joins Emily Kircher-Morris to talk about ADHD as an adult. It’s episode 144, and our final special episode during ADHD Awareness Month.

Be sure to check out our continuing education course called Strategies for Supporting Twice-Exceptional Students. Here’s the link to pre-order the course for independent study at a 20% discount! If you’re an administrator and want to utilize it district-wide, click this link and we’ll get in touch and answer your questions about the course, or about our newest course, Foundations of Dyslexia for Educators. All of the details are at www.Neurodiversity.University.

ABOUT THE GUEST - As the brains behind Adulting With ADHD, Sarah Snyder-Castañeda’s career went from striving to thriving within a year, after being diagnosed in 2015 at the age of 34. She’s had many ups and downs since then, many of which Sarah addresses on her podcast. Her writings on the topic can be found in ADDitude, The Mighty, Bustle, Bitch, and Bust. She’s also guested on other podcasts, like Faster Than Normal, See in ADHD, and LadyHD.

Gifted people often get lost in the shuffle within the neurodiversity movement. On episode 76 we talk with Dr. Matt Zakreski about how to keep them front and center, and ways to provide vital services to gifted and twice-exceptional people within the new neurodiversity framework.

ABOUT THE GUEST - 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 (PsyD) 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.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

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, click the link, and get in touch with us through the contact page if you have questions.

Join the Neurodiversity Podcast Advocacy & Support Group 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.

Square Pegs Podcast via Spotify

We all know that uncomfortable feeling when we are around someone who is pushing us beyond our comfort zone. How can we understand where our own boundaries are, and effectively communicate those boundaries to others? Casey Jourdan works with neurodivergent people to develop coping skills, including setting boundaries, to live more fulfilling lives. She talks with Emily Kircher-Morris about the elusive ‘comfort zone,’ on episode 178.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity

Join our Facebook group and take part in conversations about this episode and anything related to neurodiversity, and find a like-minded community of open support.

Casey Jourdan is a growth coach who is passionate about supporting neurodivergent individuals. She has a Masters in Mental Health, and personal experience with ADHD, Autism, and traumatic brain injury. Casey helps people create and celebrate who they are without the weight of society’s expectations. She walks with her clients to help them heal their past, reframe their present, and find their new path forward.

BACKGROUND READING

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“Neurodiversity” is an umbrella term encompassing a variety of atypical diagnoses. Where do the gifted and twice-exceptional communities fit into that landscape? What are we learning about neurodiverse people? We’ll talk with Dr. Michael Postma about those subjects, and the groundswell of new information from the field of epigenetics, on episode 67.

ABOUT THE GUEST - Dr. Michael Postma is a teacher, administrator, consultant, speaker, and author, dedicated to the development of both gifted and twice-exceptional children through his company, Gifted & Thriving, LLC. Over the last two decades Dr. Postma has worked in the field of gifted/talented education as both a teacher and administrator in the public and charter school system in Minnesota and North Carolina, and was the architect of the Minnetonka Navigator Program, a magnet school for highly gifted and twice-exceptional students. Dr. Postma is the author of two books, including The Inconvenient Student: Critical Issues in the Identification and Education of Twice Exceptional Students.

Dr. Postma holds a B. A. from McMaster University in Hamilton, ON; a M.A. in Gifted, Talented, and Creative Education from the University of St. Thomas in the Twin Cities, and a Ed. D. in Educational Leadership (Critical Pedagogy) also from the University of St. Thomas. He is a former Executive Director of, and the current Director of Programming for, SENG (Supporting the Emotional Needs of Gifted). He is the father of four children, three of whom are twice-exceptional.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/mindmatters. The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com.

Thank you for caring about kids.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

Whether you’re a therapist, parent, or even teacher, it pays to embrace the gaming geeks around you by learning more about their world. Through efforts like relating to game characters, understanding the games they enjoy, and spending time in their world with them, you can learn new ways to help support them in the real world. Anthony Bean is the author of several books about the therapeutic implications of video games, and he joins host Emily Kircher-Morris to talk about letting your geek flag fly.

ABOUT THE GUEST - Dr. Anthony Bean is a licensed clinical psychologist, video game researcher, and executive director at the Telos Project, a nonprofit mental health clinic in Fort Worth, Texas. Dr. Bean holds a doctorate in philosophy from Pacifica Graduate Institute, with an emphasis in depth psychology, and teaches at Framingham State University in the psychology department. He specializes in the therapeutic implications of video games and gaming, working with children and adolescents, and the use of video game character identification as a therapeutic technique. He passes on his knowledge of Geek Therapy at Geek Therapeutics; an APA/NBCC/ACE/APT accredited company training professionals on how to use Geek Therapy in practice.

He has authored multiple academic articles, book chapters, and the books Working with Video Gamers and Games in Therapy: A Clinician's Guide; The Psychology of Zelda: Linking Our World to the Legend of Zelda Series; The Psychology of Final Fantasy: Surpassing the Limit Break, and Integrating Geek Culture into Therapeutic Practice: A Clinician’s Guide to Geek Therapy.

In episode 221, Emily talks with Brad Wright, a Neurodivergent Educator and Administrator, and author of the Infinity Blast series of middle grade books featuring neurodivergent characters. They discuss his work as an educator and how it influenced his decision to write fiction for young people. It’s important for educators to be educated about neurodiversity and provide accurate information to children. Brad also talks about the evolution of neurodivergent characters in children's literature and the role they play in the lives of young people. There is a need for more diverse and authentic characters in literature.

Takeaways

• Educators should be educated about neurodiversity and provide accurate information to children.

• The representation of neurodivergent characters in children's literature has evolved, but there is still a need for more diverse characters.

• Authentic portrayal of neurodivergent traits is important to provide a nuanced understanding of different types of brains.

• Neurodivergent children should hold onto their special interests and stay true to themselves, as they will find their people and become fully actualized individuals.

To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions.
Join the Neurodiversity Podcast Advocacy & Support Group on Facebook!

Bradley Wright is an author, educator, and administrator at an independent school. In his earlier years, he was a professional ballet dancer. Brad grew up in Seattle but has been slowly migrating southward with stops in Portland, Eugene, San Francisco, and now Los Angeles where he lives with his family. His current writing project is the Infinity Blast series for middle grade readers. Books one and two are out now. Book three will be released Spring 2025.

BACKGROUND READING

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In the world of mental health, understanding the unique experiences of neurodivergent individuals is crucial, especially when it comes to addressing anxiety and OCD. Can behavioral interventions like CBT coexist with neurodiversity-affirming practices? And how can understanding learned helplessness transform our approach to anxiety and OCD treatments? Emily is joined by Dr. Jeremy Shuman, a neurodivergent psychologist specializing in these topics and more.

If you missed the enrollment for the Neurodiversity University Educator Hub back in September, we are going to be opening it up for enrollment in the new year. To get on the waiting list, give us your info and we’ll let you know when the window opens again!

Dr. Jeremy Shuman is a licensed psychologist in St. Louis, MO, specializing in the treatment of OCD and anxiety disorders, especially when these co-occur with other forms of neurodivergence. He practices from a cognitive-behavioral perspective and includes both exposure-based and non-exposure interventions according to client needs.

Dr. Shuman works in private practice, supervises junior clinicians, teaches a seminar on OCD, provides consultations across the country, and does public speaking for advocacy work. Dr. Shuman is neurodivergent himself, and practices psychology informed by evidence based practice, clinical experience, individual preference, as well as his own lived experience.

BACKGROUND READING

Jeremy’s website

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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. It’s part of our special ADHD Awareness Month series.

This episode is sponsored by the Belin-Blank Center, at the University of Iowa. Belin-Blank has programs and resources to support neurodiverse students and their families. Find out more at www.BelinBlank.org.

ABOUT THE GUEST - 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.

Her workshops offer practical, insightful strategies to improve managing workers, promote effective communication and increase productivity. She lectures and facilitates workshops internationally on topics such as understanding ADHD, executive functioning, anxiety, motivation and neurodiversity.

Emotional intensity varies from person to person, but among gifted people, it’s often markedly higher, and more of a challenge to understand and control. Critically-acclaimed author and former school psychologist Christine Fonseca joins us with her insight into emotional intensity among gifted people, on episode 12 of Mind Matters.

About the guest - Christine Fonseca works to help children and adults explore the authenticity of their own voices. She’s the author of several books in the area of giftedness and emotional intensity, including Emotional Intensity in Gifted Students. Christine provides professional development to help educators understand the social and emotional needs of the gifted. She has worked as a school psychologist in the elementary, middle, and high school levels, and currently works as a consultant to school districts on the behavioral and social-emotional needs of students.

Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

Parents often struggle with helping their children manage anxiety. Dr. Eli Lebowitz of Yale University joins us to talk about his research and work with children and their parents on managing anxiety and OCD. He’s also developed a program to teach parents how to help their children with anxiety, and to help therapists learn new therapy techniques.

ABOUT THE GUEST - Professor Eli Lebowitz studies and treats childhood and adolescent anxiety at the Yale Child Study Center. His research focuses on the development, neurobiology, and treatment of anxiety and related disorders, with special emphasis on family dynamics and the role of parents in these problems.

Dr. Lebowitz is the lead investigator on multiple funded research projects, and is the author of research papers, books and chapters on childhood and adolescent anxiety. He is also the father of three great boys.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

While career changes are possible later in life, our first choice defines much of our career so it’s important to make careful decisions. But when multipotentiality comes into play, there could be many solid options. Throw in something like perfectionism, and it can bring the process to a halt. Dr. Jon Goodwin from UC Santa Barbara joins Emily to talk about multipotentiality, and when there’s more than one right answer.

This episode is brought to you by On Your Marq, a college success program for neurodivergent students at Marquette University. Call 414-288-0203, or go to https://www.marquette.edu/on-your-marq.

Sign up for our free course, Using Fandoms + AI to Develop Coping Skills for Neurodivergent Kids, available through our learning portal, the Neurodiversity University. 

Head to our new merchandise page to check out our popular “a little weird is good” t-shirt, along with lots of other shirts and swag to tell the world you support the podcast!

ABOUT THE GUEST - Jon W. Goodwin, PhD, is an Assistant Professor at the University of California, Santa Barbara, where also serves as the Director of Clinical Training for the doctoral- and specialist-level school psychology programs. His research is focused on the assessment of learning differences and psychoeducational services for high ability students. As a licensed psychologist and nationally certified school psychologist, he provides advanced training and supervision in psychoeducational assessment, counseling and psychotherapy, and the delivery of psychological services in schools.

BACKGROUND READING

Jon at LinkedIn

Gevirtz School at UC Santa Barbara

As we wrap up 2023, we are presenting a series of episodes called Perspectives, and on episode 204 we talk about ADHD. The experience of being an ADHDer influences people throughout their lifetime. Whether it is understanding the experience of children, or reconciling a diagnosis as an adult, we know that the needs of ADHDers don’t go away - they just change.

For guest bios, or to listen to the full episodes, here are the links:

Episode 142, Understanding ADHD Children with Dr. Sharon Saline

Episode 144, Adult Diagnosis ADHD with Sarah Snyder

Episode 143, Girls and ADHD with Stephen Hinshaw

If you're a teacher and not yet a member of the Neurodiversity University Educator Hub, we’ll be opening up registration in January. It will only be open for a limited time, so make sure you’re notified when it happens. Sign up here.

It’s common today for people to be diagnosed as neurodivergent as an adult, having survived childhood without the recognition or support that may have come along with a diagnosis. Our guest lived that experience. Carolyn Kiel is the host of the Beyond 6 Seconds podcast, and she joins Emily to talk about her life as an autistic woman. What are the hurdles and barriers to getting an autism diagnosis? Does a diagnosis even matter once you’re an adult? How can looking back at your childhood from that new perspective change the way you think about the world? It’s episode 166, and it’s part of our special series during April, Autism Acceptance Month.

This episode is brought to you by SPACE - Supportive Parenting for Anxious Childhood Emotions. To register for SPACE, submit your information through this portal. For more details go to Neurodiversity University.

Join the Neurodiversity Podcast Advocacy and Support Group on Facebook!

ABOUT THE GUEST

Carolyn Kiel is an experienced instructional designer of employee training programs. On her award-winning podcast, Beyond 6 Seconds, she features neurodivergent entrepreneurs, creatives and advocates who shatter misconceptions, break stigma, and showcase the diversity of the neurodivergent community. Carolyn has a Bachelor of Arts in Psychology from Vassar College and a Master of Arts in Industrial/Organizational Psychology from Fairleigh Dickinson University.

BACKGROUND READING

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Emily Kircher-Morris has a discussion with Joy Lawson Davis and Deb Douglas, authors of a new book called Empowering Underrepresented Gifted Students, about equity challenges in public education. They provide a snapshot of the contributors who helped write the book from their individual perspectives as marginalized, neurodivergent students, and describe why eliminating gifted programs won’t fix equity issues in gifted education. Many more topics as well, on episode 104.

ABOUT THE GUESTS - Dr. Joy Lawson Davis is a career educator with over 30 years of experience as a practitioner, scholar, author, and consultant. A graduate of the College of William & Mary, Dr. Davis holds both Master’s and Doctorate degrees in Gifted Education.

She is currently the Special Populations columnist for the NAGC publication Teaching for High Potential, and serves on the Gifted Child Today advisory board. Dr. Davis served a two-year term as chair of the NAGC’s Diversity & Equity Committee and is an at-large member of the NAGC Board of Directors.

Deb Douglas has a Masters of Science in Curriculum and Instruction, and is the architect of the GT Carpe Diem Workshop, a system designed to empower gifted and high-potential children to self-advocate. She’s a past president of the Wisconsin Association for Talented and Gifted.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

Today, Emily Kircher-Morris welcomes Natalia Aíza, a therapist and advocate, to talk about the complexities of Obsessive-Compulsive Disorder (OCD). They debunk common myths and misconceptions, and talk about what OCD actually is. It's important to understand the OCD cycle, be able to identify the various types of OCD, and understand how it often coexists with other neurodivergent conditions like ADHD and autism. They also talk about the impact of reassurance seeking, the nuances of Just Right OCD, and the challenges of school refusal. The conversation includes insights into how parents and therapists can better support individuals with OCD, and help them on the journey towards a better life.

TAKEAWAYS

• OCD is often misunderstood, with many believing it only relates to cleanliness.

• The OCD cycle involves triggers, obsessions, and compulsions that reinforce fears.

• Moral scrupulosity and harm OCD are common types that are often overlooked.

• OCD is distinct from generalized anxiety.

• ADHD and OCD can coexist, leading to unique challenges in diagnosis and treatment.

• Autism can complicate the presentation of OCD, requiring specialized understanding.

• Reassurance seeking can inadvertently reinforce OCD behaviors.

• Just Right OCD reflects a perfectionism that can manifest in various aspects of life.

• School refusal can be a manifestation of OCD, leading to avoidance patterns.

Episode featuring Eli Lebowitz

Check out our Neurodiversity University courses, including Strategies for Supporting Twice-Exceptional Students.

This episode was edited to add clarity to the subject of school avoidance or refusal, to indicate they aren’t exclusive to OCD. For some neurodivergent kids, it is a matter of a lack of accommodations and supports that make educational settings traumatic environments. School avoidance or refusal is a nuanced subject, and a deeper dive is planned for an episode in the near future.

Natalia Aíza, LPC, is a therapist, parent trainer, and advocate dedicated to increasing awareness and improving treatment for individuals with OCD. She co-founded Kairos Wellness Collective, a therapy center specializing in OCD and Anxiety Disorders, where she works to enhance competency among mental health practitioners and support individuals on their healing journey.

In addition to her clinical work, Natalia provides free psychoeducation and advocacy through her Instagram platform, @letstalk.ocd, helping to destigmatize OCD and promote evidence-based treatment. She earned her BA in Literature from Harvard University and an MA in Clinical Mental Health Counseling from Palo Alto University.

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How can we knock down the walls that surround many neurodivergent kids? Should teachers play a role in their students’ social and emotional well-being, or is school only about academic rigor? What are some teaching techniques that will get kids talking and participating? Emily Kircher-Morris and Jim Delisle have a conversation about ways to release the potential often locked inside neurodivergent kids, and it was one of the biggest conversations of 2021. For more information about Jim Delisle’s work, visit the episode 89 page at www.NeurodiversityPodcast.com.

Gifted kids turn into gifted adults, it’s something you live with for your entire life. When adults forget about their own atypical wiring, they open themselves up to social issues, and miss opportunities to continue growing. Guests Aurora Remember-Holtzman and Michelle Benedict talk to us about their experiences, and provide advice for people who may have forgotten they were gifted.

About the guests - Aurora Remember-Holtzman is the host of the Embracing Intensity podcast, and is founder of www.EmbracingIntensity.com. After years of feeling “too much,” Aurora finally realized that intensity, in the form of excitability, is the source of her greatest power. Now instead of beating herself up about not measuring up to her own self-imposed standards, she is on a mission to help outside-the-box thinkers befriend their brains and use their fire without getting burned through her Embracing Intensity Podcast and community, coaching, facilitation and strengths-based psycho-educational assessment.

Michelle Benedict has a Masters in Education and certification in Gifted Education. She also founded Mindful Transformations. She’s an educator in the Hazelwood, MO public school district.

The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com

Thank you for caring about kids.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

Effective teaching involves more than just what happens formally in the classroom, and on this episode, Emily Kircher-Morris welcomes educator and author Adam Meyersieck to talk about it. They discuss the need for engaging teaching methods that connect with students emotionally and socially. They discuss collaboration between parents and educators to support neurodivergent learners, and the significance of strengths-based approaches in teaching. They cover sustainability of the teaching profession, the use of multiple communication modalities, and managing visual clutter to enhance learning environments.

TAKEAWAYS

• Teaching should focus on the process, not just the end result.

• Collaboration between parents and educators enhances student support.

• Strengths-based assessments can bridge the gap between home and school.

• Visual aids can clarify expectations for neurodiverse students.

• Processing time is crucial for student understanding.

• Simplicity in instructions aids neurodivergent learners.

• Sustainable teaching practices lead to better educator retention.

• Explicit instruction benefits all learners, not just neurodivergent ones.

• Engaging multiple modalities helps all students retain information better.

• Providing written instructions fosters independence in learners.

• Managing visual clutter reduces distractions and enhances focus.

Get the newsletter and keep up-to-date about the Emily and Amanda's new book, Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported, and the new podcast, Creating Neurodiversity-Affirming Schools.

This episode is sponsored by The Council for Exceptional Children, getting ready for their Convention & Expo in Baltimore, March 12-15th. Go to cecconvention.org to register!

Adam Meyersieck is a school district leader, consultant at Legacy Education Group, and educator with nearly two decades of experience in special and inclusive education, professional learning, and neurodiversity teaching strategy. He has trained thousands of educators and school leaders in the US and Great Britain, helping them create inclusive, strength-based learning environments that truly support neurodiverse students.

He is also the author of Universal Best Practices for All Learners: Discover Your Teaching Strengths, a book designed to help educators leverage their strengths and make teaching more sustainable while meeting the needs of all learners.

Adam is passionate about helping school leaders and teachers better connect with their students, ensuring that education is both effective and equitable.

BACKGROUND READING

Adam’s website

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

Kids have two primary areas where executive functioning skills are crucial - school work and responsibilities. Seth Perler, an executive function advocate and coach, talks with Emily Kircher-Morris about what many parents and professionals are getting wrong when trying to help their kids with executive function skills.

ABOUT THE GUEST - Seth Perler calls himself a renegade teacher turned executive function coach & 2e coach. He helps struggling students navigate their educational landscapes, and helps them “disrupt” and improve their educational experience. Seth specializes in executive function issues and twice-exceptional learners through his website, www.SethPerler.com.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/mindmatters. The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com.

Thank you for caring about kids.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

Shopping for the holidays can be a headache, but choosing the right gifts for high-ability kids is extra-challenging. Between meal planning and decorating, Jen Merrill found time to pop in with holiday stories and gift ideas, and Emily divulges her darker history as a “peeker.” Shopping for the hard-to-buy-for kids in your life, on this special holiday edition of Mind Matters.

About our guest - Jen Torbeck Merrill is an Illinois-based writer and gifted family advocate. The mom of two teen sons, she homeschooled one and is happily watching her public schooler thrive. She is a music educator by trade, with degrees in Music Education and Flute Performance. Still, long before she picked up a flute as a child, Jen wanted to be a writer. She began that career in 2006, focusing 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.

Jen has branched out into greater advocacy in gifted issues, particularly the needs of parents, personalized learning for gifted and twice-exceptional kids, and giftedness as wiring throughout life.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/mindmatters. The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com

Thank you for caring about kids.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

On this episode we discuss some widely held ideas about education, giftedness, and intelligence that may not be as rooted in science as we thought. Explore some of our most revered and trusted theories along with us. Our guest is Dr. Devon MacEachron, who has spent much of her career tracking down the facts and sorting through the fiction.

About the guest -  Dr. Devon MacEachron earned her B.A. from Amherst College (graduating in the first class of admitted women), her M.B.A. from the Wharton School at the University of Pennsylvania (graduating in the top 3% of her class), and her Ph.D. in School Psychology from the University of California at Berkeley. She has a private practice in Manhattan, specializing in consultations and assessments of gifted and twice-exceptional learners.

Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, is a Licensed Professional Counselor, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

For 65 years, the National Association for Gifted Children has been holding an annual conference to help provide guidance and learning opportunities for attendees. Mind Matters now gives you a peek behind the curtain at this year’s event, held November 15-18, 2019. In this episode we bring you interviews and sound from the professionals who presented, and from the people who attended. It’s a special presentation that will hopefully give you a fresh perspective on the professionals who care for gifted kids.

Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

Burnout is something everyone occasionally deals with, but it manifests very differently in the world of neurodiversity. Today we talk about the burnout experienced by twice-exceptional and gifted kids. Emily Kircher-Morris talks with Brian Housand and Andi McNair, and it’s a conversation all gifted people, and parents of gifted kids, need to hear.

Our sponsor is The Gifted Learning Lab, which provides resources and coaching for parents who want to feel more confident raising their intense or sensitive gifted or twice-exceptional kid. Click here for more info and to get their free ‘diffusing power struggles’ course.

Join our Facebook group and take part in conversations about this subject and many more.

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.

BACKGROUND READING

Brian Housand

BH Facebook

BH Twitter

BH Instagram

Andi McNair

AM Facebook

AM Twitter

AM Instagram

You might say Deb Douglas is an advocate for self-advocacy. Deb has committed her career to helping educators, school administrators, and parents teach their gifted and twice-exceptional kids the importance of self-advocacy. Now she’s sharing her knowledge on Episode 8 of Mind Matters.

Deb Douglas has a Masters of Science in Curriculum and Instruction, and is the architect of the GT Carpe Diem Workshop, a system designed to empower gifted and high-potential children to self-advocate. She’s a past president of the Wisconsin Association for Talented and Gifted.

Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

On our first episode of 2025, Emily Kircher-Morris welcomes Mind, Brain and Education expert Allison Posey, to discuss the importance of inclusive practices in education, focusing on Universal Design for Learning (UDL) and its application in classrooms. Allison shares her personal journey that led her to advocate for inclusive education, she and Emily discuss the need for understanding individual learning differences, and they talk about the role of emotions in learning. They also explore how neuroscience informs educational practices and necessitates shifting mindsets within educational systems to better support all learners. And, what is the impact of educational trauma on students?

Takeaways

• Personal experiences shape advocacy for inclusive education.

• UDL aims to meet diverse learning needs from the start.

• Parents can play a crucial role in advocating for UDL.

• Neuroscience reveals the importance of emotions in learning.

• Educational trauma affects students' self-perception and learning.

• Technology can enhance access and engagement in learning.

• Learning should be viewed as a lifelong journey.

Check out Strategies for Supporting Twice-Exceptional Students, a course for educators by Emily Kircher-Morris, in the Neurodiversity University. You’ll find a variety of courses available there as well, with more being added soon.

Guest Allison Posey is an international leader for implementation of Universal Design for Learning. She works at CAST, where she collaborates to apply current understanding from brain research into innovative, equitable instructional practices. She taught a range of science courses in high school and community colleges, such as biology, genetics, anatomy, and psychology. She still teaches at Lasell University.

Allison earned a degree in Mind, Brain, and Education from Harvard Graduate School of Education, and is the author of two books, Engage the Brain: How to Design for Learning that Taps into the Power of Emotion, and Unlearning: Changing Your Beliefs and Your Classroom with UDL.

BACKGROUND READING

Allison’s website

Allison’s books and other helpful resources

What does it take to make a counseling practice neurodiversity-affirming? What do we need for the wider mental health community to understand or embrace in order to better support neurodivergent people? Dr. Andy Kahn from Understood.org is here to talk with Emily Kircher-Morris about these subjects and many more.

The Belin-Blank Center is a proud sponsor of episode 154, for more information, go to www.BelinBlank.org.

Here’s a link to the Neurodiversity University, where  you can find info on our first two courses, Strategies for Supporting Twice-Exceptional Students, and Foundations of Dyslexia for Educators. We’ll be adding courses for parents, mental health professionals, and more as we enter 2023, so look for more information along the way.

ABOUT THE GUEST - Dr. Andrew Kahn is a licensed psychologist specializing in working with neurodivergent individuals. He’s also the Associate Director of Behavior Change & Expertise for Understood.org.

His extensive experience within the public school system encompasses providing training, evaluation, consultation and therapeutic support to students, families and staff. Dr. Khan has also worked closely with underserved communities, and supported school committees to develop policies on mental health supports, suicide prevention, and access to learning interventions. Dr. Khan himself identifies as a person with learning and thinking differences.

He earned his bachelor’s degree in psychology from Syracuse, and both master’s and doctoral degrees from Nova Southeastern University.

Emily Kircher-Morris talks with Colin Seale about what it’s like to be diagnosed with ADHD as an adult. They discuss whether we’ve forgotten the real meaning of equity. They talk about teaching and promoting critical thinking, and they remind teachers about where to turn for guidance on motivating and inspiring their students. (hint: it’s the parents.)

ABOUT THE GUEST - Colin Seale is a critical thinking expert, achievement gap educator, child welfare reformer, education-for-all advocate, and former attorney who founded ThinkLaw—an award-winning program that helps educators teach critical thinking to all students using real-life legal cases and other Socratic and powerful inquiry strategies.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

Equipping a neurodivergent kid for the adult world can be a challenge. Amanda Morin from Understood.org talks with Emily Kircher-Morris about some of the things you wish someone had told you about that transition. You can download a free excerpt of her new book, Adulting Made Easy: Things Someone Should Have Told You About Getting Your Grown-Up Act Together, on the episode 81 page at www.neurodiversitypodcast.com.

ABOUT THE GUEST - Amanda Morin worked as a classroom teacher and as an early intervention specialist for 10 years. She has been working as an education writer since 2007 and played an integral role in launching Understood.org in 2014. As an educator and parent of kids with learning issues, she has been an active member of numerous Individualized Education Program (IEP) teams and believes strongly in the importance of educators partnering with families.

Morin received a bachelor’s degree in education from the University of Maine and special education advocacy training from the Council of Parent Attorneys and Advocates. She is the author of five books.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

We talk with Steve Silberman, author of Neurotribes: The Legacy of Autism and the Future of Neurodiversity, about autism, what the neurodiversity movement is, and where it’s going. We talk about Sia’s controversial new movie (due for release in February), and some books you might want to check out. Episode 74 is here, and our new name is the Neurodiversity Podcast!

ABOUT THE GUEST - Steve Silberman is an award-winning science writer whose articles have appeared in Wired, the New York Times, the New Yorker, the Financial Times, the Boston Globe, the MIT Technology Review, Nature, Salon, and many other publications. He is the author of NeuroTribes: The Legacy of Autism and the Future of Neurodiversity (Avery 2015). The book became a widely-praised bestseller in the United States and the UK, and won the 2015 Samuel Johnson prize for non-fiction, a California Book Award, and a Books for a Better Life award. It was chosen as one of the Best Books of 2015 by The New York Times, The Economist, The Financial Times, The Boston Globe, The Independent, and many other publications.

Steve gave the keynote speech at the United Nations for World Autism Awareness Day. He has given talks on the history of autism at Yale, Harvard, MIT, Oxford, the National Academy of Sciences, Queen Mary University, Apple, Microsoft, Google, and many other major institutions. His TED talk, “The Forgotten History of Autism,” has been viewed more than a million times and translated into 25 languages. Silberman’s Twitter account (@stevesilberman) has made Time Magazine’s list of the best Twitter feeds.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, as well as on Twitter @neurodiversepod. For more information go to www.NeurodiversityPodcast.com.

Thank you for caring about neurodivergent people.

Copyright © 2021 Morris Creative Services LLC. All rights reserved.

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. Click here, and use the promo code SUMMER24.

Join the Neurodiversity Podcast Advocacy & Support Group 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

Chris’s practice

Triple Play Farm

“Buck,” the film

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 join our Educator Hub! 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. Click here 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

Carrie’s website

Why is there a bright line between academia and the arts? Between cognition and creativity? Where should that line break down? Or should it? And, why do educators and others think of creativity only in terms of art or music, when it also applies to problem solving and cognition? We talk with Dr. Jennifer Fisher, who is both a university assistant teaching professor and an art education coordinator. We talk about how to bridge that gap, and hear from a gifted student’s struggle to be academic and artistic.

About the guest - Jennifer Fisher, PhD, is an Assistant Teaching Professor and Coordinator of Art Education in the Department of Educator Preparation, Innovation and Research in the College of Education at the University of Missouri-St. Louis. She is a joint faculty member in the Department of Art & Design within the College of Arts and Sciences.  She holds a teaching certificate in the state of Missouri, where she is certified to teach Art K-12, Gifted K-12, and English Language Arts 5-12. She received a B.S.Ed. in Secondary Education-Art from Southeast Missouri State University in 2009. Dr. Fisher also earned a Master of Special Education-Gifted and Talented from the University of Missouri-Columbia in 2011, and a Doctor of Philosophy in Teaching and Learning Processes from the University of Missouri-St. Louis in 2016.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/mindmatters. The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com

Thank you for caring about kids.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

This is the final installment of our series on suicide among gifted and 2e people. Today, Lisa shares the story of what led to her son’s suicide, and we get a glimpse of her current state of mind, nine months after Nick’s death.

The Suicide Prevention Lifeline - 1-800-273-8255.

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 NextStepNavigators.com

Get signed up for the live, free continuing education training, Foundations of Neurodiversity-Affirming Therapy, on Friday, July 12th.

Join the Neurodiversity Podcast Advocacy and Support Group 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

LinkedIn

Instagram

Twitter/X

Dr. Karp’s website

Today, Emily Kircher-Morris and Meredith Polsky look into the complexities of selective mutism, exploring its definitions, the importance of language in understanding it, and the personal experiences that led Meredith to specialize in this area. They discuss the myths surrounding selective mutism, and its manifestation as an anxiety disorder rather than a choice or a form of shyness. Meredith shares her journey as a parent of children with selective mutism and the challenges she faced in finding appropriate treatment, ultimately leading her to become a clinician herself. They explore the challenges of diagnosis, and provide effective therapeutic techniques. This is a must-listen for adults supporting children with selective mutism.

TAKEAWAYS

• Selective mutism is often misunderstood as a choice.

• Language matters in discussing selective mutism.

• The term 'situational mutism' is gaining popularity.

• Parents play a crucial role in treatment.

• Selective mutism is an anxiety disorder, not shyness.

• Pushing children to speak can increase anxiety.

• There is a lack of awareness among clinicians about selective mutism.

• Selective mutism can complicate the diagnosis of autism.

• Children with selective mutism may not exhibit typical anxiety responses.

• Effective communication strategies are crucial for children with selective mutism.

Register here for a free one-hour continuing education webinar entitled The Cost of Camouflage: Exploring Masking and Burnout in Neurodivergent Clients. It’s a free service of the Neurodiversity University!

Meredith Polsky, LCSW is a licensed clinical social worker specializing in Selective Mutism through her private practice, Counseling Out Loud. With a career dedicated to supporting children with diverse needs, she also serves as the Senior Director of Programs and Partnerships at Matan, Inc., an organization she co-founded in 2000 to promote inclusion in education.

Meredith is the co-author of the award-winning I Have a Question children’s book series (Jessica Kingsley Publishers), which helps children—both with and without disabilities—navigate complex topics. She holds a BA in Psychology from the University of Michigan, an MA in Early Childhood Special Education from Bank Street College, an MA in Clinical Social Work from Columbia University, and a graduate certificate in Early Intervention from Georgetown University.

BACKGROUND READING

Counseling Out Loud, Matan, I Have a Question, LinkedIn, Selective Mutism Association

World Autism Acceptance Month continues as Emily Kircher-Morris has a conversation with Washington DC policy and politics journalist Eric Garcia. Eric is autistic, and the author of We’re Not Broken: Changing the Autism Conversation. They talk about the shifts in how society views and supports autistic individuals, and what still needs to be done.

Also don't forget the Bright and Quirky Summit 2022 is going on now. To register, follow this special link.

ABOUT THE GUEST - Eric Garcia is the senior Washington correspondent for The Independent, and the author of We’re Not Broken: Changing the Autism Conversation. He is also a columnist for MSNBC. Previously, he was an assistant editor at the Washington Post's Outlook section, an associate editor at The Hill, and a correspondent for National Journal, MarketWatch and Roll Call. He has also written for the Daily Beast, the New Republic, and Salon.com. Garcia is a graduate of the University of North Carolina at Chapel Hill. He lives in Washington, D.C.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, as well as on Twitter @neurodiversepod. For more information go to www.NeurodiversityPodcast.com.

Thank you for caring about neurodivergent people.

What are the limits of IQ tests and scores? How can someone best advocate for gifted-affirming education for a 2e student? Why do some kids consider their neurodivergent diagnoses as failures, and how can we change that? What can we do about bullying? Plus many more questions and answers.

This is episode 209, and it’s another Ask Me Anything with Emily Kircher-Morris. To be part of it, join us on Facebook in The Neurodiversity Podcast Advocacy & Support Group!

Also, registration for the Neurodiversity University Educator Hub is now open, and only for a limited time! If you’re a teacher, you definitely need to check into joining this community of educators from around the world, who are learning and sharing ways to embrace neurodiversity in the classroom. It’s hosted and moderated by Emily Kircher-Morris, and features expert guests, roundtable forums, continuing education material and much more. The deadline to register is soon, so sign up and join us!

With neurodiversity comes a host of extra effects, sensitivities, and challenges. Parenting a neurodivergent child can require a willingness to reconsider your perspective and sometimes even change your environment, in order to help ease stress and anxiety. Jen Malia, author of TOO STICKY!, is here to lend her perspective as both a parent of neurodivergent kids, and as a neurodivergent person with her own sensitivities and challenges.

Also, here's a link to our continuing education and professional development course for school district gifted/twice-exceptional programs. It's a 15-hour, 6-module course called “Strategies for Supporting Twice-Exceptional Students,” by Emily Kircher-Morris. Learn more and get it for your district at Neurodiversity University.

Join our Facebook group! https://www.facebook.com/groups/neurodiversitypodcast 

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity

ABOUT THE GUEST - Jen Malia is the author of TOO STICKY! Sensory Issues with Autism, a children's picture book based on her own and her younger daughter's experiences living with autism and sensory differences. She is Associate Professor of English and Creative Writing at Norfolk State University. As a freelance journalist, she has written about autism and neurodiversity for the New York Times, the Washington Post, New York Magazine, Glamour, Woman's Day, Self, and others. She has also appeared on NPR's With Good Reason and was featured in Parent's Parenting Against All Odds video series.

She has a Ph.D. in English from the University of Southern California and is currently pursuing an MFA in Writing for Children and Young Adults at the Vermont College of Fine Arts.

Is suicidal ideation more prevalent among the gifted population? Do our beliefs about suicide square with statistics? In part one of our series on suicide among gifted and 2e youth, Dr. Tracy Cross joins us to shed some light on a dark subject, and shares his Spiral Model of the Suicidal Mind. This is a series all parents should hear.

About the guest - Dr. Tracy L. Cross holds an endowed chair, Jody and Layton Smith Professor of Psychology and Gifted Education, and is the executive director of the Center for Gifted Education and the Institute for Research on the Suicide of Gifted Students at William & Mary.

He has a PhD in Educational Psychology from the University of Tennessee, Knoxville, an EdS in Educational Psychology and Guidance from the University of Tennessee, Knoxville, an MS in Educational Psychology from the University of Tennessee, Knoxville, and a BS in Education from the University of Tennessee, Knoxville.

He received the Distinguished Service Award from The Association for the Gifted (TAG) and the National Association for Gifted Children (NAGC), the Early Leader, Early Scholar and Distinguished Scholar awards from NAGC, and in 2009 was given the Lifetime Achievement Award from the MENSA Education and Research Foundation. He has edited seven journals and is the current editor of the Journal for the Education of the Gifted. He presently serves as President of TAG and is president emeritus of NAGC. Among other books, he’s the co-author of Suicide Among Gifted Children and Adolescents.

The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com

Thank you for caring about kids.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

What is play therapy? How well-established is the process, and what are the misconceptions? What questions should you ask when looking for a qualified play therapist? On episode 78 Dr. Robert Jason Grant joins us to talk about his process, called AutPlay therapy, and the future of play therapy in the neurodiversity movement.

ABOUT THE GUEST - Dr. Robert Jason Grant is a licensed Professional Counselor, National Certified Counselor, Registered Play Therapist Supervisor, and Advanced Certified Autism Specialist. He owns and operates the Robert Jason Grant Ed.D AutPlay Therapy Clinic.

Dr. Grant is an international speaker and keynote presenter having presented for the American Counseling Association, Association for Play Therapy, American Mental Health Counselors Association, and The World Autism Congress. He is a multi-published author of several articles, book chapters, and books.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

As we wrap up 2023, we are presenting a series of episodes called Perspectives. Today, we talk about sensory needs. These varied needs impact a wide range of life activities for neurodivergent people. From unique processing needs of the five senses we were all taught in elementary school, to the newer and wider understanding we have of the proprioceptive, vestibular, and interoceptive sensory systems, having an awareness of how these systems impact our daily lives can make a big difference.

For guest bios, or to listen to the full episodes, here are the links:

Episode 146

Episode 138

Episode 191

If you're a teacher and not yet a member of the Neurodiversity University Educator Hub, we’ll be opening up registration in January. It will only be open for a limited time, so make sure you’re notified when it happens. Sign up here.

In this episode of Mind Matters, Emily discusses the impact of bullying on the learning ability and environment of gifted and 2e young people.

Her guest is Cathy Risberg, M.A., Curriculum and Instruction, who owns Minds that Soar, and consults with parents, students, teachers, and administrators to identify and provide strength-based strategies to help all students, especially those who are gifted and twice-exceptional (2e), reach their full potential.

Host Emily Kircher-Morris, LPC, has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

Living an authentic life is a goal we all have. In the neurodiversity world, that can be a tricky concept. Masking has often become a habit born of self-preservation, and letting go of that can be difficult, and sometimes unsafe. On episode 174 we’re joined by Dr. Rebecca Jackson, a neurodivergent coach who uses her experiences to support her clients with a positive psychology approach. She and Emily talk about how acceptance is the key to being authentic and full of life. Self-regulation can be the key to motivation, and personal interests can be harnessed to help develop coping skills.

For information about our SPACE Program, and to get registered, go here.

Grab some podcast swag in the form of t-shirts, mugs, tote bags and much more!

Dr. Rebecca Jackson is a positive psychology coaching research practitioner. She researches best practice in safely, effectively and inclusively coaching autistic and ADHD adults. She is autistic and ADHD, and so combines research, practice and lived experience in pursuit of neuro-friendly coaching. Rebecca's coaching specialism is helping clients self-regulate to promote their wellbeing and zest. When she's not eating, sleeping and breathing coaching, Rebecca can be found hiking with her dog or planning her next travel adventure.

BACKGROUND READING

Website

Twitter

LinkedIn

On episode 266, Emily Kircher-Morris discusses the critical role of executive functioning in education with Mitch Weathers, author of Executive Functions for Every Classroom. They explore how these skills are essential for student success, and discuss incorporating them into teaching practices, rather than treating them as an afterthought. The conversation also covers the importance of clarity, modeling, and routine in teaching these skills, and the challenges posed by the digital era.

TAKEAWAYS

• Executive functioning is a core part of learning.

• Teaching executive functioning skills should be explicit and integrated into the curriculum.

• Clarity, modeling, and routine are essential for teaching these skills.

• Students need daily practice to develop executive functioning skills.

• The digital age may hinder the development of these skills.

• Organization is a transformative skill that grounds students.

• Self-assessment empowers students to reflect on their learning.

• Teachers struggling with executive dysfunction can impact their students' learning.

• Accountability involves collaboration between teachers, students, and families.

• Neurodivergent students benefit from tailored strategies and workarounds.

Register here for a free one-hour continuing education webinar entitled The Cost of Camouflage: Exploring Masking and Burnout in Neurodivergent Clients. It’s a free service of the Neurodiversity University!

Mitch Weathers is an educator, author, and expert in executive functioning. He is the founder and creator of Organized Binder, an evidence-based, MTSS Tier 1 universal solution designed to help students develop essential executive functioning skills such as goal setting, time management, reflective learning, and organization.

His book, Executive Functions for Every Classroom, became a #1 bestseller, highlighting his structured approach to fostering academic success through clear expectations and routines. Mitch’s work emphasizes the importance of hands-on, analog strategies to build resilience and independence in students, ensuring they develop the foundational skills needed to thrive in an increasingly digital world.

BACKGROUND READING

LinkedIn, Facebook, X/Twitter, 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.

With the death toll still rising from the coronavirus pandemic, it’s especially easy for neurodivergent people to wax existential. They question life, worry about death, and generally ask, “what’s it all about?” Our guest is Leon Garber, author of a blog called Leon’s Existential Cafe, and we’re diving deep on episode 68.

ABOUT THE GUEST - Leon Garber is a philosophical writer, and a Licensed Mental Health Counselor/Psychotherapist, specializing in Existential Psychotherapy, Cognitive-Behavioral Therapy, and Trauma Therapy. He’s also the author of Leon’s Existential Cafe, a blog exploring issues of death, self-esteem, love, freedom, life-meaning, and mental health/mental illness, from both empirical and personal viewpoints. His practice is based in Brooklyn, NY.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/mindmatters. The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com.

Thank you for caring about kids.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

Emily Kircher-Morris talks with Jonathan Mooney, who authored a book called Normal Sucks, and who learned to read at the age of 12. They talk about the gap between normal and neurodivergence, and how advocates can help bridge it effectively and permanently. Who can advocate? How does the life experience of neurodivergent people affect how they parent their own kids? How does the deficit-model approach differ from strengths-based? What is the effect of lack of support on mental health?

ABOUT THE GUEST - Jonathan Mooney is a neurodiverse author and advocate who did not learn to read until he was 12 years old. He went on to graduate from Brown University and is the co-founder of Eye To Eye, a non-profit advocacy organization for people with learning and attention differences. He is also the author of three books, most recently Normal Sucks.

His work has been featured in the New York Times, LA Times, on ABC News, and National Public Radio, to name a few. Mr. Mooney speaks across the nation about neurological and physical diversity, inspiring those who live with differences, and advocating for change.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

There’s a nagging feeling most of us experience from time to time, that tells us maybe we’ve fooled everyone. We shouldn’t have been placed in a certain position, or we’re not qualified to take on a project. On episode 75 we talk to Lindsay Lee, the author of a study about impostorism. Why do we experience it? What can we do to tamp it down?

ABOUT THE GUEST - Lindsay Ellis Lee is a Ph.D. Candidate in the Department of Educational Psychology at the University of North Texas with a concentration in gifted and talented education. She currently serves as the Assistant Editor for the Journal of Advanced Academics and Co-Chair for the NAGC Research & Evaluation Network Graduate Student Committee.

Influenced by her experiences as an advanced placement teacher, her research interests include psychological, behavioral, and environmental factors that influence the learning process. Her recent research has focused on gifted program evaluation, equitable access to advanced opportunities, creativity in schools, and the psychosocial development of talented students.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

Often, neurodivergent people have a completely different communication experience than neurotypicals. They respond differently to regulation, attention, and motivation, and often parents struggle when trying to improve connections with their kids. Linda Murphy is the author of The Declarative Language Handbook, and she’s joining us with ideas on how to reframe communication and break down barriers.

Here’s a link to the Neurodiversity University, where you can find info on our first two courses, Strategies for Supporting Twice-Exceptional Students, and Foundations of Dyslexia for Educators. We’ll be adding courses for parents, mental health professionals, and more as we enter 2023, so look for more information along the way.

Episode 155 is brought to you by Bridges Academy Online, a high school education for twice-exceptional students. Find them at bridges.edu.

ABOUT THE GUEST - Linda Murphy is a speech language pathologist and RDI Consultant. She co-founded the “Peer Projects Therapy From the Heart” clinic in Beverly, Massachusetts, and has authored several books and numerous articles during her career. Linda has enjoyed working with individuals with social learning differences for over 25 years.

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 check out the Therapist Hub. 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 take the course as a self-study here.

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

Austina De Bonte’s website

Facebook

ABOUT THE GUEST - Alex J. Packer, Ph.D., is an educator and psychologist. A recognized expert on adolescent development, parenting, and substance abuse prevention, Alex served for 14 years as President and CEO of FCD Educational Services, the leading nonprofit provider of onsite K-12 drug education and substance abuse prevention services for schools throughout the United States and in over 60 countries abroad.

Alex is the author of 11 books for parents, counselors, teachers, and teenagers, including Slaying Digital Dragons: Tips and Tools for Protecting Your Body, Brain, Psyche, and Thumbs from the Digital Dark Side, and How Rude!: The Teen Guide to Good Manners, Proper Behavior, and Not Grossing People Out. Alex graduated from Phillips Exeter Academy. He received undergraduate and Master’s degrees from Harvard University and the Harvard Graduate School of Education, and a Ph.D. in Educational and Developmental Psychology from Boston College. He served as headmaster of Parkmont School in Washington, D.C., and was the Director of Education for the Capital Children’s Museum.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

On episode 139, as part of Suicide Prevention and Awareness Month, we address depression and suicide among neurodivergent people. We talk about intervention techniques that can help parents, teachers, or anyone who interacts with neurodivergent people to understand and support them through trauma, depression, and suicidal ideation. We are joined by Kelsie Bacon, a licensed clinical counselor and play therapist who works with young neurodivergent people to help them feel connected and supported.

Also, if you’re an educator, we have a great continuing education course called Strategies for Supporting Twice-Exceptional Students. Here’s the link to pre-order the course for independent study at a 20% discount! If you’re an administrator and want to utilize it district-wide, click this link and we’ll get in touch and answer your questions. All of the details are at www.Neurodiversity.University.

ABOUT THE GUEST - Kelsie Bacon, LCSW-S, RPT, is a Licensed Clinical Social Worker serving the Albuquerque, NM area. She graduated from UNM with a B.A. in Psychology and Family Studies and received her master’s degree from New Mexico Highlands University in Clinical Social Work. She’s currently earning her certification as a Registered Play Therapist.

She provides school-based and agency-based therapeutic interventions for children, adolescents and teens. ​She utilizes DIRFloortime techniques with many clients, and finds it particularly rewarding to work with teenagers to help them feel understood and supported.

The reality of working within a system in flux. The meaning or usefulness of the term “gifted.” The utility (or futility) of labels. The confusion of overlapping diagnoses. Our conversation with Brandon Tessers runs in many directions, and covers many topics, sometimes straying into controversial areas. Nothing’s off the table in episode 130 of The Neurodiversity Podcast.

Also, here's a link to our continuing education and professional development course for school district gifted/twice-exceptional programs. It's a 15-hour, 6-module course called “Strategies for Supporting Twice-Exceptional Students,” by Emily Kircher-Morris. Learn more and get it for your district at Neurodiversity University.

ABOUT THE GUEST - Brandon Tessers is a licensed clinical professional counselor (LCPC), a trained professional actor, an amateur singer/songwriter, a former schoolteacher and tutor, and a husband and father.

Brandon has been helping children and adults with their executive functioning for over a decade, and has been doing so as a licensed therapist for the last five years.  His work focuses on people who exist outside the norm in one way or another and is particularly focused on helping people who consider themselves neurodivergent and/or creative.

He’s also a playwright and the DM for his longtime D&D group. He’s a national presenter and has conducted professional development for therapists and teachers.

You can support the podcast at www.patreon.com/neurodiversity. The Neurodiversity Podcast is on Facebook, Instagram, Twitter, and you’re invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

Thank you for caring about neurodivergent people.

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, click the link, and get in touch with us through the contact page if you have questions.

Join the Neurodiversity Podcast Advocacy & Support Group on Facebook!

Because you asked, the music at the end is Claude Debussy’s Clair de Lune.

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

Website

Instagram

Facebook

Twitter/X

Different Thinkers: ADHD

On episode 264, we’re sharing our sister podcast’s conversation about the double empathy problem. In Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore a concept that challenges the assumption that neurodivergent individuals lack empathy, and instead highlights how misunderstandings happen between different neurotypes. They share personal stories, real-world classroom scenarios, and strategies to help educators bridge the communication gap with their neurodivergent students.

TAKEAWAYS

• The double empathy problem—what it is and why it matters in schools.

• How educators can shift from assuming misbehavior to seeking understanding.

• The difference between cognitive empathy (perspective-taking) and affective empathy (emotional connection).

• Why curiosity and asking the right questions can prevent conflict and improve student-teacher relationships.

• Strategies for making classroom environments more emotionally safe for neurodivergent students.

BACKGROUND READING

• The Double Empathy Problem (Damian Milton, 2012) 

• Neurowild by Em Hammond – Visual resources explaining neurodiversity concepts 

• Neurodiversity University Educator Hub: Join the Community

• Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported - Order here

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

There’s a nagging feeling most of us experience from time to time, that tells us maybe we’ve fooled everyone. We shouldn’t have been placed in a certain position, or we’re not qualified to take on a project. On episode 198 we revisit a talk with Lindsay Lee, the author of a study about impostorism. Why do we experience it? What can we do to tamp it down?

Lindsay Lee is an educational scholar focused on ensuring that all advanced learners, regardless of their background or circumstances, have access to the resources and support they need to reach their full potential. She is currently working as a research analyst and professional development creator & facilitator on a Jacob K. Javits-funded project to optimize gifted identification practices across the United States. Her research interests include equitably identifying advanced students, psychological and educational measurements, talent development across domains, and developing learning environments that encourage creative growth. She has published several research and practitioner articles, as well as book chapters on these topics.

In addition to her research, Lindsay is also an active member of several professional organizations, including the National Association for Gifted Children (NAGC) and the American Educational Research Association (AERA). She has presented her research at numerous conferences and has received recognition for her work, including the 2021 NAGC Carolyn Callahan Doctoral Student Award and the 2022 NAGC Research & Evaluation Network Dissertation Award.

BACKGROUND READING

Twitter

ResearchGate

Google Scholar

Lindsay’s Research

Preprint accessible to anyone

October is ADHD Awareness Month, and we’re spotlighting it with a special series of episodes. On #141, Eric Tivers from the ADHD Rewired Podcast joins us to talk about his journey, diagnosis, support, advocacy, and more. It’s a fascinating discussion you need to hear.

ABOUT THE GUEST - Eric Tivers is a licensed clinical social worker, coach, podcaster, speaker, consultant, and entrepreneur who specializes in ADHD, and has worked extensively with individuals on the Autism Spectrum.

He’s the host of the ADHD reWired podcast, currently at 449 episodes and counting, and the #1 rated ADHD podcast on Apple Podcasts.

You can support our podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity

The data tells us rewarding kids for good behavior and punishing them for bad doesn’t work. In fact, it harms relationships. In the education setting and at home, Alfie Kohn says we need to rethink the way we talk to kids, and how we help them learn behavioral skills, because rewards and punishment are ineffective. Emily Kircher-Morris has a conversation with Alfie Kohn, author of Unconditional Parenting: Moving from Rewards and Punishment to Love and Reason, on episode 115.

ABOUT THE GUEST - Alfie Kohn is the author of 14 books on education, parenting, and human behavior, including Punished by Rewards (1993), The Schools Our Children Deserve (1999), Unconditional Parenting (2005), and The Myth of the Spoiled Child (2014).  He has appeared twice on Oprah, as well as on The Today Show and many other TV and radio programs. Kohn works with educators and parents across the country and speaks regularly at national conferences. He lives (actually) in the Boston area and (virtually) at www.alfiekohn.org.

Alfie Kohn’s books https://www.alfiekohn.org/books/

Twitter https://twitter.com/alfiekohn

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

Parents often struggle with helping their children manage anxiety. Dr. Eli Lebowitz of Yale University joins us to talk about his research and work with children and their parents on managing anxiety and OCD. He’s also developed a program to teach parents how to help their children with anxiety, and to help therapists learn new therapy techniques.

To register for SPACE, submit your information through this portal. For more details, head to Neurodiversity University.

ABOUT THE GUEST - Professor Eli Lebowitz studies and treats childhood and adolescent anxiety at the Yale Child Study Center. His research focuses on the development, neurobiology, and treatment of anxiety and related disorders, with special emphasis on family dynamics and the role of parents in these problems.

Dr. Lebowitz is the lead investigator on multiple funded research projects, and is the author of research papers, books (including Breaking Free of Child Anxiety & OCD) and chapters on childhood and adolescent anxiety. He is also the father of three boys.

BACKGROUND READING

Research via Google Scholar

Breaking Free of Child Anxiety & OCD

SPACE on Facebook

People with ADHD have to face both the strengths and struggles that come along with their diagnosis. When ADHD is combined with giftedness, a condition known as twice-exceptionality, those struggles can be magnified, or maybe worse, hidden. On episode 35 Dr. Matthew Fugate shares data from his research about ADHD and provides parents and teachers insight into better understanding our kids.

About the guest - Dr. Matthew Fugate received his doctorate in Gifted, Creative, and Talented Studies at Purdue University. Prior to this, he worked as an elementary teacher in the Houston Independent School District where he also served as a Gifted Coordinator and Magnet Coordinator. Dr. Fugate's past research has examined the relationship between working memory and levels of creativity in gifted students who have ADHD characteristics. He also examined the coping mechanisms of twice-exceptional girls in secondary school as they navigate both their academic studies and interpersonal relationships. He has presented to parents, teachers, and schools across the United States and internationally on topics such as creativity, curriculum compacting, identification, twice exceptionality, underserved populations, and Total School Cluster Grouping.

Mind Matters podcast features discussions with leaders in the fields of psychology, education, and beyond, with an emphasis on gifted/talented and 2e (twice-exceptional) children and adults. Host Emily Kircher-Morris explores parenting, counseling techniques, and best practices for enriching the lives of high-ability people. For more information go to www.MindMattersPodcast.com.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

Generalizations about ADHD haven’t done girls any favors. ADHD often manifests very differently in girls than in boys. What causes parents, educators, and even doctors, to view the symptoms of ADHD differently with girls? We know that masking, and even variations in environments, often cause symptoms to be missed. How is that happening? And, the pandemic has impacted male and female ADHDers. What is that impact? Joining us is Stephen Hinshaw, a Distinguished Professor of Psychology at UC Berkeley, and Professor of Psychiatry and Behavioral Sciences at UC San Francisco.

ABOUT THE GUEST - Stephen P. Hinshaw is Distinguished Professor of Psychology at UC Berkeley and Professor of Psychiatry and Behavioral Sciences at UC San Francisco. His focus is on developmental psychopathology, child and adolescent mental health (particularly ADHD), and the use of clinical trials to understand underlying mechanisms. He also actively investigates mental illness stigmatization and attempts to reduce such stigma.

Hinshaw has authored over 400 articles, chapters, and commentaries, plus 12 books. He has won numerous national and international research awards, including the James McKeen Cattell Fellow Award from the Association for Psychological Science, the Distinguished Scientific Contributions Award from the American Psychological Association, and the Sarnat International Prize in Mental Health from the National Academy of Medicine. He was inducted into the American Academy of Arts and Sciences in 2021.

His extensive media coverage includes the New York Times, Washington Post, Wall Street Journal, Today Show, CBS Evening News, ABC World News Tonight, and many more.

We are joined by two guests, Keri WIlmot and Rosemary Richings, both of whom are dyspraxia experts in their own right. Rosemary is dyspraxic, and Keri is an occupational therapist. We look at the condition from both perspectives, and talk about accommodations, diagnoses, and more.

Also, if you’re an educator, we have a great continuing education course called Strategies for Supporting Twice-Exceptional Students. Here’s the link to pre-order the course for independent study at a 20% discount! If you’re an administrator and want to utilize it district-wide, click this link and we’ll get in touch and answer your questions. All of the details are at www.Neurodiversity.University.

ABOUT THE GUESTS - Keri Wilmot is an occupational therapist, toy expert, Dallas blogger, and parent, who shares popular toy reviews, tips, and toy unboxings. Keri is a full-time pediatric occupational therapist. With more than 20 years of clinical experience, professionally Keri specializes in working with infants, young children and their families by promoting developmental milestones in clients’ homes, in the public school system, and in the community.

Keri is also the co-founder of ToyQueen.com. This online resource reviews toys, games, attractions, events, movies, experiences, and baby products for their developmental qualities.

Keri is the author of Wired Differently: A Teacher’s Guide to Understanding Sensory Processing Issues, and contributes to The Genius of Play and Understood.org.

Rosemary Richings is a Canadian writer, editor, and author. She was diagnosed with dyspraxia when she was a little girl, and her writing is based on her lived experiences. Rosemary’s writing has been featured on sites such as Travel + Leisure, The Good Trade, The Unwritten, Shareable, and a long list of other websites.

Rosemary currently serves on the board of trustees of Dyspraxic Me, an English charity specializing in peer support for young people ages 16-25. Her debut book, Stumbling Through Space + Time: Living Life with Dyspraxia, is available through Jessica Kingsley Publishers, and you can get 20% off using the discount code SPACETIMEPOD20.

In the second of our powerful two-part conversation, Emily Kircher-Morris and Dr. William Dodson discuss the complexities of ADHD, emotional dysregulation and its subset, and Rejection Sensitivity Dysphoria (RSD). He explains how RSD can manifest in ADHDers, the impact of childhood experiences, and the importance of understanding and treating these conditions. There is a need for updated diagnostic criteria and effective treatment strategies, including medication and supportive environments. They dig into the complexities of ADHD, including management strategies, and the importance of understanding the overlap between social anxiety and mood disorders.

TAKEAWAYS

• Emotional dysregulation is often overlooked in ADHD diagnoses.

• RSD is a specific condition affecting many with ADHD.

• The emotional pain from RSD can be both emotional and physical, and can lead to significant life impairments.

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

• Medication can be effective in managing emotional dysregulation.

• Understanding RSD is essential for clinicians working with ADHD patients.

• Preventative strategies are key in managing RSD episodes.

• Sleep, nutrition, structure, and routine play vital roles in emotional regulation.

• Social anxiety and rejection sensitivity can coexist but are distinct.

The research project Emily mentions in her closing thoughts.

The sign-up window is open for a limited time, for the Neurodiversity University Educator Hub! Join a community of like-minded teachers, administrators, and advocates who are passionate about supporting neurodivergent kids. It's a welcoming space to share ideas that will help make your classrooms and school districts better places for all students. The Educator Hub is available via an app for your smartphone, or online through a browser. Click and join us.

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.

Dr. Dodson has a book for clinicians, patients, and parents on the practice of ADHD medicine coming out at the end of 2025.

BACKGROUND READING

Bill Dodson’s website

Dr Dodson’s contributions to ADDitude magazine

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.

Get signed up 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.

Learn more 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

Patrick’s website

Instagram

The technology world is changing quickly. For confirmation, look no further than ChatGPT. Parents, teachers, and mental health professionals are rushing to determine where to draw new lines, and which lines to erase, so that kids are able to safely utilize resources and entertainment. Also, what is okay to post publicly? How can kids cope with FOMO (fear of missing out)? How can we help them deal with anxiety when they see the highly filtered lives of others on social media? Dr. Devorah Heitner is the author of Screenwise: Helping Kids Thrive (and Survive) in Their Digital World, and the forthcoming book Growing Up in Public. Dr. Heitner joins Emily Kircher-Morris to discuss these issues and more.

This episode is sponsored by Understood. Visit U.org for expert resources on ADHD, dyslexia, and other learning and thinking differences.

If you’re a parent with kids who may be struggling with anxiety or obsessive & compulsive thoughts, make plans to join us for a free webinar to learn more about a new program we’re offering through the Neurodiversity Alliance, called SPACE. Here’s the link to register, and download the PDF for more information. Listen to episode 88 for our conversation with Dr. Eli Lebowitz about the SPACE program.

ABOUT THE GUEST - Dr. Devorah Heitner is a resource parents turn to for empowering advice on raising resilient and kind kids in an always-connected world. Her previous book, Screenwise: Helping Kids Thrive (and Survive) in Their Digital World, was an Amazon bestseller, and she is a featured speaker at conferences and independent & public schools in the United States and abroad. Her writing has appeared in The New York Times, The Washington Post, CNN Opinion, Fast Company, and elsewhere.

Dr. Heitner earned a Ph.D. in media/technology and society from Northwestern University and has taught at DePaul University, Lake Forest College, and Northwestern.

Here's a link to Devorah's free email course, Seven Day Tech Habit Reset.

Host Emily Kircher-Morris delves into the world of video games. Does gaming affect gifted kids differently? What is special about the relationship between giftedness and gaming? We talk with Mark Talaga, M.A., LPC, and Brandon Tessers, LPC, from the Center for Identity Potential.

Mark Talaga is a Licensed Professional Counselor who earned his Masters at the Adler School of Professional Psychology. Mark specializes in working with children, adolescents, and young adults. 

Brandon Tessers is a Licensed Professional Counselor with a degree in Marriage and Family Counseling. He has particular interest in working with individuals and families struggling with issues related to technology and video games.

How important is early identification and evaluation of twice-exceptionality? And what are some common myths about 2e people? Julie Skolnick is the author of 'Gifted and Distractible: Understanding, Supporting, and Advocating for Your Twice-Exceptional Child,' and she joins Emily to bring insights that can empower parents who are starting on this journey with their children.

This episode is brought to you by Gifted Learning Lab, offering a free email mini course about diffusing power struggles. If you feel stuck in endless negotiations or arguments, this free power struggles mini course could help. Click for access.

Julie Skolnick, M.A., J.D., founder of With Understanding Comes Calm, LLC, passionately coaches parents of gifted and distractible children, mentors 2e adults, trains educators and advises professionals on how to bring out the best in and raise self-confidence in their 2e students and clients.

Julie serves as Secretary to the Maryland Superintendent’s Gifted and Talented Advisory Council, is an advisor for the Masters of Education Program for the Bridges Graduate School of Cognitive Diversity, is the Maryland liaison for Supporting the Emotional Needs of the Gifted (SENG), and is a Committee member for the National Association for Gifted Children (NAGC).. She produces Let’s Talk 2e! virtual conferences, hosts the Let’s Talk 2e! Parent Empowerment Series, maintains the free listing service, 2eResources.com, and publishes “Gifted & Distractible,” a free monthly newsletter.

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Often, neurodivergent people have a completely different communication experience than neurotypicals. They respond differently to regulation, attention, and motivation, and often parents struggle when trying to improve connections with their kids. Linda Murphy is the author of The Declarative Language Handbook, and we present an encore of our conversation from 2023, with ideas on how to reframe communication and break down barriers.

To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions.

Amanda Morin’s The Empathetic Edge podcast can be found here, bookmark it!

Linda Murphy is a speech language pathologist and RDI Consultant. She co-founded the “Peer Projects Therapy From the Heart” clinic in Beverly, Massachusetts, and has authored several books and numerous articles during her career. Linda has enjoyed working with individuals with social learning differences for over 25 years.

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In episode 205 we talk about how understanding and supporting the emotional needs of our neurodivergent children is like learning a new language.  This Perspectives episode brings the insights from three of our guests together to talk about how we can connect with our children and become fluent in interpreting those behaviors and helping them with emotionally.

For guest bios, or to listen to the full episodes, here are the links:

Episode 186, Parenting Through the Chaos and Finding Peace with Dayna Abraham

Episode 155, Declarative Language: A New Strategy for Neurodivergent Communication with Linda Murphy

Episode 180, Understanding Behaviors and Emotional Regulation with Mona Delahooke

If you're a teacher and not yet a member of the Neurodiversity University Educator Hub, we’ll be opening up registration in January. It will only be open for a limited time, so make sure you’re notified when it happens. Sign up here.

When gifted and twice-exceptional kids struggle, it’s often because people around them don’t recognize their perspective is different from the norm, and that we can try to meet them where they are. Debbie Reber, founder of TiltParenting.com and host of the podcast of the same name, discusses how we can help kids who are ‘differently wired.’

About the guest - Debbie Reber is a parenting activist, New York Times bestselling author, podcast host, and speaker who, before creating Tilt Parenting, spent more than fifteen years writing inspiring books for women and teens and speaking about issues like media literacy, self-esteem, and confidence. Since 2002, she’s written ten books, including Differently Wired: Raising an Exceptional Child in a Conventional World, which was published by Workman Publishing in June 2018.

Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

Play therapy is an often misunderstood counseling technique. On episode 123 we clear up some of the misunderstandings, with help from Katie Bassiri, a neurodiversity-affirming play therapist.

We also talk about our new online course for educators, “Strategies for Supporting Twice-Exceptional Students,” which is now available at www.neurodiversity.university.

ABOUT THE GUEST - Katie Bassiri, LPCC RPT-S, co-authored the book "Congratulations, You're Autistic!" with her husband, Alex Bassiri. Katie and Alex met while living in a 24-hour quiet college dormitory in Flagstaff, Arizona, where they once got into trouble for playing a board game too rambunctiously. They’ve been coloring outside of the lines together ever since.

Katie is a registered Play Therapist-Supervisor and Alex likes coming up with words that rhyme. Their autistic family lives in Albuquerque, New Mexico where they own and operate a play therapy agency that supports neurodiverse families. Their new book is now available on Amazon.

You can support the podcast at www.patreon.com/neurodiversity. The Neurodiversity Podcast is on Facebook, Instagram, Twitter, and you’re invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

Thank you for caring about neurodivergent people.

College admissions in a post-Covid-19 world have changed, and many universities have stopped requiring SAT and ACT scores, at least for 2020-2021. We discuss testing and test prep with Mike Bergin and Amy Seeley, who help students prepare for testing and understand how it works. They are the hosts of the Tests and the Rest podcast, and are guests on episode 61 of Mind Matters.

About the guests - Mike Bergin is an education industry expert who has designed, developed, or delivered instruction to countless students over the last 25 years. Mike started as a test prep teacher for Kaplan Test Prep, and became Center Director overseeing seven New York counties. Since then he’s worked for Huntington Learning Center, revising its test prep curriculum and systems, and in 2009, Mike founded Chariot Learning. Mike is a co-host of the Tests and the Rest: College Admissions Industry podcast.

Amy Seeley is a certified and licensed secondary-education teacher, receiving her degree from John Carroll University.  She began her career in test preparation over 26 years ago working for Princeton Review, and went on to work for Townsend Learning Centers. In 2006 Amy began Seeley Test Preparation Services in Cleveland. As demand for her services grew, she founded Seeley Test Pros in 2012. Amy is the founder and co-host of Tests and the Rest: College Admissions Industry podcast.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/mindmatters. The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com.

Thank you for caring about kids.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

Understanding ADHD is more than understanding its effects on learning or work. ADHD affects personal relationships and friendships too. How does ADHD impact the way we connect, communicate, and care for our loved ones? Alyssa Loman is a neurodivergent licensed clinical professional counselor, and she talks with Emily Kircher-Morris about the intricacies of ADHD within interpersonal bonds, and they share insights on fostering healthy connections.

When we were putting together this episode, we were thinking about how many of you might really benefit from having a guide to either reflect on your own experiences and relationships as an ADHDer, or have a conversation with the ADHDers in your life. We decided to create a free resource that can help. It’s a set of reflection questions and printable journal pages to help both adults and kids & teens delve deeper into understanding how ADHD impacts their relationships. Download it for free here.

Don’t forget, we’re launching a community for educators who are dedicated to creating a neurodiversity-affirming learning environment for students! Click here to hop on the waiting list and get more information. This will be an exciting and helpful place, with plenty of activities and resources every week that will help members grow and learn, from experts and each other.

Alyssa Loman, LPC, LCPC, ADHD-CCSP, is a neurodivergent licensed clinical professional counselor and ADHD-Certified Clinical Services Provider. She specializes in providing neurodiversity-affirming and strengths-based support to ADHD adults, and is particularly passionate about working with individuals diagnosed in adulthood and ADHD women. Alyssa is devoted to improving access to quality mental health care and support, increasing understanding and awareness of neurodiversity, and creating trauma-informed environments to support the individual as a whole.

In addition to being a mental health therapist, Alyssa is the co-founder of Empowered Pathways LLC, a training and consulting company focused on providing high-quality, neurodiversity-affirming professional development opportunities.

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Host Emily Kircher-Morris and Kate Bachtel, board president of SENG (Supporting Emotional Needs of the Gifted), and the owner of SoulSpark in Boulder CO, discuss new approaches to educating the gifted, from a parent's perspective and as an educator.

Kate Bachtel received a Master’s in Education with an emphasis in Educational Equity and Cultural Diversity from the University of Colorado-Boulder. She has a doctorate in Curriculum and Instruction with an emphasis in gifted from the University of Denver. She is the owner of SoulSpark Learning of Boulder, CO, an organization dedicated to establishing inspiring, diverse, inclusive and sustainable learning communities where children and educators thrive.

Related Links: SoulSpark Learning, SENG, Facebook, 6 Seconds

Never afraid to bump up against some of psychology’s doctrines, Scott Barry Kaufman joins us for a discussion about how we evaluate gifted people. We talk about the role of IQ in that evaluation, and he reveals details of his personal journey as told in his book, Ungifted: Intelligence Redefined.

About the guest - Scott Barry Kaufman is a Psychologist at Barnard College, Columbia University. Dr. Kaufman embraces a humanistic, integrative approach that takes into account a wide range of human variation – from learning disabilities to intellectual and creative giftedness to introversion to narcissism to twice exceptionality – to help all kinds of minds live a creative, fulfilling, and meaningful life. Scott writes the weekly column Beautiful Minds for Scientific American and hosts The Psychology Podcast. This spring, Scott will teach the course The Science of Living Well at Columbia University.

Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

Mindfulness is the awareness of the moment, the ability to observe and accept your feelings, stresses and sources of anxiety from a different perspective, and deal with them calmly. On episode 13 of Mind Matters, Emily Kircher-Morris talks with Michelle Benedict, from the organization Be Mindful, about how we can help gifted kids learn and utilize the skill of mindfulness.

About the guest - Michelle Benedict has a Master’s in Education and certification in Gifted Education. She recently joined the Be Mindful organization based in Denver as a Program Director. Be Mindful is a non-profit organization which provides training and education for both students and educators in utilizing mindfulness as a tool to improve educational outcomes.

Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

When we don’t provide a challenge for our gifted kids at school and let them fly under the radar, they can develop internal monologues that equate being smart with everything being easy. Emily Mofield and Megan Parker Peters, authors of Teaching Tenacity, Resilience, and a Drive for Excellence, on episode 24 of Mind Matters.

About the guests - Emily Mofield, EdD, is an assistant professor in the College of Education at Lipscomb University. Her background includes 15 years experience teaching gifted students and leading gifted services. She has authored or co-authored several books and research articles on the social-emotional needs of gifted students, and received the NAGC Hollingworth Award for excellence in research (with Megan Parker Peters).

Megan Parker Peters, PhD, is an associate professor and the Director of Teacher Education and Assessment at Lipscomb University. She is a psychologist, specializing in the needs of gifted and twice-exceptional learners. She is also the recipient of the National Association for Gifted Children's Hollingworth Award for research on achievement motivation (with Emily Mofield).

Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

Depending on what happens with Covid-19 this summer and fall, it’s likely there will be some influence on plans for the 2020-2021 school year. Whether it’s a delayed start, more online learning from home, or a different classroom setup, it looks like we’ll be writing more new rules for education. On episode 60, Emily Kircher-Morris talks with FlexSchool’s Jacqui Byrne about the future of online learning.

About the guest - Jacqui Byrne is the founder of FlexSchool, a learning community for gifted and 2e students. She has a background in education, teaching, counseling, and writing. She is the co-founder of the widely respected Ivy Ed college preparation and counseling firm. Jacqui developed her own verbal test prep curriculum and also wrote a test prep book for McGraw-Hill. She has provided services for school district guidance counselors, spoken at college parent nights, and presented at professional conferences. Prior to founding Ivy Ed, she taught creative writing to gifted students at Milton Academy. Jacqui earned a B.A. from Yale, and has twice-exceptional children of her own.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/mindmatters. The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com.

Thank you for caring about kids.

Copyright © 2019 Morris Creative Services LLC. All rights reserved.

In this episode of the Neurodiversity Podcast, Emily Kircher-Morris answers questions submitted by members of the Neurodiversity Podcast Advocacy and Support Group on Facebook. The questions cover a range of topics including co-occurrence between ADHD and dyslexia, word disability, gifted kids who are anxious, 504 denial in schools, learning disabilities + high cognition, and many more of your questions. The episode provides insights, strategies, and resources for parents and individuals navigating neurodiversity.

To submit questions for our next AMA, join the Neurodiversity Podcast Advocacy & Support Group on Facebook!

On episode 211, Emily Kircher-Morris talks with Brooke Schnittman, founder of Coaching with Brooke and author of Activate Your ADHD Potential. They discuss the barriers faced by ADHDers, the strengths of ADHD brains, the influence of the neurodiversity framework, the shift in our understanding of ADHD, the importance of structure and systems, her favorite tool for getting thoughts out of the head, and more. It’s a great conversation with plenty of usable advice and ideas.

Key takeaways:

• ADHDers often face barriers in trying to fit into societal expectations and meet the demands of teachers and employers.

• ADHD brains have strengths such as creativity, problem-solving, and intuition that should be explored and harnessed.

• The neurodiversity framework has influenced the understanding and approach to ADHD, emphasizing the need for structure and support tailored to individual strengths and learning styles.

• Getting thoughts out of the head and onto paper or through external processing can help with organization and reduce overwhelm.

• A message to a younger self with ADHD would be that it's going to be okay and that with the right tools and support, control can be gained over ADHD symptoms.

This episode is brought to you by the Council for Exceptional Children, dedicated to high-quality education that is inclusive and equitable for individuals with disabilities and/or gifts and talents. Attend their Annual Convention & Expo, March 13-16, 2024 in San Antonio, Texas. Register now at cecconvention.org/, and if you’re a school principal, receive free registration by using the code 24CEC100.

Brooke Schnittman is an esteemed expert in the field of ADHD management and support. She founded Coaching With Brooke in 2018, and offers tailored programs and strategies to support her clients with time management, organization, emotional regulation and self-advocacy. Brooke was diagnosed with ADHD later in life, and shares her passion as a public speaker and advocate. Her work has been featured on prominent media outlets such as Forbes, Entrepreneur, ADDitude Magazine, CBS and NBC, and has received a number of accolades in the ADHD community. Brooke has a Bachelor's in Elementary Education from Penn State University, and a Master's Degree from New York University, specializing in Students With Disabilities.

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Emily Kircher-Morris talks with family relationship expert Jennifer Kolari, author of “Connected Parenting: Set Loving Limits and Build Strong Bonds with Your Child for Life,” about ways to use the body’s natural chemicals and hormones in the formation of stronger ties with your kids or students. Giftedness often adds a layer of complexity to it, and we’ll talk about it on episode 18.

About the guest - Jennifer Kolari, MSW RSW, is a child and family therapist, and one of the nation’s leading parenting experts. She’s the founder of the program Connected Parenting, and author of Connected Parenting: Set Loving Limits and Build Strong Bonds with Your Child for Life.

Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

School refusal and distress are the subject of the day, as Emily Kircher-Morris welcomes child psychologist and former school psychologist, Dr. Emily King. They discuss the importance of understanding the underlying causes of anxiety, the need for neurodiversity-affirming approaches, and the balance between structure and flexibility in educational settings. The also discuss the importance of grace, connection, and individualized strategies when helping children navigate their emotional experiences.

TAKEAWAYS

• School refusal is often a response to anxiety, not an active choice.

• Understanding the difference between school refusal and school distress is crucial.

• Patterns of anxiety can vary based on environmental factors.

• Children may need different levels of support depending on their emotional state.

• Co-regulation is essential for helping children manage anxiety.

• Predictability in routines can help reduce anxiety for neurodivergent children.

• Flexibility within structure is important in educational settings.

• Parents should focus on what is necessary in their routines to reduce stress.

• Exit plans can empower children and reduce feelings of being trapped.

• Every child's experience is unique, and strategies should be individualized.

Register here for a free one-hour continuing education webinar entitled The Cost of Camouflage: Exploring Masking and Burnout in Neurodivergent Clients. It’s a free service of the Neurodiversity University!

Dr. Emily King is a child psychologist and former school psychologist with over 20 years of experience working with neurodivergent children and teens. She began her career specializing in school-based mental health in K-12 public schools in Houston, Texas, before transitioning to private practice in North Carolina, where she now supports the mental health needs of neurodivergent youth, their families, and educators.

Dr. Emily is the creator of The Neurodiverse Classroom, a professional development curriculum for educators, and hosts Learn with Dr. Emily on Substack, where she shares blogs, live workshops, and insights on neurodiversity and education. Her upcoming book, The Neurodivergent Learner, will be available for presale in early 2026. Her expertise has been featured on MSNBC’s Morning Joe, The New York Times, The Washington Post, and Parents.com.

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On Episode 249, Emily Kircher-Morris chats 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 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.

• 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.

• Interest in a subject can significantly boost motivation.

• 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.

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.

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Pre-order Emily’s new book! Get it at Amazon, Barnes & Noble, or Target.

Raising 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.

Sign up for our free week-long Crash Course on Creating Neurodiversity-Affirming Schools that Emily talked about in today’s show. All of the events in the course will be live and interactive, so you can talk to Emily, our expert guests, and other attendees, to share and learn how to better position your classroom to meet the needs of all learners.

Also, soon we’ll be launching a community for educators who are dedicated to creating a neurodiversity-affirming learning environment for students! Click here to hop on the waiting list and get more information.

Finally, please take a minute to take our listener survey. It’s quick and easy, and it will help us understand who is listening, so we can better choose the subjects and guests that matter to you.

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.

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There’s a nagging feeling most of us experience from time to time, that tells us maybe we’ve fooled everyone. We shouldn’t have been placed in a certain position, or we’re not qualified to take on a project. On episode 243 we revisit a talk with Lindsay Lee, the author of a study about impostorism. Why do we experience it? What can we do to tamp it down? 

Check out the Creating Neurodiversity-Affirming Schools webinar we hosted earlier this week! You’ll find great information that will help make your classroom or school a place where all students can thrive. If you like the webinar, we’d love to have you as a member of our Educator Hub, click here to join!

Dr. Lindsay Lee is an educational scholar focused on ensuring that all advanced learners, regardless of their background or circumstances, have access to the resources and support they need to reach their full potential. She is currently working as a research analyst and professional development creator & facilitator on a Jacob K. Javits-funded project to optimize gifted identification practices across the United States. Her research interests include equitably identifying advanced students, psychological and educational measurements, talent development across domains, and developing learning environments that encourage creative growth. She has published several research and practitioner articles, as well as book chapters on these topics.

In addition to her research, Lindsay is also an active member of several professional organizations, including the National Association for Gifted Children (NAGC) and the American Educational Research Association (AERA). She has presented her research at numerous conferences and has received recognition for her work, including the 2021 NAGC Carolyn Callahan Doctoral Student Award and the 2022 NAGC Research & Evaluation Network Dissertation Award.

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Today we explore the intriguing world of profound giftedness, shedding light on a subject often shrouded in mystery. Blake Haygood is an educator in gifted and talented programs, and he joins us to help unravel the characteristics that define the mere 0.13% of the population considered profoundly gifted. We talk about his son, Clark, who is among this rare group, and discuss their personal journey, milestones, and aspects of his personality that make Clark so rare and unique.

Don’t forget to pick up your pod swag! Our t-shirts, mugs, tote bags and more make great gifts for the upcoming holidays, and it’s a great way to help support our efforts. Check our merch page to see the full selection.

Davidson Institute is a proud sponsor of episode 197. For more information, go to DavidsonGifted.org.

Blake Haygood is a Gifted and Talented educator in Austin Independent School District, as well as a passionate advocate for gifted education. He and his wife are also the Program Directors for a member-run nonprofit called PG Retreat, which hosts annual retreats for profoundly gifted kids and their families. Blake volunteers with TAGT, the Texas Association for the Gifted and Talented, and he and his wife work as homeschool parents to meet the needs of their profoundly/severely gifted 11-year-old child.

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Procrastination is something we all do, but it’s even more common among people with executive function challenges. Do they do it for the same reasons as neurotypical people? How can we help lessen the anxiety associated with task initiation? What methods can a neurodivergent individual use to start or finish a project their brain is telling them to put off? Emily talks with Seth Perler about procrastination and task initiation, on episode 184.

Here’s the link for TEFOS. Register for free for The Executive Function Online Summit, so you can join Seth, Emily, and a variety of other professionals August 11-13.

Don’t forget, we’re launching a community for educators who are dedicated to creating a neurodiversity-affirming learning environment for students! Click here to hop on the waiting list and get more information. This will be an exciting and helpful place, with plenty of activities and resources every week that will help members grow and learn, from experts and each other.

Seth Perler is a well-known Executive Function Coach, activist, educator, vlogger, and guy who cares about seeing outside-the-box kids succeed. His passion is coming alongside struggling, neurodiverse learners and giving them effective tools to launch a successful future. Seth also helps educate parents and teachers on how to support neurodivergent learners by hosting TEFOS, The Executive Function Online Summit.

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The landscape is slowly changing for neurodivergent kids, but progress is slow and we’re facing headwinds. Getting a diagnosis is still integral to receiving educational services and insurance benefits, but there are downsides that can work to impede progress. Debbie Steinberg Kuntz joins us on episode 118 to talk about those subjects, and the free Bright & Quirky Summit April 4-8.

The summit brings together some of the world’s top neurodiversity experts, including our host, Emily Kircher-Morris. Panel members will host presentations and discussions designed to help parents, educators, counselors, and neurodivergent people understand and overcome challenges facing the neurodiversity community. It’s free for all April 4-8, so use our special link to get registered today.

ABOUT THE GUEST - Debbie Steinberg Kuntz, LMFT is a licensed marriage and family therapist and founder of Bright & Quirky, an organization helping bright kids thrive, even with learning, social, emotional, and/or behavioral challenges. She specializes in 'twice exceptional (2e)' kids and families, primarily with ADHD, autism, anxiety, and/or learning differences, who have been the focus of her private practice for over a decade.

Debbie received her BA from Middlebury College and MA in Child, Couple, and Family Counseling from Antioch University. She enjoys hiking the mountains near Seattle with her husband and two teen boys.

In part one of a two-part conversation, Emily Kircher-Morris and Dr. William Dodson discuss the complexities of ADHD, emotional dysregulation and its subset, and Rejection Sensitivity Dysphoria (RSD). He explains how RSD can manifest in ADHDers, the impact of childhood experiences, and the importance of understanding and treating these conditions. There is a need for updated diagnostic criteria and effective treatment strategies, including medication and supportive environments. They dig into the complexities of ADHD, including management strategies, and the importance of understanding the overlap between social anxiety and mood disorders.

TAKEAWAYS

• Emotional dysregulation is often overlooked in ADHD diagnoses.

• RSD is a specific condition affecting many with ADHD.

• The emotional pain from RSD can be both emotional and physical, and can lead to significant life impairments.

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

• Medication can be effective in managing emotional dysregulation.

• Understanding RSD is essential for clinicians working with ADHD patients.

• Preventative strategies are key in managing RSD episodes.

• Sleep, nutrition, structure, and routine play vital roles in emotional regulation.

• Social anxiety and rejection sensitivity can coexist but are distinct.

The window is open for Educator Hub sign-up for a limited time, beginning January 31. Join a community of like-minded teachers, administrators, and advocates who are passionate about supporting neurodivergent kids. Click and join us.

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.

Dr. Dodson has a book for clinicians, patients, and parents on the practice of ADHD medicine coming out at the end of 2025.

BACKGROUND READING

Bill Dodson’s website

Dr Dodson’s contributions to ADDitude magazine

Helping neurodivergent kids with executive function issues is tricky. You have to use the correct strategy for their personality, and they need to ‘buy in’ to getting the help. We talk with executive function coach Seth Perler about different approaches to solving neurodiversity’s executive function problem on episode 133. If you want to join us for TEFOS 2022, click here to sign up!

Also, here's a link to our continuing education and professional development course for school district gifted/twice-exceptional programs. It's a 15-hour, 6-module course called “Strategies for Supporting Twice-Exceptional Students,” by Emily Kircher-Morris. Learn more and get it for your district at Neurodiversity University.

ABOUT THE GUEST - Seth Perler calls himself a renegade teacher turned executive function coach & 2e coach. He helps struggling students navigate their educational landscapes, and helps them “disrupt” and improve their educational experience. Seth specializes in executive function issues and twice-exceptional learners.

You can support the podcast at www.patreon.com/neurodiversity. The Neurodiversity Podcast is on Facebook, Instagram, Twitter, and you’re invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

Thank you for caring about neurodivergent people.

Today’s classroom can feel like an alien environment for neurodivergent learners, and the resulting anxiety can derail and disrupt their educational experience. Simple and easily-implemented accommodations can completely change outcomes.  How important is placement for a child’s happiness and well-being? What do psychological professionals understand that educators often don’t? Creating an educational environment for neurodivergent kids in a system that isn’t made for them, on episode 99 of the Neurodiversity Podcast.

ABOUT THE GUEST - Dr. Laura Anderson Kirby is a licensed clinical psychologist, providing evaluations and therapy for children and adolescents with autism spectrum disorder (ASD). While ASD is her specialty, Dr. Kirby has broad training in child clinical psychology and works with children and families from various backgrounds with a wide range of presenting problems including anxiety, attention-deficit/hyperactivity disorder, and depression. She’s also the parent of two children.

​Dr. Kirby has a bachelor’s degree in psychology from Duke University, a Ph.D. in clinical psychology from the University of Maryland, College Park, and completed her pre-doctoral internship and post-doctoral fellowship at the Yale Child Study Center. At Yale, she was trained in the Supportive Parenting for Anxious Childhood Emotions (SPACE) program, which is a parent-training program recently found to be quite effective for decreasing childhood anxiety.

She’s the author of a children’s book called Henrietta’s Thistleberry Boots.

What is the best kind of therapy for your child? What is DMDD? How can you support your child’s need for executive function skills? This is episode 181, and it’s another Ask Me Anything with Emily Kircher-Morris. To be part of it, join us on Facebook in The Neurodiversity Podcast Advocacy & Support Group!

Also, we’re launching a community for educators who are dedicated to creating a neurodiversity-affirming learning environment for students! Click here to hop on the waiting list and get more information. This will be an exciting and helpful place, with plenty of activities and resources every week that will help members grow and learn, from experts and each other.

Educators, here’s more information on our continuing education courses in the Neurodiversity University. Get in touch with us and find out how to make it available to everyone in your district.

The language around autism and neurodiversity in general is changing. We talk with Kristy Forbes, founder of Australia-based inTune Pathways, about PDA (Pathological Demand Avoidance), the difference between PDA and other types of demand avoidance, and the changing language of autism, especially the terminology society uses to describe neurodivergent people.

ABOUT THE GUEST - Kristy Forbes is the founder of inTune Pathways, is autistic herself, and has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Pathological Demand Avoidance (PDA). She is a mother to four autistic children, ranging in age from 5 years to 21 years, all with varying autistic expression including non speaking and PDA, and she is married to an autistic man.

Kristy has the unique experience and insight into many perspectives: the teacher, the support specialist, the parent, the partner and the person. She understands, accepts, and acknowledges the very real challenges neurodivergent people and their families face, and the severely misunderstood and often undermined position they are in.

You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

On episode 149 we continue moving the world toward a more positive view of neurodivergence and its impact on society. We also talk about reimagining established thought processes, and using the plasticity of the brain to move toward compassion for self and others. We bring in the perspective of a neuroscientist, Dr. Nicole Tetreault. She’s the author of the book Insight into a Bright Mind: A Neuroscientist's Personal Stories of Unique Thinking, and she joins Emily Kircher-Morris for one of the final episodes of 2022.

Here’s a link to the Neurodiversity University, where you can find info on our first two courses, Strategies for Supporting Twice-Exceptional Students, and Foundations of Dyslexia for Educators. We’ll be adding courses for parents, mental health professionals, and more as we enter 2023, so look for more information along the way.

And, join our Facebook group here!

ABOUT THE GUEST - Dr. Nicole Tetreault is a neuroscientist, meditation teacher, international speaker, and author of the book, Insight Into a Bright Mind. She’s the founder of the Awesome Neuroscience blog, where she translates the most promising neuroscience and positive psychology for people to live their best lives. Dr. Tetreault received her Ph.D. from Cal-Tech in Biology, specializing in neurodevelopmental and neurodegenerative disorders. She believes we have the ability to wire our minds for positive plasticity through compassion and wisdom, and the ability to live the life we dream about.