Neurodiversity Podcast

Within traditional educational and parenting paradigms, behaviorist strategies such as token economies, behavior color charts, and positive reinforcement models are frequently treated as standard mechanisms for human development. However, these compliance-driven metrics often collapse under long-term evaluation, obscuring the critical psychological friction they introduce. Alfie Kohn, a prominent educational theorist and author of Punished by Rewards, joins the program to systematically critique the reliance on traditional behavioral modification systems, including school-wide positive behavioral interventions and supports (PBIS). Emily and Alfie break down the critical neurodivergent intersections of these models, explore the hidden psychological cost of praise, and discuss ways of shifting focus away from surface-level behavior modification and toward the collaborative cultivation of student-led problem-solving. TAKEAWAYS Behaviorist interventions like rewards and punishments function as temporary methods of external control rather than sustainable catalysts for authentic development. Extrinsic rewards actively diminish intrinsic motivation by shifting focus away from the task itself and toward the acquisition of the reward. Conditional rewards and continuous verbal praise implicitly communicates that fundamental human worth is tethered to performance and utility. Applied behavioral modification techniques often target observable surface actions while systematically ignoring the underlying physical, emotional, and sensory needs driving those behaviors. Cultivating a child's authentic self-regulation requires shifting from unilateral adult control to active, collaborative decision-making processes. Check out our continuing education courses for educators through our online platform, the Neurodiversity University! Find them here and here. Alfie Kohn is a prominent author, lecturer, and progressive education advocate whose work challenges traditional frameworks in schooling, parenting, and human behavior. He holds a bachelor's degree from Brown University and a master's degree from the University of Chicago. He has authored 14 books, including seminal titles such as Punished by Rewards, The Schools Our Children Deserve, Unconditional Parenting, and The Myth of the Spoiled Child. Described by Time magazine as perhaps the country's most outspoken critic of education's fixation on grades and test scores, Kohn's insights have significantly shaped the practices of educators, parents, and managers worldwide. His work has been profiled in major publications like the Washington Post and the Los Angeles Times, and he has been featured on hundreds of TV and radio programs, including The Today Show and two appearances on Oprah. Based in the Boston area, Kohn lectures extensively at universities, national education conferences, and parent organizations while maintaining his comprehensive digital archive at alfiekohn.org. BACKGROUND READING Alfie's books, website, Twitter/X The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

When highly capable children spend years cruising through an educational system where academic rigor is geared toward the average, they fail to develop the neurological muscles required to process difficulty. This week, we present an encore chat with Dr. Brian Housand, coordinator of the academically or intellectually gifted program at the University of North Carolina Wilmington, and Andi McNair, a gifted education author and digital innovation specialist. They discuss how burnout can be a result of long-term exposure to unrealistic expectations and a profound fear of failure, and how it can also manifest in a sort of imposter phenomenon among high-ability learners. They explain why teachers and parents should resist the urge to rescue high-ability kids from cognitive discomfort, instead allowing space for productive struggle. TAKEAWAYS Equating intelligence with "quick and easy" creates a highly fragile academic identity that collapses the moment a learner encounters an authentic cognitive challenge. The feeling of ineffectiveness that comes with burnout often stems from an internalized need for external validation. Depriving high-ability students of productive struggle prevents them from building coping mechanisms and adaptive emotional resilience. High-ability learners sometimes experience a profound sense of isolation, which can be minimized by structuring shared spaces to foster a sense of universality. Gifted burnout in adults sometimes signals an unidentified twice-exceptional presentation, where early compensation strategies have finally been overwhelmed by adult executive demands. Perfectionism can be difficult to identify in therapy, and once identified, still very difficult to overcome. If you're a mental health professional, join us for Overcoming Perfectionism in Therapy: Supporting Neurodivergent Clients Who Keep Moving the Finish Line. Matt Zakreski will present this 1.5 hour continuing education course this Friday, June 5th at 1:00 pm Central, and if you can't join us live, that's okay. The video will be available afterward for anyone who registers, and either version is APA and NBCC approved for 1.5 hours of continuing education credit. Register now or learn more at this link, or just go to neurodiversity.university. Dr. Brian Housand is the coordinator of the Academically or Intellectually Gifted program at University of North Carolina Wilmington, and creator of Gifted360.com. He is also a published author and speaker, and has worked in education as a classroom teacher, gifted ed teacher, and university professor for over 20 years. Andi McNair is a passionate educator, author and speaker. Andi taught in the gen-ed classroom for 16 years, and then switched to serving gifted learners where she found her calling. She enjoys sharing her passion for innovative education through her books for educators, speaking nationally, and finding meaningful ways to use technology. Andi currently works as the Digital Innovation Specialist in a Waco, Texas school district. BACKGROUND READING Brian Housand's website, BH Facebook, BH Twitter/X, BH Instagram Andi McNair's website, AM Facebook, AM Twitter/X, AM Instagram The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Parents often believe they know their children, when in reality they haven't made the effort to really understand them. That understanding can be even harder when adding ADHD into the mix. Dr. Sharon Saline is a clinical psychologist and author of the book, What Your ADHD Child Wishes You Knew. She talks with Emily Kircher-Morris about how to go about understanding your child better, and how ADHD can complicate the relationship. This conversation was previously released. Perfectionism can be difficult to identify in therapy, and once identified, still very difficult to overcome. If you're a mental health professional, join us for Overcoming Perfectionism in Therapy: Supporting Neurodivergent Clients Who Keep Moving the Finish Line. Dr. Matt Zakreski will present this 1.5 hour continuing education course on June 5th at 1:00 pm Central, and if you can't join us live, that's okay. The video will be available afterward for anyone who registers, and either version is APA and NBCC approved for 1.5 hours of continuing education credit. Register now or learn more at this link, or just go to neurodiversity.university. Sharon Saline, Psy.D., is a clinical psychologist and the author of the award-winning book, What Your ADHD Child Wishes You Knew: Working Together to Empower Kids for Success in School and Life, and creator of The ADHD Solution card deck, which specializes in working with neurodiverse children, teens, adults and families living with ADHD, learning disabilities, high-functioning autism, twice exceptionality and mental health issues. Working for years as a clinician, educator, coach and consultant, she translates complex information into accessible language and concepts that everybody can understand and apply in their lives. BACKGROUND READING Facebook, Instagram, Twitter/X, Pinterest, LinkedIn, YouTube The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

When a student or child is dysregulated, adults often focus entirely on finding the right words to say or the appropriate consequence to give. But what if the most critical factor in that interaction isn't the consequence itself, but the energy of the adult delivering it? Dr. Lori Desautels, an educator, researcher, and professor of applied educational neuroscience at Butler University, joins the podcast to reframe how we approach discipline, emotional regulation, and transitions. Her latest manual, Body and Brain Brilliance, emphasizes that true support, whether in a classroom or a living room, must begin with the adult's own nervous system. Emily and Lori discuss why transitions are biologically exhausting, how to build a vocabulary around physical sensations, and why traditional, punitive discipline models often escalate neurodivergent students. Lori also outlines a practical, compassionate framework for repairing ruptures between teachers and students, shifting the focus away from sheer compliance and toward co-regulation. TAKEAWAYS A dysregulated adult cannot effectively regulate a dysregulated child, making the adult's own awareness the first pillar of support. The goal isn't to be perfectly calm all the time, it's to cultivate "embodied awareness," recognizing the physical signs of when your nervous system is activated. Transitions are difficult because the brain consumes significant energy moving from a predictable, comfortable state into new expectations or environments. Effective discipline often requires an adult to offer their grounded nervous system to a child who needs to borrow a little stability. Outward behavior is not necessarily defiance, it's often an indicator that the nervous system is struggling and requires support. Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Join Emily Kircher-Morris on May 1st for a targeted continuing education training designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours (available live or via recorded independent study) by registering at neurodiversity.university or clicking here. Dr. Lori Desautels is an educator, researcher, and professor of Applied Educational Neuroscience at Butler University, where she teaches graduate students and advances research connecting brain science to classroom practice. Her work centers on trauma-accommodating, neurodiversity-affirming frameworks that support both educators and students. Dr. Desautels is the author of several books, including her newest manual, Body and Brain Brilliance, which outlines the four pillars of the Applied Educational Neuroscience framework. Her approach provides Tier One strategies that integrate regulation, relationship, and brain-based practices to foster environments where adults, children, and youth can thrive. BACKGROUND READING Lori's website, Facebook, Instagram, LinkedIn The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Interoception plays a pivotal role in how all people perceive and engage with their bodies and the world around them. For neurodivergent people, the differences we experience in interoception can have a bigger effect than we might expect. From the very sensation of 'feeling our feelings,' to the day-to-day experiences and potential supports for those with variations in their interoceptive system, we dig into the subject with Dr. Kelly Mahler, an occupational therapist and professor at Elizabethtown University. How well do we truly understand interoception, and how does it influence those who process it differently? Plus lots more, on this reprise conversation, episode 313. Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Join Emily Kircher-Morris on May 1st for a targeted continuing education training designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours (available live or via recorded independent study) by registering at neurodiversity.university or clicking here. Kelly Mahler is an occupational therapist who has served both school-aged children and adults for the last 20 years. She earned a Doctorate in Occupational Therapy from Misericordia University in Dallas, PA, and has won multiple awards, including the 2020 American Occupational Therapy Association Emerging and Innovative Practice Award & a Mom's Choice Gold Medal. Kelly is an adjunct faculty member at Elizabethtown College as well as at Misericordia University, and is a co-principal investigator in several research projects pertaining to topics such as interoception, self-regulation, trauma & autism. BACKGROUND READING Kelly's website, Facebook group, Instagram, Twitter/X, YouTube The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Why is inattentive ADHD so often missed, especially in girls? In this episode, Emily Kircher-Morris is joined by Cynthia Hammer, author of Living with Inattentive ADHD and founder of the Inattentive ADHD Coalition. Cynthia shares her personal journey of being diagnosed at age 49 and her late-life mission to ensure the next generation of girls doesn't have to wait decades for answers. The two discuss the subtle clues of inattentiveness, the overlap between ADHD and autism, and how perfectionism often serves as a high-stakes masking strategy that leads to adult burnout. They also talk about the Big Sisters for ADHD Girls initiative, and the importance of early screening. It's a call to action for parents, educators, and clinicians to look past the surface and support the authentic neurodivergent self. TAKEAWAYS Inattentive ADHD isn't hard to see; rather, society hasn't been trained on what to look for. It's been suggested that some girls begin masking as early as age three. While masking helps girls fit in socially, the cognitive load of playing a role often leads to severe burnout in adulthood. Perfectionism is frequently used as a coping mechanism to avoid the rejection sensitivity that comes with ADHD. There is a significant overlap between inattentive ADHD and autistic traits, particularly regarding sensory processing and social cues. A diagnosis provides a vital framework of self-empathy, replacing the labels of "lazy" or "unmotivated" with a biological explanation. Because ADHD is highly genetic, a child's diagnosis is often the first step in recognizing neurodivergence across the entire family tree. A reminder to sign up for a live 90-minute training workshop Emily will be presenting for parents, educators, and clinicians on Wednesday, April 15, 2026 at 12:30 PM Eastern, 9:30 AM Pacific. She joins with Elizabeth Sautter to provide a neurodiversity-affirming framework that helps kids and teens build real emotional regulation and resilience without shame, pressure, or power struggles. If you can't join live, a recording will be available shortly after the presentation ends. Register here. Cynthia Hammer, MSW is an advocate, author, and nonprofit leader dedicated to increasing awareness and understanding of Inattentive ADHD. Diagnosed at age 49 in 1992, she has spent decades working to amplify the voices of individuals whose ADHD often goes unseen and misunderstood. Cynthia is the author of Living with Inattentive ADHD and the founder of two nonprofit organizations, ADD Resources and the Inattentive ADHD Coalition. She currently leads the FINDtheADHDgirls initiative, a project focused on identifying and supporting girls and women whose ADHD has been overlooked. Through her writing and advocacy, Cynthia continues to expand recognition and access to support for those with inattentive ADHD. BACKGROUND READING FINDtheADHDgirls: website, LinkedIn, LinkedIn Showcase, Facebook, YouTube, Instagram, podcast. Inattentive ADHD Coalition: LinkedIn, Facebook, Instagram, YouTube. Cynthia Hammer: LinkedIn, Facebook The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Why does friendship feel like an intuitive gift for some, but a complex, manual process for others? This week, Emily Kircher-Morris sits down with social-emotional learning expert Caroline Maguire, author of the award-winning Why Will No One Play With Me? and the upcoming Friendship Skills for Neurodivergent Adults. The conversation dismantles the harmful narrative that connection should happen organically, reframing social struggles not as character flaws, but as understandable skill gaps influenced by executive dysfunction and past trauma. They talk about the concept of "Middle School Caroline," the inner child who reacts to perceived slights with high-alert protection, and suggest advice on unmasking, managing rejection sensitivity, and finding "your people" who value compassion over perfect social performance. TAKEAWAYS The "friendship should be easy" narrative fuels unnecessary shame. Connection is a complex skill set, not an innate character trait. Executive dysfunction directly impacts the logistical and emotional labor of maintaining adult relationships. Rejection Sensitivity (RSD) often functions as a protective mechanism whose past social trauma colors present-day perceptions. Unmasking in friendships is a gradual spectrum that requires identifying safe people rather than an all-or-nothing disclosure. Neurodivergent social strengths like info-dumping and deep empathy are valid forms of connection that deserve recognition and framing, rather than suppression. Neurodivergent adults often base social perceptions on the most recent interaction, making objectivity and evidence-based thinking vital for relationship stability. Mental health professionals, join us for our training session, Interpreting Autism Assessment Data in High-Masking and Under-Identified Presentations. Dr. Taylor Day is the presenter, and this recorded self-study is now available. It's approved for both APA and NBCC continuing ed hours. You can take the course here. Caroline Maguire, M.Ed., PCC is an internationally recognized expert in social-emotional learning, ADHD coaching, and relationship development. She is the author of the award-winning book Why Will No One Play with Me? and the upcoming Friendship Skills for Neurodivergent Adults (Balance Books, April 2026). As the host of The ADHD Social Playbook podcast, Caroline helps neurodivergent individuals build the confidence and connection skills needed to thrive in relationships. A coach, educator, and sought-after speaker, Caroline developed a comprehensive SEL training methodology used by parents, clinicians, and educators to foster self-awareness, emotional regulation, and meaningful social interactions. She is the founder of the family-focused coach training program at the ADD Coach Academy, and brings both professional expertise and personal insight to her work as a neurodivergent person with ADHD, dyslexia, and learning disabilities. Her work has been featured by TEDx, ADDitude, WebMD, MindBodyGreen, and more. BACKGROUND READING Facebook, Instagram, "Friendship Skills for Neurodivergent Adults" book: Amazon, Barnes & Noble, Books a Million, Hachette, Audible The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

This week, Emily sits down with advisory teacher Rebecca Duffus, and neurodiversity advocate Lyric Rivera, to discuss the critical shift from viewing autism as a purely medical diagnosis to embracing it as a core identity. Lyric shares their personal journey of late discovery and the complex emotions that accompany it, from grief to validation. Rebecca provides some insight into the importance of authentic, affirming language. They also discuss how to empower autistic youth to advocate for their needs, navigate a world that isn't always accommodating, and ultimately discover the power of being exactly who they are. Rebecca and Lyric are co-authors of Autism, Identity and Me. TAKEAWAYS Identity vs pathology is all about framing autism as a core identity, rather than strictly a medical diagnosis or a list of deficits. Late-diagnosis autism often results in a complex cocktail of emotions, including grief, anger, and eventually relief. There is a crucial difference between forcing an upbeat perspective, and using language that genuinely validates an autistic person's lived experience. Equipping, not just protecting, will help autistic kids understand neurodiversity, handle misunderstandings, and utilize an autism identity statement for self-advocacy. There is a shifting landscape of autism support, language, and systemic challenges in the US, especially compared to the UK. Mental health professionals, join us for our next live 90-minute CE training, Inherited Neurodivergence: Supporting Parents' Identity Journeys, featuring presenter, Dr. Amy Marschall. The event is Friday, March 6 at 2:00 pm Eastern/11:00 am Pacific. It's approved for continuing education through the American Psychological Association and the National Board of Certified Counselors. If you can't make it live, you can still register for the self-study version. Rebecca Duffus, BSc, PGCE, MA, is an experienced Advisory Teacher with a background in psychology and a master's in Autism and Education. Based in the UK, she has worked across mainstream and specialist education settings, as well as with local councils, charities, and educational services to support autistic students and the professionals who serve them. Rebecca is the author of Autism, Identity & Me, a workbook and guidebook set published by Routledge in both the U.S. and the UK. She regularly speaks at conferences, develops parent programmes, and provides training and coaching for educators and schools. Her work centers on supporting identity-affirming practices and building inclusive, informed environments for neurodivergent learners. Lyric Rivera is the founder of NeuroDivergent Consulting and the author of the best-selling business ethics book Workplace Neurodiversity Rising, praised by Forbes as "an excellent 'how-to manual' based on lived experience and professional competence," and named a "Trend for 2023." A prominent voice in the neurodiversity movement, Lyric is also the creator of the popular blog NeuroDivergent Rebel and the originator of the #AskingAutistics hashtag, which has sparked wide-reaching conversations about the Autistic experience. Through their writing, consulting, and online advocacy, Lyric helps organizations and individuals build more inclusive, neurodiversity-affirming environments. Their work fosters connection and understanding across communities and empowers neurodivergent people to be heard, supported, and celebrated. BACKGROUND READING Rebecca: Website, Instagram, Facebook, LinkedIn Lyric: Website, Facebook, Instagram, Threads, Blue Sky, Substack The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Child-led support is often misunderstood. Some imagine it as a chaotic free-for-all where the child runs the show. Some worry it means abandoning all structure. In reality, a child-led approach is about moving from being a director to being a partner. In this episode, Emily Kircher-Morris sits down with speech-language pathologist Nicole Casey to dismantle the compliance-based models of therapy that have dominated the field for decades. Nicole explains how shifting the focus from "fixing" speech to fostering authentic connection creates deeper buy-in and faster generalization of skills. They discuss Gestalt Language Processing (GLP), why we need to stop writing "80% accuracy" goals, and how using rubrics can revolutionize the way parents and educators track meaningful progress. TAKEAWAYS Child-led is an approach that centers the child's interests and experiences, removing arbitrary adult-directed rules (like "sit still") to prioritize safety, connection, and agency. Speech is just one form of communication, but gestures, hand-leading, and AAC play major roles in communication. Some children learn language in chunks or scripts tied to emotional context. Goals based on 80% accuracy are arbitrary and often measure compliance rather than authentic communication. Using rubrics allows teams to track the quality and autonomy of a skill (e.g., self-advocacy) across different contexts, offering a visual and qualitative way to see growth. Before enforcing a direction, ask, "Does this rule actually serve the child, or is it just for my convenience?" The Educator Hub opens the week of February 16! Go here for more info, and if you'd like, you can be alerted the minute it opens. Nicole Casey, MS, CCC-SLP, is a speech-language pathologist, educator, and the founder of The Child-Led SLP and Child-Led Therapy Center. She is widely recognized for her work in shifting speech therapy away from compliance-based approaches and toward connection-first, neuroaffirming support for autistic children. Nicole's approach empowers adults to follow the child's lead, honor all forms of communication, and focus on building authentic relationships as the foundation for meaningful progress. Through her online courses, membership community, and Let Them Lead podcast, she is helping parents and professionals reimagine what effective, compassionate therapy can truly look like. BACKGROUND READING Nicole's Facebook, Instagram, Let Them Lead podcast (via Apple Podcasts) The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Why do certain student behaviors trigger an intense emotional reaction in us? According to Maria Munro-Schuster, it often has less to do with the child and more to do with our own history. In this episode, Emily sits down with Maria, a licensed clinical professional counselor and author of the new book, The Empathetic Classroom: How a Mental Health Mindset Can Support Your Students and You, to discuss the gap between therapeutic insight and the reality of the classroom. They talk about the use of the term "Mental Health Mindset" to describe a way of being that prioritizes nervous system regulation over behavior management. They also discuss complex topics like counter-transference (how our own past influences our reactions to students), and neuroception (how our bodies scan for safety), and provide guidance on how to set flexible boundaries that protect both the adult and the child. TAKEAWAYS Educators' own histories and emotional patterns can dictate their reactions to students. Safety is a prerequisite for learning. There's an important distinction between flexible and rigid boundaries. While teachers are not therapists, they are the "first responders" to student emotions, therefore need the tools to handle that responsibility without burning out. Therapists, register now for the continuing education course, Get It Done: How to Help Clients with ADHD (& Others) Improve Productivity. Dr. Ari Tuckman will join Emily for this APA and NBCC approved 1.5 hour continuing education training on Friday, February 6. Register before February 2 for an early-bird bonus as well. Maria Munro-Schuster is a licensed clinical professional counselor and former K-12 and university teacher who spent more than a decade in the classroom before transitioning to mental health work. She practices at Mango Beetle Counseling in Bozeman, Montana, where she blends her background in teaching, writing, and psychology. She is the author of The Empathetic Classroom: How a Mental Health Mindset Can Support Your Students and You. BACKGROUND READING Maria's website, LinkedIn The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

"Parent the child you have," is a common piece of advice in the neurodiversity community, but what does it actually look like in practice when stress is high and patience is low? Why do traditional consequences often fail to build the skills a child actually needs? And how can parents distinguish between enabling a child and truly supporting them? Today, Emily Kircher-Morris talks with Cindy Goldrich, founder of PTS Coaching, and author of Eight Keys to Parenting Kids and Teens with ADHD, about the developmental reality of executive dysfunction and why "calm is power" when it comes to parenting complex kids. TAKEAWAYS "Parenting the child you have" requires letting go of the expectations of who you thought they would be and getting curious about who they actually are. Executive function is a developmental process, and the human brain often isn't fully mature until age 25 to 30. Intelligence and executive function are separate traits; a high IQ does not guarantee a child will have the ability to organize or self-regulate. Enabling is defined as doing something for a child without a plan to help them eventually do it for themselves. Stress physically restricts access to the prefrontal cortex, making executive function skills harder to access in high-pressure moments. ADHD is fundamentally a delay in the development of executive function skills, sometimes by as much as 30%. Oppositional behavior (often labeled ODD) is frequently a result of emotional dysregulation rather than a calculated choice to be difficult. A parent's ability to remain calm is their greatest power in helping a dysregulated child. Here's the link to register for the continuing education training on January 23, "Adapting Cognitive-Behavioral Therapy for Autistic and ADHD Pediatric Clients." Cindy Goldrich, Ed.M., ADHD-CCSP is a leading expert in ADHD and executive function support, and the founder of PTS Coaching. She is the author of 8 Keys to Parenting Kids & Teens with ADHD, and co-author of ADHD, Executive Function & Behavioral Challenges in the Classroom, two widely used resources for parents and educators seeking practical, compassionate tools to better support neurodivergent kids. Cindy has trained thousands of families and professionals through her Calm & Connected® workshops and certification programs for ADHD Parent Coaches and Teacher Trainers. Known for her clear, empathetic teaching style, she also serves on the Board of Directors for CHADD and the Editorial Advisory Board of Attention Magazine, continuing to advocate for greater awareness and more effective support across home and school settings. BACKGROUND READING Cindy's website, Facebook, LinkedIn, Instagram, YouTube, discount book order (while offer lasts), Free gift about how to support your child or teen. The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Emily Kircher-Morris chats today with Diane Dempster and Elaine Taylor-Klaus from Impact Parents, hosts of the Parenting with Impact podcast. They talk about the challenge of motivating neurodivergent kids, and break down why it's so challenging. The chat includes a framework called PINCH, a way to remember and think about important elements of motivation. You'll come away with practical strategies for parents to foster a supportive environment that encourages engagement, and ways to move away from fear and stress as motivators. TAKEAWAYS Traditional parenting advice often doesn't apply to neurodivergent kids. Motivation can be misunderstood; it's not always lack of interest. Executive functioning skills play a crucial role in motivation. Dopamine is essential for engaging in non-preferred tasks. Waiting until the last minute can be a legitimate strategy for motivation. Fear-based parenting creates stress and is not sustainable. Intrinsic motivation develops later in life, especially for neurodivergent individuals. The PINCH framework helps identify different motivators for kids. Novelty keeps the brain engaged and interested. Competition can motivate but may also cause anxiety in some children. Collaboration and connection with peers can enhance motivation. Parents should experiment with different motivational strategies. Transparency and vulnerability in parenting can build trust. If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website. Elaine Taylor-Klaus and Diane Dempster co-founded ImpactParents.com in 2011 because traditional parenting advice wasn't working for their complex kids and they found no training or coaching available designed specifically to support them as parents of complex kids. Internationally recognized as leading parent educators, they use a coach-approach to help parents reduce the stress of raising children, teens, and young adults with ADHD, Anxiety, Autism, LD and more. They're the creators of Sanity School® behavior training, and the authors of many books including Parenting ADHD Now: Easy Intervention Strategies to Empower Kids with ADHD and The Essential Guide to Raising Complex Kids with ADHD, Anxiety and More. BACKGROUND READING Impact Parents website, Parenting with Impact podcast, Facebook, Instagram, Twitter/X, LinkedIn The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.

As we wrap up 2025, we are featuring some of our most important conversations, including this conversation about IQ, intelligence, and intelligence assessment. Emily Kircher-Morris welcomes Dr. Jack Naglieri, an emeritus professor at George Mason University and senior research scientist at the Devereux Center for Resilient Children. Dr. Naglieri is renowned for his work in intelligence testing and the development of the Naglieri Nonverbal Ability Test. In this sprawling conversation, Emily and Jack talk about his insights on the evolution and misconceptions surrounding intelligence assessment. They discuss the history of intelligence testing, and the limitations and biases inherent in traditional methods. Dr. Naglieri describes the experiences that led him to question the validity of verbal-based intelligence tests, and ultimately inspired his development of nonverbal assessment tools. They discuss the PASS theory of intelligence, and how it forms the foundation of the Cognitive Assessment System (CAS), a tool designed to measure these processes and offer a nuanced profile of an individual's cognitive strengths and weaknesses. You can download a free copy of the PASS Theory of Intelligence and the CAS2. Dr. Jack A. Naglieri, Ph.D., is Emeritus Professor at George Mason University and Senior Research Scientist at the Devereux Center for Resilient Children. His main interest is the development of psychological and educational tests and the implications these approaches have for accurate and equitable assessment. He has published about 25 books, 50 tests and rating scales, and approximately 300 research papers. Jack is the author of tests used for identification of gifted students, including the Naglieri Nonverbal Ability Test. He partnered with Dina Brulles and Kim Lansdowne to coauthor the Naglieri Tests of General Ability Verbal, Quantitative and Nonverbal, and the book, Understanding and Using the Naglieri General Ability Tests: A Call to Equity in Gifted Education (Brulles, Lansdowne & Naglieri, 2022). Dr. Naglieri has received many awards for his extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with equitable scientific practice. BACKGROUND READING PASS Theory of Intelligence and the CAS2, Jack's website, The Naglieri General Ability Tests If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website. The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group.