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Treat the girl, not the label; take them seriously, though not literally.  

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Treat the girl, not the label; take them seriously, though not literally.  

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Give your teen the real-world skills school never taught: money, life admin and independence. Raise them well. Launch them strong.

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Therapy & Child Development | Growing Nurtured Minds - Growing Nurtured Minds

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Growing Nurtured Minds offers compassionate, expert therapy for children. Discover individualized care plans and holistic support to help your child thrive.

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Neuroqueer is an online community of neurodivergent LGBTQIA+ adults supporting one another through body doubling, intentional practices, and workshops.

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Neuroqueer is an online community of neurodivergent LGBTQIA+ adults supporting one another through body doubling, intentional practices, and workshops.

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Neuroqueer.org

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Community. Connection. Support. An online community of neurodivergent LGBTQIA+ adults supporting one another through body doubling, intentional practices, and workshops.

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Academic, career, social and independent living services. Eight locations include DC, TN, CA, FL, TX, & CO

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Academic, career, social and independent living services. Eight locations include DC, TN, CA, FL, TX, & CO

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College Living Experience - CLE | Post-Secondary Supports

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FEATURED IN About CLE Since 1989, young adults from across the U.S. have counted on CLE's academic, career, social and independent living services to help them succeed at college, pursue a career, learn

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Comprehensive transition programs for individuals 18-26 with autism, ADHD, and other learning differences. 5 locations: MA, FL, CA, IN

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Comprehensive transition programs for individuals 18-26 with autism, ADHD, and other learning differences. 5 locations: MA, FL, CA, IN

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CIP | Specialized Autism Transition Programs

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One of the world’s most comprehensive autism transition programs, CIP empowers young adults to succeed in college, employment, and independent living.

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How To Find A Neurodiversity-Affirming Therapist: A Step-by-Step Guide

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How To Find A Neurodiversity-Affirming Therapist: A Step-by-Step Guide

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How To Find A Neurodiversity-Affirming Therapist: A Step-by-Step Guide | Life Skills Advocate

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Find a neurodiversity-affirming therapist who understands your strengths, respects your needs, and supports your unique neurodivergent experience.

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Interactive video of realistic conversation

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Interactive video of realistic conversation

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How To Help A Friend With A.S.K. | Interactive Video | #AskToHelp

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What is Neurodiversity? And why it's important for academia to know about it

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Social vs. Object-Based Conversations: A Neurodivergent Perspective

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This article explores how social-based and object-based conversations affect connection for neurodivergent people, particularly Autistic people. I explore reasons social-based conversations can be difficulty for Autistic people and ways to use object-based conversation for deeper social-emotional co

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Autistic burnout vs depression, what are the differences? In this article, you’ll learn about the overlap and how psychologists tell them apart.

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Identify your relationship preferences (before trying to solve the differences)

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Identify your relationship preferences (before trying to solve the differences)

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medium.com needs to review the security of your connection before proceeding.

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Neurodiversity for Educators Asynchronous Short Course – Sarah E. Silverman

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Neurodiversity for Educators Asynchronous Short Course – Sarah E. Silverman

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This course is designed to introduce educators (including faculty, staff, advisors, librarians, and others) to the history, politics, and key terms of neurodiversity and its relevance to higher education. Participants will explore the origins of neurodiversity in the Autistic advocacy movement, learn the histories and definitions of key terms such as "neurodiversity", "neurodivergent", and "neurotypical", and explore the relevance of disability law and policy to neurodiversity. First-person perspectives from neurodivergent students and staff as well as classroom case studies provide real-world reference points and applications for this background. This course is ideal for educators who are looking to build their foundational knowledge of neurodiversity and set goals for working toward greater inclusion. The course consists of four asynchronous modules, which can be combined with an optional "kick-off" or "wrap-up" event to summarize learning and make connections to campus or program goals.

Module 1: Neurodiversity history, theory, and key terms

Module 2: Lived experience: Learning from neurodivergent students and staff

Module 3: Neurodiversity in higher education: Law, policy, and beyond

Module 4: Applications in course design and teaching
Course goals

Define key terms related to neurodiversity

Recognize the roots of neurodiversity in Autistic activism

Explore the relationship between disability law & policy and neurodiversity

Engage with first-person narratives of neurodivergent students and staff in higher education

Practice navigating learning scenarios involving neurodiversity through case studies

Reflect on your own relationship to neurodiversity and draft goals for working toward greater inclusion

If you would like to join an upcoming run of this course, please fill out this form.

Please contact me if you would like to learn more about this course or bring it to your campus.
Course author information
Sarah Silverman, PhD is an instructional designer and instructor of Disability Studies. As an autistic educator, she has a personal stake in Neurodiversity as well as extensive college teaching and faculty development experience. Sarah provides training and consulting about the relevance of neurodiversity in higher education with a focus on the history of neurodiversity as a social justice movement. Her writings appear in T o Improve the Academy, the Journal of Interactive Technology and Pedagogy, the blog Feminist Pedagogy for Teaching Online, New Directions for Teaching and Learning, and at http://www.sarahemilysilverman.com.

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Neurodiversity for Educators Asynchronous Short Course

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This course is designed to introduce educators (including faculty, staff, advisors, librarians, and others) to the history, politics, and key terms of neurodiversity and its relevance to higher education. Participants will explore the origins of neurodiversity in the Autistic advocacy movement, learn the histories and definitions of key terms such as "neurodiversity", "neurodivergent", and "neurotypical",...

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Helping students get back on track. Semester Off is an innovative, group-learning, educational enrichment program which had been changing lives of 16-25 year olds since 2015. Collage can leave behind many students if they are not prepared for the social, emotional, academic and organizational rigors

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Welcome to
Mansfield Hall

Mansfield Hall​ is a residential living and learning community which provides academic, executive functioning, social, and independent living skill support to ​students in order to facilitate their successful transition to college and independence.

Stay in the loop on what's happening at Mansfield Hall

SOCIAL COMMUNICATIONS SPECIALIST - BURLINGTON

Our Students

Mansfield Hall is designed to support students who are college-capable, but who may not yet be fully-ready for total independence at college.

Our students are still building skills in executive functioning, independent living skills, and/or social communication. They may have a diagnosis of ADHD, learning disabilities, Asperger's Syndrome, nonverbal learning disabilities, or mild autism, but are also capable of pursuing formal post-secondary education and making a supported transition to college and independence.

If you, or your child, would like to learn more about how Mansfield Hall can support diverse learners please review this site and call us to speak to an Admissions Representative.

Our Four-Core Approach

We help students reach their true potential and realize their ultimate goals by developing a customized plan based on our four core approach:
Living. Learning. Giving. Engaging.
Our students are enrolled in for-credit and degree-seeking coursework at the local colleges, engage in a robust and supportive social community, live in a supported and integrated residential environment, and use their talents to give back to others, all while building confidence, resiliency, and executive functioning skills necessary to facilitate their own successful transition to independence within a college setting.

Our Mission:

The Mission of Mansfield Hall is to build a community that empowers and supports students with diverse learning needs to earn a college degree, develop authentic living skills, and create a meaningful life.

Connect With Us: We would love to start a conversation with you. Please feel free to drop us a note, and we will schedule a time to connect that works well for you.
Send Us A Message

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College Support for Students with Learning Disabilities | Mansfield Hall

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Mansfield Hall​ is a residential living and learning community which provides academic, executive functioning, social, and independent living skill support to ​students in order to facilitate their successful transition to college and independence.

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Landmark College for Students with Learning Disabilities, ADHD & ASD

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Fully accredited college exclusively for students who learn differently and home to LCIRT, the leading institute for learning disabilities research & educator training.

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TIME TIMER Home MOD - 60 Minute Kids Visual Timer Home Edition - for Homeschool Supplies Study Tool, Timer for Kids Desk, Office Desk and Meetings with Silent Operation (Pale Shale)

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Buy TIME TIMER Home MOD - 60 Minute Kids Visual Timer Home Edition - for Homeschool Supplies Study Tool, Timer for Kids Desk, Office Desk and Meetings with Silent Operation (Pale Shale): Timers - Amazon.com ✓ FREE DELIVERY possible on eligible purchases

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We can always use a hug. Therabrand weighted products give the gift of relaxation that you can give yourself anytime, anywhere. Shop Thera's line of weighted robes & weighted blankets to wrap yourself in calm.

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SHOKZ OpenMove - Open-Ear Bluetooth Sport Headphones, Bone Conduction Wireless Earphones, Sweatproof for Running and Workouts, with Sticker Pack, Grey

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Amazon.com: SHOKZ OpenMove - Open-Ear Bluetooth Sport Headphones, Bone Conduction Wireless Earphones, Sweatproof for Running and Workouts, with Sticker Pack, Grey

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This buttery soft and breathable GOTS-certified organic cotton weighted blanket is ideal for all seasons.

Weighted blankets have been medically proven to aid naturally deeper sleep cycles. The weight on your body stimulates the production of serotonin (the happy hormone), reduces cortisol (the stress hormone), and increases melatonin, which helps you fall (and stay) asleep.

Our chunky-knit Cotton Napper helps you sleep more deeply, and wake feeling rested and revitalized.

Free shipping and hassle-free returns.

Materials

Our organic long-staple cotton is pre-washed for buttery softness - just like your favorite T-shirt.

GOTS and OEKO-Tex 100 certified (95% Cotton, 5% Spandex)

Organic cotton is naturally breathable and 100% biodegradable.

A healthier choice for your home and the environment: organic cotton uses 85% less water than conventional farming methods and is free from harmful chemicals, pesticides, synthetics, or artificial softeners.

Care Instructions

Wash separately in cool water (max 30 °C), on a delicate or permanent-press cycle.
Tumble dry on low.

Note: your Cotton Napper may take more than one cycle to be fully dried. Avoid hanging your Napper to dry - it'll stretch out its lovely loops.

Your Cotton Napper comes with an organic cotton dust bag that makes it easy to store, wash, or take along.

Learn more: How to wash your Bearaby knitted weighted blanket

Specs

Our Napper is designed for a single person and comes in three different weights:

15 lbs - 40" x 72"

20 lbs - 45" x 72"

25 lbs - 48" x 72"

Your Napper should be roughly 10% of your body weight (i.e 150lb body weight = 15lb Napper).

If you're between weights, we recommend you go with the higher weight category (i.e 170lb body weight is best-suited to a 20lb Napper).

The best weighted blankets are handmade! Since our Nappers are hand-knit, size and weight can vary slightly between each blanket.

Learn more in our ultimate weighted blanket guide.

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This buttery soft and breathable GOTS-certified organic cotton weighted blanket is ideal for all seasons. Weighted blankets have been medically proven to aid naturally deeper sleep cycles. The weight on your body stimulates the production of serotonin (the happy hormone), reduces cortisol (the stress hormone), and increases melatonin, which helps you fall (and stay) asleep.

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Take Care Of Employees. Take Care Of Business | RethinkCare

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RethinkCare provides evidence-based tools, trainings and clinical support for working parents, caregivers and their families.

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Check out this great listen on Audible.com. We’ve all been told, at one point or another, to “just be yourself”. Whether you are starting school, beginning a new job, attending a party—any time you are trying to find your place in a new or unfamiliar environment—well-…

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Failure to Launch - Good Thorough Article Explaining

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Failure to Launch - Good Thorough Article Explaining

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OPI Residential Treatment Center for Young Adults

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For all OPI Living Programs, we begin helping young adults who might be associated with a Failure to Launch Syndrome diagnoses in this way:

Thoroughly learn about and understanding this individual, his/her family and their world and then...

Address all issues at hand utilizing a multi-focal treatment approach including:

Psychological/psychiatric components;

Psychological/educational components where tutoring, study hours or neuro-psycho-educational testing may be scheduled;

Psycho/social components in which participants engage in individual life coaching or guided social activities ranging from Tai Chi, creative art projects to open mic nights;

Opportunities to express, experience and share a joyous part of themselves.

All our OPI Living Programs provide a nurturing environment that focuses on helping young adults achieve some level of success, even if it's as simple as "I got through a conversation with my parents, and we were able to hear each other, disagree and come to a compromise!"

The growth that results may start externally. But, it quickly moves internally as the young adult begins to understand the process of persevering and succeeding.

Our experienced clinical team and personnel, dedicated Departments of Educational Services, Career and Volunteer Services, Extracurricular Activities, and Life Coaching along with our OPI Living facility location in Southern California make it possible for us to find opportunities these young adults can truly get excited about so they can begin to expand their horizons. This excitement is essential because it enables them to share a joyous part of themselves, which, when reflected back, helps create hope for the future.

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Young Adults Transitioning to Independence

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Overcome failure to launch syndrome with OPI's specialized programs for young adults. Gain the skills and support needed to successfully transition to independence.

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Failure to Launch Residential for Women in Texas

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Failure to Launch Residential for Women in Texas

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Our residential treatment center and transitional living program in Needville, Texas helps young adult women overcome mental health issues.

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Failure to Launch Residential for Young Men

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Failure to Launch Residential for Young Men

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We Build Healthier, Happier, and Stronger Men. Over the last thirteen years, we have helped struggling young men who are failing to launch become independent.

What is Failure To Launch Syndrome?

Failure to launch syndrome is defined as the inability of young adults to leave home and live independently without extensive financial, emotional and logistical support. At Forte Strong, young men work with experienced coaches and therapists to help them develop the skills they need to provide for themselves and the confidence to persevere through difficult and challenging situations. We support families as well, through our Parent Education Platform using experienced therapists and staff.

Young men are becoming stuck and failing to launch. We can help.

How We Help With Failure To Launch Syndrome

Forte Strong is the nation's premiere life coaching and independent living program for young men, dedicated to treating failure to launch syndrome, and the variety of individual challenges associated with Failure to Launch. Among the issues addressed: are social anxiety, avoidant personality disorder, depression, impulsivity, defiance, ADHD, low self-esteem, technology addiction, and other dependencies that keep young men from launching successfully.

A huge part of success is the belief that success is possible. Forte Strong puts great emphasis on small, but positive steps your son will take towards independence to help nurture that belief. A win, no matter how small, is empowering and enough seemingly small wins add up to HUGE success.

Is Your Son Struggling To Launch

UNLOCK YOUR POTENTIAL

The potential lies within, but what's the key to unlock it? Is it solely a matter of hard work and perseverance, or does the puzzle hold another piece? Have you ever wondered why one individual grapples with daily challenges while other young adults of similar age seem to achieve more effortlessly? What's the secret? Is it destiny and misfortune, or is there a different, tangible factor... something that can be learned, comprehended, and applied? Irrespective of past or present circumstances, Forte Strong offers the tools, techniques, and training to propel off the couch, out of the confines of the home, and into the real world.

What We Do -> Failure To Launch Treatment

Who does Forte Strong help?

Forte Strong's treatment program caters to young men ages 18-30 who struggle to become independent Forte Strong can get him there. The young men who attend Forte Strong have a combination of underlying issues compounding to create a low tolerance for willingly exposing themselves to uncomfortable situations that they would be capable of dealing with but just don't want to deal with. This manifests as operating on the premise of, "What is the bare minimum I have to do in the next 24 hours to survive?" It also results in a poor ability to effectively cope when they feel overwhelmed; typically, coping consists of disengaging and immersing themselves into an escapism where they don't have to deal with whatever is causing the discomfort. This could be video games, TV, reading books, excessive video streaming, social media, lifting weights, playing sports, art, or even work. The second common coping mechanism is to drop an emotional grenade, an excessive emotional response to blow the uncomfortable situation out of the water. The underlying issues that are compounding primarily consist of anxiety, depression, executive functioning, lack of direction, a sense of pride, and a high sense of Shame.

How long is a typical stay?

The typical duration of a stay at Forte Strong ranges from 6 to 9 months, with an average length of 7 months. This extended period enables individuals to delve deeper into the barriers they face, fostering a comprehensive understanding crucial for crafting their developmental plan. Within this timeframe, they'll have the opportunity to implement behavioral changes and cultivate a mindset that paves the way for tangible real-life experiences. The goal is to ensure a seamless transition from Forte Strong into full independence, with well-established habits that have been both developed and maintained prior to graduation.

Where is Forte Strong located?

Forte Strong is situated in the city of St. George, nestled on the southwestern edge of Southern Utah. St. George's strategic location places it less than a 2-hour drive north of Las Vegas and just 4 hours south of Salt Lake City. The region is a haven for outdoor enthusiasts who flock to Southern Utah to experience its world-renowned rock climbing, canyoneering, river rafting, mountain biking, and fishing. The area is also home to five national parks, including Arches, Zion, Canyonlands, Bryce Canyon, and Capitol Reef.

Our program is designed to immerse students in a multitude of learning opportunities, all within an environment that revolves around experiential learning. This is why we believe that Forte Strong is ideally situated to provide our students with the perfect backdrop for their personal growth and development.

Is Forte Strong a rehab?

Forte Strong does not offer detox. Nor does it work with applicants who actively struggling with illegal drugs, violence, illegal sexual activity, or severe psychological problems. Forte Strong is a life-education program that focuses on Failure to Launch Syndrome, Avoidant Personality, Social Anxiety Disorder and Adjustment Disorder as well as video game addiction , pornography, depression, low self-esteem, entitlement, affluenza, and other similar issues.

When can my son enroll?

Forte Strong is open throughout the year with a rolling admission. We work with your son on an individual one-on-one basis, meaning you won't wait to give your son the help he needs now. We believe "there is no better time than the present to make a positive change for the future."

Is your son right for Forte Strong?

Forte Strong works with young men who need to become independent, but they either lack the desire or are struggling in their attempts. They often rely excessively on their parents or other caretakers, avoiding adult-like responsibilities and challenges. The obstacles preventing them from moving forward in their lives include anxiety, depression, lack of direction, and a diminished sense of self-worth. These barriers create low tolerance to facing uncomfortable situations they could handle but don't want to, coupled with ineffective coping mechanisms. Consequently, they operate with the mindset of "What is the bare minimum I have to take on in the next 24 hours to survive or get by?".

For parents, this can be a hard thing to address because, generally speaking, their son isn't doing anything MAJORLY wrong within a 24-hour day. If their trajectory was to be considered, it might be off by one or two degrees. However, when you stack up 100 or 300 of these days in a row, you begin to notice that the slight deviation off their intended trajectory maintained for a long time results in being severely off-course. If you were to consider the last hundred days, you would notice that the problem is substantial because nothing significant has been achieved.

If, as a parent, you feel that this is relatable, the inevitable question arises: how can they persuade their son to attend? Since they are adults, coercing them is not an option. If you can relate to this situation, complete our parent questionnaire to schedule an immediate strategy consultation. Our dedicated team has assisted hundreds of families to regain control and guide their sons on the right path. Let us help you support your son effectively.

Is Forte Strong qualified to offer therapy to my son?

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Failure to Launch Independent Living Program | Young Men 18-26

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Failure to launch program specializing in life skills coaching for young men 18-26. We get your son off the couch, out of the house, & into the real world!

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Thinking about neurodiversity in the workplace? Here is a place to start. By Jonathan McBride

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Based on the experiences of, and research done by Christina Cary, Kathryn Bardi, and Sean McLean When it comes to neurodiversity in the workplace, everyone should be willing to learn what works best to promote inclusion, well-being, and performance. I’m no exception.

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Our mission is to empower neurodiverse individuals, caregivers, parents, yoga instructors, and educators with the knowledge and skills to experience and share the expansive practice of Adaptive Yoga. We are dedicated to contribute research on how the Adaptive Yoga Method™ fosters social-emotional, physical, and spiritual wellbeing.

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Our mission is to empower neurodiverse individuals, caregivers, parents, yoga instructors, and educators with the knowledge and skills to experience and share the expansive practice of Adaptive Yoga. We are dedicated to contribute research on how the Adaptive Yoga Method™ fosters social-emotional, physical, and spiritual wellbeing.

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Neurodiversity Celebration Week aims to bring about worldwide neurodiversity acceptance, equality and inclusion in schools and workplaces.

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NEW BRUNSWICK
550 Jersey Avenue
New Brunswick, New Jersey 08901-1392

Hours: Monday - Friday 8:30 a.m. - 4:30 p.m.

PERTH AMBOY
161 New Brunswick Avenue
Suite 300, Floor 3
Perth Amboy, New Jersey 08861-4193

Hours: Monday - Friday 8:30 a.m. - 4:30 p.m.
ON-SITE RESOURCES: CAREER NAVIGATION AND TRAINING SERVICES:

Career Navigation Assistance / Counseling

Jersey Job Club workshops

Digital literacy classes - New Brunswick location only

ESL classes

Job training services

HSE preparation

Re-employment orientation

Interviewing assistance

Resume assistance

Tuition waiver

JUST FOR YOU:

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Career Services | One-Stop Career Centers

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New Jersey's One-Stop Career Centers offer the most services and provide the most direction for jobseekers.

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This Project SEARCH program has been recognized internationally for exemplary employment outcomes including 100% employment outcomes in 2020.

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List of possible workplace accommodations

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List of possible workplace accommodations

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Quickly search and find information about various accommodation options.

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Tourette Syndrome is much more common than most people think, affecting as many as 1 in 100 individuals. NJCTS provides answers for kids and their families.

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Stairway to STEM | Resources for Autistic Students Going to College

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Resources for neurodivergent students starting college 

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Resources for neurodivergent students starting college 

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Resources for autistic students / students on the autism spectrum transitioning from high school to college, particularly in Science, Technology, Engineering, and Math (STEM) fields

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Stairway to STEM | Resources for Autistic Students Going to College

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Stairway to STEM. Resources for autistic students / students on the autism spectrum transitioning from high school to college in STEM.

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Free neurodiversity printables and posters to download and share.

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Demand avoidance: possible underlying causes

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Demand avoidance: possible underlying causes

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Not specific to PDA

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OCD treatment centers in New Jersey | Stress & Anxiety of NJ

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We are a specialty practice using science and expertise to treat OCD and other anxiety disorders. We are an elite group of evidence-based licensed psychologist

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There is a tremendous amount of untapped talent among those in the autism spectrum community who stand ready and able to contribute to the workforce. Thanks to an increasing number of companies who value a culture of diversity and inclusion and go the distance in implementing the proper accommodations, there is less untapped talent and more bright, motivated autistic folks at work than there would be otherwise. Dell Technologies is one such company.

It comes as no surprise that Dell has chosen to pursue a culture of neurodiversity. CEO Michael Dell has been quoted as saying "diversity and inclusion helps drive innovation and growth, and is critical to the long-term success of our company. I'm proud of the legacy we are building as an employer of choice for all." New ideas from a diversity of perspectives result in a greater capacity for problem solving. New ways of thinking are incorporated into the technology offerings, fostering greater accessibility. And the autistic employees benefit as well. As such, Dell's Autism Hiring Program is a win-win-win proposition: for the company, for its people and for its customers.

When asked to speak about their employment experience at Dell, a few of the autistic members of Dell's workforce have had wonderful things to say, as have their nonautistic colleagues. These folks admit to being eager to learn and to try new things. They value having an impact on those around them and being able to teach others. Dell affords them these opportunities, and taking advantage of them instills in them a sense of fulfillment, empowerment, belonging and connectivity with their colleagues. The business impact of these outcomes is the enhancement of team spirit, cohesion and focus.

There are abilities which are prevalent among many on the autism spectrum, including me, which lend themselves well to careers in technology. Attention to detail, commitment to quality and consistency and capacities for analytical and "outside the box" thinking are common. I would not be half the information technology consultant I am today if it weren't for these skills and work habits. With respect to commitment and consistency, there is a correlation between these and longevity at a company. Dell reports a significantly lower turnover rate among its autistic employees. I am in my 25 th year of employment at my company, largely because I see value and take pride in loyalty, and because I prefer the predictability and structure associated with going to the same workplace, working with familiar people and attending to the same kinds of tasks day after day. The evolution of the technology with which my colleagues and I work has kept the job interesting and stimulating over the long term.

When Dell launched their Autism Hiring Program in 2018, they recognized the need to re-think the hiring process and how to best attract talent. They chose to partner with an organization connected to the Autism Resource Center (ARC) of Philadelphia, known as Neurodiversity in the Workplace (NITW) in order to achieve these goals. The Neurodiversity in the Workplace Initiative connects autistic folks to jobs that fit their skill sets. NITW partners with Human Resources departments in helping to identify the right candidate(s) for the company's open position(s). They support managers and other nonautistic co-workers as to how to best interact and work with new autistic hires.

Candidates are thoroughly prepared for long-term careers. They are trained to advocate for themselves which promotes independence. They learn how to manage differences between how they and their coworkers process sensory input. Emotional regulation and expression, understanding the unwritten rules of the workplace, teamwork with managers and colleagues, and navigating e-communications are also addressed. NITW helps implement an onboarding process after the hire is made, providing onsite training as necessary to ensure success. Finally, the organization's work in supporting a neurodiverse workforce is promoted to the community.

Dell's Autism Hiring Program was first put to the test at one of their Massachusetts-based locations and was later implemented at the company's headquarters in Texas as a result of its initial success. The program allows candidates to demonstrate their skills outside the traditional job interview which is often problematic for folks on the spectrum. Interview proficiency requires both strong verbal and nonverbal communication skills. The latter is a particularly common challenge for autistic people, and I am no exception.

Throughout my youthful years and into adulthood, I didn't even understand what nonverbal communication entails, much less be competent at it. I could only comprehend spoken words and only the most obvious gestures, like how somebody's face looks when she is angry or overly excited. Relatively subtle and nuanced forms of nonverbal communication almost always eluded me, and so I would be unable to respond accordingly. As such, I did not fare well when it came to dating and romance. I can't even recall having kissed a woman with my eyes closed during my bachelor days, not once. If I did, it was purely by coincidence, and without any awareness of what I was actually doing. Considering that a date and an interview have much in common, certainly with respect to body language, it becomes evident that a traditional job interview will often fall short of doing an autistic candidate justice, leading to unfavorable and misleading yet all too important first impressions. Kudos to Dell Technologies for recognizing this reality and for offering a more equitable path to employment.

Candidates entering the Autism Hiring Program are initially screened for their interest in the open employment opportunities and for the pertinent skills, experience and qualifications. If they qualify, they are invited to a two-week skills assessment/mentorship session. Those who succeed move on to a 12-week Summer internship from which several have been hired as full-time Dell employees. Cyber-Security, Artificial Intelligence and Software Engineering are among the technology areas that are taught during the internship. Ample opportunity exists within this kind of framework for candidates to showcase their talents, prove what they are capable of, build self-esteem and grow along the way. No high stakes "all or nothing" job interview which, if it happened, could very well deny the organization of a worthy asset.

Now is as good a time as any for more companies to follow Dell Technologies' example and that of other companies who implement accommodations for neurodiversity in the workplace. Folks on the autism spectrum and others who are neurologically different (including people diagnosed with ADHD) are all too often overlooked because they are typically not thought about by those who make recruiting and hiring decisions. And yet, neurodivergent people who are able and ready to get to work represent phenomenal levels of untapped talent and potential eagerly waiting to be put to use. Consequently, the unemployment rate is regrettably and disproportionately too high among neurodiverse individuals. Now is the time to re-imagine who can be successful members of the workforce and how to best bring them in.

Sam Farmer wears many hats, among these father, husband, musician, computer consultant, and autism spectrum community contributor. Diagnosed later in life with Asperger's Syndrome, he writes blogs and articles, records coaching videos, and presents at conferences, sharing stories, ideas, and insights as to how one can achieve greater happiness and success in life despite facing challenges and adversity that often interfere in these pursuits. To learn more, visit .

"A Long Walk Down a Winding Road: Small Steps, Challenges, & Triumphs Through an Autistic Lens" is available on Amazon and can be purchased at all major booksellers.

Copyright 2023 Nexstar Media Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

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Celebrating neurodiversity in the workplace: The Dell example

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Autistic people have much to offer employers.

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Let's build a world where EVERYONE understands their own brains...
AND understands that the entire human experience is a reflection of unique neural wiring plus the goodness of fit from one's environment & the people in it.

There is no one type of "normal" brain. All brains are different. All brains are awesome.

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Let's build a world where EVERYONE understands their own brains... AND understands that the entire human experience is a reflection of unique neural wiring plus the goodness of fit from one's environment & the people in it. There is no one type of "normal" brain. All brains are different.

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Neurodiversity is a term that seems to be everywhere these days. And increasingly, kids and young adults are using it to describe themselves. But what does it mean to be neurodiverse, and where does the term come from?

In short, it means that there are many differences in the way people's brains work. There's no "correct" or "incorrect" way. Instead, there is a wide range of ways that people perceive and respond to the world, and these differences should be embraced.

The term neurodiversity was coined in the 1990s to fight stigma and promote acceptance of people with autism. But it also includes other conditions that involve neurological differences, such as ADHD and learning disorders like dyslexia and dyscalculia.

The neurodiversity movement was launched by Judy Singer, an Australian sociologist who is herself on the autism spectrum. Singer saw neurodiversity as a social justice movement, to promote equality of what she called "neurological minorities" - people whose brains work in atypical ways. As she defined them, those minorities included people with autism as well as ADHD and learning differences. Singer felt that these differences should not be viewed as deficits, but rather as normal and potentially valuable variations on the way brains work.

A main goal of the neurodiversity movement is to shine a light on the benefits of this diversity. For example, the creativity that so often goes with learning differences like ADHD and dyslexia, or the hyperfocus and novel perspectives associated with autism.

"Everybody has strengths and everybody has things that they're working on," notes Stephanie Lee, PsyD, a clinical psychologist with extensive experience working with kids with ADHD and on the autism spectrum. "Instead of thinking of people with autism or ADHD as needing to be 'fixed,' we put a spotlight on things that they're good at and help with things that they're working on."

In this approach, focusing on strengths becomes an important part of treatment. "Being a strength-based therapist means that I look at the strengths of the family, and of the individual," said Dr. Lee. "And then I think, 'How can I take this unique individual's strengths and use them to breathe life into an evidence-based treatment?' "

Dr. Lee observes that this treatment approach also emphasizes helping kids work towards their own goals, rather than deciding the goals of treatment for individuals without including them. "If there are symptoms that are making it hard for an individual to reach their goals, that are getting in their way, that's what we want to work on."

Proponents of neurodiversity also argue that some of the impairment that affects kids with autism, ADHD and LDs is caused by problems in the environment they're in. For example a rigid school schedule or a loud, bright workplace can make it impossible for them to function well. They are also undermined by the social exclusion that can stem from misunderstanding by neurotypical people. That's why another focus of the movement is to encourage changes in environments - everything from workplaces to classrooms to kids' birthday parties - to make them more welcoming and open to those who think, process and learn differently.

Neurodiversity has also evolved from a focus on individuals with a formal diagnosis of autism, ADHD or a learning disorder to include a broader group of people, many of whom self-identify as neurodiverse. Cynthia Martin, PsyD, the Clinical Director of the Autism Center at the Child Mind Institute, describes this shift.

"The term used to be used to describe people who either had a clinical diagnosis or were borderline, with symptoms that are near the clinical threshold for a diagnosis," she explains. "More recently, what I've seen is broadening to include anybody who identifies with it. People who feel that they think or process outside of the box."

Neurodiversity, she says, has become something many people, especially adolescents, are increasingly comfortable identifying with. For kids around middle-school age who are struggling socially, identifying as neurodiverse can be a way to make sense of what they're going through. The concept gives them a brain-based explanation for their difficulties - "Oh, I'm like this because my brain works differently." It can also help create a sense of community with others who identify as neurodiverse.

Some children are now diagnosing themselves with conditions that fall under the umbrella of neurodiversity, seeing a potential diagnosis as a way to validate their experiences. "The result is that we've been seeing parents come in with their self-referred 11-to-13-year-old who wants to be evaluated for autism," says Dr. Martin. These children may or may not end up with autism diagnoses, but an evaluation is often an important step toward helping them feel better and cope with challenges (more on this below).

Kids aren't alone in finding comfort in the potentially broad applications of neurodiversity. Dr. Martin reports that parents, too, sometimes use the concept to describe children whose behaviors, especially their emotional extremes, don't seem to have any other explanation.

When kids are very rigid, or react with outbursts or meltdowns that seem out of proportion to the circumstances, frustrated parents are left looking for an explanation. "We have parents who say, 'Well, my child must be neurodivergent in the way they're processing information because how could this response be anything else?" she adds. That frequently leads them to seek an autism evaluation, though there are other factors that can lead to extremes in moods.

If a child comes to a parent to say they feel they are neurodivergent, the most supportive response is to be open and empathetic, without judgment, Dr. Martin says. Saying "I'm so happy that you're talking to me about this" is always a good place to start. Getting an evaluation is an appropriate next step, though it's helpful not to promise the child that the evaluation will automatically lead to the diagnosis they are seeking. The evaluation will be the start of providing a solution for the issues that are concerning them.

What the evaluation should yield is a pretty comprehensive look at what the child is struggling with. And it should identify whether those struggles reach the clinical threshold for a formal diagnosis - though it not might be the diagnosis they are expecting. "Sometimes through the evaluation there is another diagnosis that a child meets the criteria for," she says. "There might be social anxiety or a mood disorder. There could be ADHD, there could be non-verbal learning disorder. These are all diagnoses that make it difficult for individuals to navigate social relationships, group environments, and often have co-occurring challenges with sensory processing. Sometimes kids don't meet criteria for a diagnosis of anything."

But not meeting the criteria for a disorder doesn't mean the child's struggles aren't real, Dr. Martin adds. "I tell them, 'That doesn't minimize your experience, so let's talk about what we can do to support you, or find other answers if necessary.' " The end result should be a plan that both parents and child can have confidence in.

Dr. Martin notes that while the movement to use the term "differences" rather than "disorders" has benefits, it's still crucial to focus on actual diagnosis when children have serious symptoms.

"When kids have a disorder that is significant and will impact them on a daily basis, and will show up at school, will show up in their friendships, will show up in their home life, in their adaptive skills, you do need a diagnosis from a medical perspective," she explains. The diagnosis is the basis for understanding the child's condition, as well as for getting much-needed supports, therapies and school services.

But recognizing neurodiverse people as having differences, rather than deficits, is broadly useful in helping kids fulfill their potential and thrive. "Having the people who you are interacting with - our teachers, employers, friends and family - thinking more in terms of neurodiversity is much more inclusive, much less stigmatizing," says Dr. Martin. "It just recognizes that there are going to be differences in how people go into an environment."

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What Is Neurodiversity? - Child Mind Institute

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Why kids are proudly calling themselves neurodiverse, and what the term means for kids with autism, ADHD and learning disorders.

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The Bridges Graduate School of Cognitive Diversity in Education

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Skip to content

Our program features five different focus areas and academic tracks:
curriculum and instruction, research, leadership and administration, professional development,
and home schooling.

A minimum of a bachelor's or a master's degree is required for admission. Applicants must display a special interest in strength-based, talent-focused education for twice exceptional & neurodiverse learners.

The Bridges Graduate School of Cognitive Diversity in Education offers three programs in a new and exciting field growing out of neurodiversity and positive psychology, cognitive diversity in education.

The faculty, consultants and advisor experts at Bridges Graduate School are comprised of scholars, authors, experienced teachers, researchers & others with a respected international reputation in cognitive diversity.

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The Bridges Graduate School of Cognitive Diversity in Education

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We enroll a small, select group of dynamic educators and professionals who we expect to change the world.

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Video: Nonverbal Learning Disabilities Basics

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An expert explains the basics of nonverbal learning disabilities. Watch this video to learn about nonverbal learning disabilities in children and the skills NVLD affects.

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Mental Health Podcast · Updated Biweekly · The UpTic is a podcast that provides an opportunity for the eclectic voices of the TS community to be heard. The topics covered will be as diverse as this neurodivergent population. You will hear per…

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Affirming Neurodiversity in Therapy and Education

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Affirming Neurodiversity in Therapy and Education

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The more I learned about neurodiversity, the more I aligned with the philosophy and the more I wanted to share it with others. The concept was simple enough and congruent with much of what I had already learned from years of reading existential psychology, positive psychology, attachment theory, and person-centered theory. My beliefs cemented when I learned about Acceptance and Commitment Therapy, which emphasized clarifying individual values, setting goals to move toward those values, and mindfulness to increase self-awareness and improve self-regulation.

It all made sense because this philosophy is what allowed me to thrive in spite of the many struggles I faced as a neurodivergent child. I self-soothed by banging my head against brick walls and pillows, what I later learned was stereotypic behavior. I lined up Matchbox cars and exhibited "compulsive and obsessive play patterns." I struggled with pragmatic and expressive speech, " scripted," was identified as "speech impaired," and prescribed speech therapy up to four times per week during my pre-school and elementary school years. I was inattentive and unable to follow directions. I would respond to questions seemingly at random in what was described as "free association," though the connections made sense to me. I was hyperactive, jumping on desks, blurting out, and being told in nearly every report card (which my mother saved) that I was "challenging" or "difficult" to manage in the classroom. I was described as "tactile defensive in response to many textures and experiences" and struggled with sensory processing. I was overstimulated by my environment. I only wore socks with colored stripes and would not wear new shoes. I didn't like when the weather changed, which would require me to adjust my wardrobe for the season. I had dreams about numbers and collected statistics in an endless collection of salt and pepper notebooks. I walked on my toes. I was prescribed weekly play therapy, occupational therapy, physical therapy, speech therapy, and given one-on-one instruction to help me focus.

I had a hard time fitting into societal expectations because of my differences.

I hated school until fifth grade, when my teacher noticed my strengths and encouraged me to be more of who I was. She placed me in an advanced math class, increased my time in art class, identified and supported my interest in Goosebumps, and helped me construct my own pieces of writing. I also found acceptance from my peers, including a really cool girl who appreciated my eccentricity, and suddenly found myself part of a social group for the first time in my life. I had an opportunity to connect with the world in a way that made sense for me. As I navigated the complexities of high school, college, graduate school, and the workplace, I noticed I could thrive when placed in environments where my talents were maximized and my voice was valued, but became exhausted, bored, and disengaged when stifled.

Unfortunately, not everyone is given an opportunity for self-exploration and growth, to be considered as a whole person, and to have their natural curiosity of the world fostered and appreciated. My aim is to help transform how we view human thinking and behavior, to move toward a position of curiosity and acceptance, to be expansive, and to encourage a world where we listen to create understanding.
So what is neurodiversity?
Neurodiversity is a portmanteau first coined by activist Judy Singer and columnist Harvey Blume, which can be broken down into its components of "neuro," referring to the nervous system, and "diversity," which refers to the variety and differences of things. Hence, neurodiversity speaks to the variation in neurological functioning in the human race. The neurodiversity movement urges us to recognize neural and biological differences, to understand that not every brain works like yours, and that other people may experience the world much differently from you. There are different ways of perceiving the world, capacities to reason and think critically, and sensitivities to environmental stimuli.

While our brains are distinct, they are also remarkably similar. Physiologically, brains are nearly identical - gruesomeness aside, you would not be able to tell the difference if I placed mine and yours on a table next to each other. We have the same building blocks, so while there are infinite combinations and no two humans can ever be exactly the same (even identical twins are markedly different), there are biological constraints on what a human can be. Brains are made up of the same regions and have the same neurochemical processes. All brains have the same basic function - to operate the body.

However, no two brains operate in the same way. Neuroplasticity tells us that brains undergo change in response to their environment, adapting, and reorganizing by forming different patterns of neurochemical reactions. If your brain is an engine for the body, then these reactions are the spark. Each human has its own pattern of connectivity - how it's "wired." These patterns of neurological organization are what make your thinking uniquely your own.

Why does neurodiversity matter?
Diverse societies that work together can be more responsive to demanding environments. Steven Covey talks about the idea of " synergy," Habit #6 in his seminal work 7 Habits of Highly Effective People, which indicates that substantial diversity leads to better problem solving and that "two heads are better than one." Deep-level diversity workplaces have been shown to be more productive, innovative, and creative. They are inclusive, which increases access to a larger talent base.

People who adhere too closely to social norms can be easily influenced, so it is also important to have divergent thinking to protect against social manipulation. Typical isn't always the right way of being and thinking. Fusion to cultural norms can take away individuality. Groupthink is the enemy of originality. This is not to suggest that we should always move away from cultural norms, because they often have adaptive purpose and improve group cohesion, but we need to know when to challenge " expected behavior " and to call out arbitrary, unhelpful, and potentially harmful social norms.
What are some of the current social norms and cultural expectations?
Unfortunately, sets of seemingly arbitrary rules for behavior in a society also emerge, our "social norms," which dictate what is acceptable and what is not. Although there may be valid logic and reasoning to explain how some of these rules emerged, many remain superficial yet carry heavy social consequences. Here are a few:

Americans value eye contact. Temple Grandin notes that autistic people have brains that react in the opposite manner. So the feeling for an autistic person when engaging in eye contact is how a non-autistic person would feel not engaged in eye contact. Eye contact for an autistic person can be painful. Eye contact is not valued in Finnish and Japanese culture.

We value socializing and relationships, but have negative thoughts about material attachment and objects. Sometimes an attachment to an object is seen as awkward. Why is it acceptable to place symbolic meaning on some things (a cross, book, wedding ring), to hold them in reverence, and not other things (action figures, healing crystals, sticks).

We value focus and stillness rather than movement and hyperactivity. Hyperactivity may have been valued with nomadic hunters.

We value formal education and the "three Rs" of Reading, wRiting aRithmetic, though these processes are minimally helpful in visual arts.

We value verbal language for communication, though much of our communication is expressed non-verbally.

We value literacy, though some estimates indicate nearly 1 in 5 are illiterate.

We value extroversion over introversion, in particular, people who can engage in small talk. In fact, it's expected of you. You are expected to ask "how are you?" though you are not seeking an expansive response.

Stimming is seen as awkward and inappropriate, but other behaviors, such as waving your hand to say goodbye, dancing to music, and clapping hands at a golf tournament are socially acceptable because of the context. These are arbitrary rules of decorum.

We value stoicism and oppose behavior that is considered "challenging" or "difficult." Strong emotional reactions are considered an issue. Those who are too "emotional" have a problem and could be labeled histrionic. Those who weep in public are shamed. There's no crying in baseball. Yet, the Greeks considered weeping a virtue and in the 1600's we valued sadness and viewed it as a transformation process.

America has a history of attempting to switch handedness for lefties.

There are arbitrary rules for shaking hands across cultures.

We have entire courses dedicated to dining etiquette, including how to choose the correct utensil and how to properly order a class of wine.

You are expected to live independently and considered a failure if you need additional support.

Since these rules can be arbitrary, we need to challenge them and allow for divergent ways of functioning. Typical doesn't necessarily imply "correct" or even beneficial. Who defined what is "normal" anyway? Applying judgment toward atypical thinking and behavior often leads to feelings of shame and fracturing of the self. Subtle insults, such as "wow you've done so well for an autistic person" implies a sense of superiority in ability. These judgments and microaggressions have the potential to stifle growth. Neurodivergent people have to be twice as perfect to be considered half as good.

Living in a neurotypical world already exacerbates many daily living challenges, so assumptions that a neurodivergent person cannot live independently, has an intellectual disability, or is socially inept, harms their ability to live a fulfilling life. The result is that many neurodivergent individuals will put on the social mask and expend immense amounts of energy to conform their individual expression to the expectations of arbitrary societal standards. The message is clear: How you think does not work here; you are too different; think and behave like this; conform. If you think or behave differently from the social norms, you run the risk of being labelled as crazy, mentally ill, and disabled.

This is neurotypical ethnocentrism.

Ole Ivar Lovaas, a pioneer of applied behavior analysis (ABA) and discrete trial training, aimed to make autistic people "indistinguishable" from neurotypical peers. The infamous 1987 study indicated that " children ... received 40-hours per week, and the treatment lasted two-to six-years. The outcomes indicated 47% of the children ... became indistinguishable from their peers ... were able to have their "autism" label removed." It is absurd to believe that behavior modification changed genes and brain chemistry enough to remove someone's autism. The result is more likely masking of autistic qualities due to reinforcement and punishment strategies. I'm not sure that's an appropriate goal for every autistic child. Ultimately, the message, intentional or not, is that autistic thinking and behavior is wrong. Autistic communication, play, movement, and emotion is abnormal, and needs to adjust to fit in with the neurotypical community.

Autism Speaks sends a similar message.

"One important area of research concerns how environmental influences interact with genetic susceptibility. Such research is crucial for guiding prevention and improving diagnosis and treatment."

The message is again clear: autism is a disease and we should aim to prevent it when possible. The sentiment is reminiscent of my growing concern in Europe, where prenatal blood tests are used to screen for Down's syndrome, leading to a significant increase in abortions. Iceland has nearly eradicated Down's syndrome from the population. My concern is that brain differences are viewed as diseases to be eradicated, even prior to meeting the person, because of stigma.
Compliance and Assimilation
The expectation is that neurodivergent people will assimilate to societal standards or risk exclusion and possible social ostracization. The most creative, divergent thinking students are typically the least liked by their teachers. Therapies have emerged that aim to target "undesirable" behavior and replace with something more socially acceptable. On the surface, this may be sensible, because it is important for people to understand what behaviors are typical and which are not, and how to navigate this complex system when interacting with the world. However, many therapies use strategies to manipulate behavior without considering how the individual views themselves or the powerful internal struggles.

The practice is particularly nefarious because it targets children, who are unable to consent to treatment. They do not have the right to refuse. Let's also consider that the model of comprehensive applied behavior analysis calls for twenty-five to forty hours a week of therapy, which essentially equates to a full-time job. The expectation is that children will comply with the therapy, or be ignored, not have an opportunity to "earn" tangible and social rewards, and even have their caregivers withdraw in a process called " planned ignoring." If behavior is communication, and the aim of the helping profession is to listen to create understanding, then how can it be acceptable to literally turn our backs on a screaming child? Because the function of behavior is "attention-seeking?" Because we don't want to reinforce "undesirable" behavior of tantrums? And what happens when children choose to behave only to earn the reward rather than forming a set of values? Autistic adults have indicated that the most helpful intervention would be skills for managing difficult emotions. Instead, they are taught to camouflage their emotional reactions, which may lead to learned helplessness and activation of the dorsal vagal pathway. Mona Delahooke, Ph.D, tells us further that "When human beings feel ignored, it degrades the social engagement system."

It is equally important not to simply dismiss behavior analysis - it is too valuable a science to ignore. Many of the principles are derived from sound theory and years of empirical research. There is no questioning that operant conditioning is an effective means to change behavior. It is important for us to understand how the environment impacts our thoughts, mood, and behavior. We should understand how sensory input impacts us so we can be prepared. We should understand the impact of operants on our future behavior. Knowledge of these systems can empower us to manage ourselves in response to the world and seek out accommodations as needed.

The issue in many behavior programs is external locus of control, in which adults are always in charge of administering reinforcement, and the use of tangible rewards, which decreases interest and spontaneous engagement. Carol Dweck proposes an alternative way to administer reinforcement through praise of effort, critical thinking, and process, which leads to increased confidence and courage. We should be specific and genuine with our praise, which will ultimately encourage the development of intrinsic motivation. The aim is to reinforce strengths and interests one already possesses and to facilitate growth within the individual's own values system. We must be careful not to administer excessive tangible rewards when something is already intrinsically motivating, since this has the potential to be counterproductive and decrease interest.
Emphasize strengths and inclusion

Our therapy programs need to shift away from the disease model, which pathologizes neurological differences. We need to emphasize neurodiversity, curiosity, and holism. Our therapies should identify family and individual values, such as in Acceptance and Commitment Therapy, before implementing a service plan. Our goals should be primarily focused on the needs of the neurodiverse individual. We should follow the advice of neurodivergent adults in the community, who tell us that they need help with anxiety, depression, self-esteem, making and keeping friends, living with sensory issues, bullying, choosing a career, accepting change, and feelings of disconnection. The SCERTS model emphasizes social communication, emotional regulation, and transactional support. The Gottman Method, Emotionally Focused Therapy (EFT), and Mindful Parenting can improve communication and emotional regulation within the family. We should encourage physical activity and play, which promotes frontal lobe development and cognitive functioning. Play is the foundation of many relationships. Plato once said "you can discover more about a person in an hour of play than in a year of conversation." The Floortime model and Early Start Denver Model are child-centered play therapy programs that focus on building relationship through natural scenarios and interactions. Pivotal Response Training is a "naturalistic intervention" that emphasizes underlying motivations and child choice, typically through play. We should help build structure and consistency for neurodiverse children, establish healthy sleep-wake routines, and educate about nutrition and how the food we eat impacts our neurological functioning. We should approach parenting as a process to promote healthy brain development.

I'm still learning a lot about myself and my place in the neurodiversity community. Let's expand on our understanding by taking the time to listen to each other. It is through listening, this act of love, that we can expand our knowledge and grow together. The first step is awareness. Hopefully this post has provided some insight into neurodiversity. However, this is not an exhaustive post and merely scratches the surface. Please take a look at my Neurodiversity Appreciation page for additional resources, including videos, book recommendations, first-person experiences, articles, and guides.

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Affirming Neurodiversity in Therapy and Education - Neurodiverse Counseling Services

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An exploration of the limitations of compliance-focused protocols and movement toward neurodiversity affirming therapeutic and educational approaches

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awesome infographics from Sonny Jane Wise

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awesome infographics from Sonny Jane Wise

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

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

Life saving information

I have recently faced a 2E diagnosis for my children. I was desperately trying to understand. I started at podcast #1 and I am so much better prepared to support my kids and I understand myself better and know what questions to ask and how the information all fits together. I am so grateful to Emily and her husband for such a well done, thoughtful, thorough dive into all things 2E. Thank you.

5 Star Review - Dr. Tay

As a licensed child psychologist that works with autistic children and their families, I have found this podcast extremely valuable for the insights it provides. This podcast is a great resource for families as it is centered around the strengths of neurodiversity.

Wealth of information

As a mother trying to understand all the facets pf what makes my child 'tick' and understand his experience and how to help, I have greatly appreciated the variety of topics and experience of the guests presented here! Great listen.

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‎Neurodiversity Podcast on Apple Podcasts

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

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Listen to Mattia Mauree’s AuDHD Flourishing podcast on Apple Podcasts.

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NJACE Resources for Parents and Educators

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NJACE Resources for Parents and Educators

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Share your videos with friends, family, and the world

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LGBTQ+ WAE,  in Livingston, NJ and online

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LGBTQ+ WAE,  in Livingston, NJ and online

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A community for social interaction, education, individual expression, advocacy, and resources

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Jewish Services for the Developmentally Disabled

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LGBTQ+ WAE: The Power of an Inclusive Community

The intention of LGBTQ+ WAE is to bring together a group of people who share similar life experiences and to enjoy the support of that community. The goal: to lessen the isolation and reduce stereotypes and misperceptions of people with intellectual and developmental disabilities (IDD) and Autism Spectrum Disorders (ASD) who identify as LGBTQ+. Regularly scheduled online or in-person meetings allow participants to connect with others who deal with similar issues in a more diverse group than they might otherwise encounter.

A Safe Place for the IDD and ASD Community and Allies

LGBTQ+ WAE is a community focused on social interaction, education, individual expression, and advocacy for people with IDD and/or ASD who self-identify as LGBTQ+. The group supports each individual and their community in expanding knowledge and understanding of day-to-day issues faced by people who identify with the LGBTQ+ community. In addition, it serves as a resource to caregivers, families, and allies so that they may better understand, support and advocate for the person in their care.

Holistic Approach to Wellness

The community aligns with the WAE Center's philosophy of "Finding the Spark Within" each individual and supporting their discovery process.

The WAE (Wellness, Arts, Enrichment) Center's distinctive approach is built around:

Dedication to the individual

Unconditional acceptance

Promoting self-expression

Meaningful life engagement / friendship

Embracing diversity in all aspects of our community

Inclusion/participation in the local communities

Meeting Schedule

Monthly meetings held on the third Tuesday of each month @ 7pm. Please email FGraye@jsdd.org to RSVP.

Meetings are solely online until further notice.

Have questions about LGBTQ+ WAE?

For more information and to join us, email our facilitator Faye Graye at FGraye@jsdd.org.
Supported by a generous grant from The Healthcare Foundation of NJ

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LGBTQ+ WAE - Jewish Services for the Developmentally Disabled

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LGBTQ+ WAE brings together people who share similar life experiences. The goal: to connect people with IDD who identify as LGBTQ+.

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Social communication disorder is a deficit in the use of language in social contexts, which can affect language expression and comprehension.

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If you're here, you've probably already seen all the checklists of traits about eye contact and repetitive movements and maybe even a lack of empathy. We won't waste your time trying to repackage that narrative.

The truth is, autism has been poorly defined as only a series of deficits. Other characterizations romanticize autism as some magical superpower and existing on a higher plane of consciousness.

Here at NeuroClastic, our leadership team and contributors cumulatively bring to the table thousands of years of experience being autistic, and we've spent millions of hours interacting with other Autistics and those who work with and love autistic people to map out autistic lived experience from the inside and outside.

This page will give you a brief overview of where we are, currently, with answering the "What is autism?" question. Under each topic, you may see links to do a deeper dive into each topic. It's important to note that there will be some generalization that will not apply to every autistic person.

What's an autism spectrum?

Many people conceive of autism as a linear spectrum from "severe" or "low-functioning" to "mild" or "high functioning." Often, autistic people are characterized as either having intellectual disability or giftedness.

Any characterization of people as complex as humans should have a lot of nuance and never be framed in binaries, as if only two ways of being exist. Truly, the autism spectrum is more dimensional, and there are as many ways of being autistic as there are autistic people who exist.

As an analogy, because Autistic people can be very good at analogizing, there are about 43 quintillion possible configurations in a Rubik's cube. Imagine, then, that the brain is like a Rubik's cube. Most people's brains are relatively similar, but Autistic brains are different, structurally and chemically, from non-autistic people and from each other.

Is one configuration of a Rubik's cube "severely cubed" and another "mildly cubed"?

What the spectrum really means is that each Autistic person has areas of strength or weakness due to "wiring" differences. While all people have areas of strength or weakness, these tend to be much more pronounced in autistic people. Beyond that, we may even process information in totally different- or multiple areas of the brain.

You may find this NeuroInclusive Story useful for helping children - and adults- to understand autistic brains.

The article below, by C.L. Lynch, explores the spectrum in detail.

And this article explains why the labels "Severe" or "Profound" autism are harmful and give no reliable information about an Autistic person.

Autism and Intelligence

A lot of people in the Autistic community find the notion of intelligence to be harmful and incomplete. It's not that intelligence doesn't exist, but that a test designed to measure an "average" mind will be biased in favor of the dominant class of people.

The truth is, autistic people may be both gifted and intellectually disabled. We call this the " spiky profile. " Other autistic people may have no areas of giftedness or intellectual disability. Intelligence is a lot more complicated than a sliding scale, too.

The article below explores intelligence as it relates to Autistic people- and of course, it has analogies!

While autistic people can't be separated into "high" and "low functioning," nor any binary, most autistic people have had one of two experiences: they have been believed to be unilaterally intellectually disabled or unilaterally gifted or talented.

Those who were believed to be unilaterally intellectually disabled, often due to motor planning disability that prevents them from being able to speak reliably or engage in purposeful movement, have been underestimated, treated like toddlers, and given an education way below their capacity.

This video from Nonspeaking advocate Trevor Byrd explains how people perceive him and his unruly body and what they don't see.

Those who were believed to be unilaterally gifted were not accommodated for their areas of disability, often being characterized as lazy, unmotivated, entitled, and "not applying themselves" due to not being able to perform according to their perceived ability levels.

The article below is a heartbreaking but triumphant memoir about the experience of someone with a spiky profile who was penalized and under-accommodated and the nuanced ways those false binaries caused suffering throughout his lifespan.

The Identity Theory of Autism

Existing theories of identity often feel unrelatable to autistic people. At NeuroClastic, we have spent years interacting with hundreds of thousands of Autistic and non-autistic people and have developed a theory about what it means to be autistic.

After five years of development, in 2021 we released a new model called The Identity Theory of Autism. Of course, as with any construct, some autistic people may not find this theory relatable.

The identity theory posits that the way autistic people experience their core selves, or their identities, is different from the way non-autistic people experience their identities.

Identity is believed to be how much a person is similar to, or different from, other people in their same identity intersections: race, religion, socioeconomic status, marital status, political orientation, career, familial status, [dis]ability, etc.

As all people grow and develop and their life circumstances change, their identity shifts and what aspects of their identity are more dominant shifts as well. For example, a person may become a parent, or become more dedicated to their religious or spiritual practices.

For autistic people, we posit that their identity is more rooted in their values and their passions than in their social intersections. These identity differences explain many of the nuanced ways that social interactions can result in missed connections and communications.

This is not to say that non-autistic people don't have passions and values, or that autistic people don't have deep connectedness in their relationships, but that what defines a person and their sense of who they are may be different in autistic people.

Each autistic person's sensory profile is different, and being "differently wired" is not enough to explain the difference between autism and other neurotypes.

You can read more about the identity theory below.

Autism and Communication

Weavers and Concluders

Like most things related to autism, communication styles are poorly defined or explored beyond conceiving them as "deficient." NeuroClastic has developed a framework for two very different communication styles that are likely at the root of much of what is considered a learning disability and much of what precedes interpersonal conflict and misunderstandings.

Even within the autistic community, there seems to be different communication styles. NeuroClastic has developed a model for identifying two of those communication styles: Weavers and Concluders.

Concluders

Some people communicate like this. They go directly to their destination taking the shortest route imaginable.

Others are more like this. This person may use analogies and some clever anecdotes, but still gets to the point.

Then, there are the people who take the scenic route. They tell lots of stories, use lots of figurative language, and go on all kinds of tangents- but they still reach a destination.

Weavers

Weavers, on the other hand, communicate more like this.

Weavers aren't trying to make a point at all. They are simply stating a fact as if it's an open-ended question to ask, "What do you have to add on to this?" Weavers often get asked, "So what's the point?" People think they're being argumentative, or they are simply not leaving room for more conversation unless the person wants to talk about the fact they threw out.

You can learn more about Weavers and Concluders below.

Selective or Situational Mutism

Mutism refers to people who can speak, but they can't always speak in every situation. Many- if not most- autistic people experience mutism to a degree. Mutism is not the same as having nonspeaking or minimally speaking apraxia, but is an anxiety and/or trauma-induced condition.

Some people with mutism never, or rarely, speak at school or work, but they are very chatty with close friends or relatives outside of work. Others can go years without speaking a single word.

It's possible for a person to go years, or decades, without realizing that they have mutism. Adults may self-medicate to reduce their anxiety, and many adults report falling into addiction because substance use was the only way they could speak.

You can read more about mutism and the lived experience in the article below, written by two teens.

Nonspeaking, Minimally Speaking, and Unreliably Speaking

As many as one-third of autistic people are nonspeaking, usually because of a motor-planning condition called apraxia. Motor planning is the ability to execute purposeful movement. Because speech needs multiple areas of the brain to make speech happen, having low connectivity to any of those parts may make speech unreliable.

Most Nonspeakers prefer the term "nonspeaking" over "nonverbal" because they have the capacity to understand and produce words, just not with speech.

Nonspeaking is an umbrella term to characterize people for whom speech is never a reliable form of communication. Nonspeaking includes the following three subgroups:

Nonspeaking: a person who never uses speech at all

Minimally speaking: a person who may have a few words and scripts memorized, but cannot communicate complex ideas with speech alone.

Unreliably speaking: a person who may be able to speak a lot, and may often vocalize words, but the words they say are not what they intend to or want to say. They may script long dialogues from movies, or may say "juice" when they want milk. This is called motor disinhibition, when a person does movements (including sounds and speech) that are not intentional- similar to tics. For the same reason, these same people may have difficulty with AAC because they want to point to "milk" but their hand touches juice.
Autism As a Diagnosis
The concept of diagnosis is itself a complex discussion point with a long and, at times, oppressive and problematic history within psychology. At present, there are at least two critical functions of diagnosis within the autistic community

1) Access to services and support s

In many countries, being formally diagnosed by the mental health system is a prerequisite of eligibility for certain services and accommodations. For example, in the U.S. school system, children receive services including communication-related, behavioral health, life skills, and learning support services.
2) External confirmation and validation of whether they are autistic or not
Some individuals will desire an external opinion on whether or not they are autistic.

Historically, certain populations of individuals have been especially prone to not meeting early and diagnosis procedures. These populations include...

Anyone over the age of 20

Women

Anyone able to make speak fluently, laugh at jokes, hold a job, or make eye contact

Black, Brown, and Indigenous people

Anyone not posessing complex communication barriers

Am I Autistic?

If you are questioning if you may be autistic, you may be unable to separate the traits of autism from the traits associated with trauma, ADHD, OCD, or a host of other diagnoses. In fact, you may have been misdiagnosed.

Frankly, if you're reading materials produced by the mainstream, you will likely not be able to see yourself in many of the criteria associated with autism.

At NeuroClastic, we coined a term for people who are wondering whether or not they may be autistic, who are reading content from Autistic creators, and who are unsure about their neurotype.

After a social media interchange on Twitter, the term "NeuroLurker" kind of stuck. These were people who were reading, engaging in minimal ways, and tormented by imposter syndrome (a very autistic way to exist). The article below may help you to work out if you're autistic or not.

And if you're looking for a specialist who can diagnose adults, you can check the directory below:

Autism's Correlation with Sensory Sensitivities

Humans exhibit a great deal of variety across all the major physical senses. Some people tolerate spicy food more than others. Some people are more sensitive to cold or warm temperature than others. Many senses arguably have a bell-curve shaped distribution of sensitivities with a smaller range of "typical" or "common" amount of sensitivity while others are outliers.

It is well-established that those on the more extreme end of heightened- or diminished- sensory sensitivity are often autistic, though sensory sensitivities can also be a part of other diagnoses.

Sensory sensitivity, if under-accommodated, can be intolerable and cause profound suffering and trauma. Many autistic people describe falling into learned helplessness after being accused to exaggerating or being too sensitive or even rude.

You can read more about sensory below:

Autism and All Things Movement

As many as 87% of autistic people have clinically significant motor (movement) disability. This can range from being clumsy, dropping small objects often, and maybe occasionally falling up the stairs to being unable to walk or speak.

Motor disability accounts for a lot of previously-misunderstood traits associated with autism. For more information, you can read the article below.

How Autistic People Experience Emotions

Autistic people are often accused of being hyper- or hypo-emotional, and while some of that may be true, largely, autistic people are really overwhelmed or in shutdown much of the time for being forced to tolerate sensory suffering.

Autistic people, because of motor planning differences, may not visibly express emotions the way one expects because they have less control over their facial expressions. Their smiles and eye contact may seem forced because- well, they're working incredibly hard to force their face to do what comes easily to most people.

Different Types of Emotions

The article that put NeuroClastic on the map, that has been shared millions of times, is called Very Grand Emotions. Hundreds of thousands of autistic people have found this relatable. It suggests that autistic people experience as emotions what some people consider abstract ideas. To learn about Very Grand Emotions, you can read the article below.

Autism and Trauma

Many of the traits associated with autism are also traits associated with trauma spectrum conditions. They are almost impossible to parse out, primarily because they are the same. Regardless of how many words we have, we are unable to communicate with an audience who cannot empathize with our sensory, emotional, motor, and executive functioning differences.

Studies suggest that autistic people are ten times more likely to experience PTSD than non-autistic people, but we estimate that the number is likely much higher. Bullying, sexual and physical abuse, parental abandonment, relational trauma, and a billion subtle aggressions against us from early childhood throughout the lifespan, plus an often-overreactive nervous system, lend themselves to severe trauma.

Below, you can read more on the subject of autism and trauma.

Further Reading:

You can always use the search feature on this page to find a lot of articles on most topics related to autism. You are more likely to find nuanced, personal, first-hand accounts of being autistic than the cold, clinical, pathologized explanations from mainstream sources.

If you're here, you've likely read all of that and hit a wall. Advice for parenting your child has gone awry, or maybe you've found yourself in a series of dangerous friendships and relationships. Teachers have failed to accommodate your child appropriately, or someone told you to check out this site to learn more.

We have over 1,000 articles on a wide range of topics we hope will be helpful to you. Below are some more topics you might find helpful for yourself, your clients, your students, or yourself.

Autistic Meltdowns

Autism and Therapies

Autism and Sex

Intersectional Identities

Nonspeakers and Communication Rights

Sensory

Autistic Communication

Children and Parenting

Autism and Mental Health

Autistic Masking

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NeuroClastic is a publication with resources, articles, and creative expressions from Autistic people and about the autism spectrum.

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This book is about what it means to be a part of the autistic community. Autistic people wrote this book. Some autistic people are just learning about their autism. We wanted to welcome them and give them a lot of important information all in one place.

This book talks about what autism is and how it affects our lives. It talks about our history, our community, and our rights. We wrote this book in plain language so that more people can understand it.

We wrote this book for autistic people, but anyone can read it. If you are not autistic, this book can help you support autistic people you know. If you are wondering whether you might be autistic, this book can help you learn more. If you are autistic, think you might be autistic, or if you want to better understand autistic people, this book is for you.
Welcome to the autistic community!

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Standalone book in the Nonfiction genre. Available from Amazon, Amazon Kindle, Barnes and Noble, Books A Million, Indie Bound. This book is about what it means to be a part of the autistic community. Autistic people wrote this book. Some autistic people are j...

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Diagnosis: Formal DSM diagnosis vs. self identification 

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Diagnosis: Formal DSM diagnosis vs. self identification 

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You don't need to read a library full of books or have a fancy degree to be able to say you are Autistic. It is not a disorder, it is not a disease, and you don't always need test

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The Autism Spectrum According to Autistic People

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The Autism Spectrum According to Autistic People

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Ingredients for slowing down to the relational speed of life and cooking up de-powered social operating models. Many Autists realise that the best we can ever hope for in this hypernormative civilisation is acceptance of our existence in bare survival mode, performing the function of a mindless busy cog and consumer in the sensory hell of the industrial machine.

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Content about autism by autistic and neurodivergent people. A resource for autistic adults, parents of autistic children, educators, and physicians.

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Firsthand account of diagnosis of both ADHD and Autism as an adult

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Firsthand account of diagnosis of both ADHD and Autism as an adult

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Far from feeling deprived when the world went into lockdown this year, I thrived. After a difficult start to 2020 grappling with health issues, I felt incapable of doing anything I'd planned, no matter how much I wanted to see my friends, work or travel. It ran deeper than exhaustion: during my entire life I had struggled with things that other people seemed to find easy, like socialising, employment, education or feeling comfortable in my own body. I often found myself overwhelmed, struggling to connect with people and suffering with sensory overload when faced with certain lights, smells, sounds or textures. I needed more time alone than other people to recover from being in the world, and selfishly, lockdown felt like a blessing.

I had been made aware of my differences throughout my life, fighting episodes of burnout and self-destruction, chastising myself for my inability to connect with strangers or just feel remotely relaxed. I was always restless, oscillating between distraction and hyper-focus on the wrong things. I found it increasingly difficult to function, but it wasn't until 2015 that I decided to pursue the answer that some teachers, family members and peers had suggested: a joint diagnosis of autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD).

I'd tried to tell friends or colleagues that I suspected I was autistic with ADHD, but without an official diagnosis, I felt unable to advocate for myself. Knowing why you are the way you are gives you more than knowledge: it gives you power. To be seen and known. To be forgiven and understood.

I had spoken to several medical experts who shared my belief, but an official diagnosis is hard to pursue as an adult. While many autistic and neurodivergent (a term that argues neurological differences including dyslexia, ADHD and ASD are normal variations in the brain) peopleare diagnosed in childhood, many aren't, particularly girls: we mask, or hide, our differences, which takes a great psychological toll. In hindsight, I presented pretty typically as a child, but because I didn't have any real developmental difficulties, ASD and ADHD were not considered.

I received a letter in April reminding me that I was still on the long waiting list for an NHS diagnosis. With resources cut, my needs were a low priority, and I understood that. During lockdown I wanted to make the most of this time, prioritising my mental health after a lifetime of just trying to survive. While I loved being at home, I knew that I would find it impossible to come out of the protective cocoon that I had built for myself without the words to explain how I experienced the world.

I saved my money and reached out to a private psychiatrist to be assessed. In late July, I sat for lengthy assessments, filling out what felt like hundreds of forms on every single aspect of my life, development, and identity. They even interviewed my mother about my childhood. The result was conclusive and it all, finally, made sense.

I had pursued a diagnosis so I could help others understand me better, but it turned out I had more to learn about myself. I began to revisit past friendships and relationships that had been full of conflict or had ended suddenly, and with my diagnosis I had the tools to reevaluate them. Like many autistic people, I struggle to "get" unspoken social codes or emotions, and I felt ashamed for not realising where I had made faux pas but vindicated seeing where somebody else should have been more upfront. I had begged people not to communicate through silence and passive aggression, telling them that I did not understand why they were angry. I saw anew, too, where I had been bullied or unfairly treated. Knowing that I did all I could enabled me to treat myself with compassion.

The most surprising and unexpected outcome of my diagnosis hasn't come from within, though - it's come from the outside world. I've met a community of neurodiverse advocates and activists who make me feel hopeful about our future in the face of ableism and bullying. The history of ASD research is incredibly bleak and dehumanising, with a great deal of it focusing on a cure rather than helping us to thrive. The people I've met advocate for ASD to be taken for what it is: a neurotype, not a disease. The world needs us: our difference, our compassion, our focus. We offer so much, and we'd offer more in a world that accepted us for who we are.

Over the years I have felt so much shame for who I am. I think of the times I've been chastised for not having enough fun, for being too fussy, for moving too much, for being too quiet, for being too loud. I know now that these are not always my problems, but those of an inflexible society. I know now that life would be nicer for everyone, not just neurodivergent people, if we dropped our expectations for how people should express themselves or socialise.

This year I finally accepted myself, and next year, as life begins to resume its normal rhythms of work and play, I'm excited that I'll finally be able to live, understanding that the way I do it won't always look exactly the same as everyone else.

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A psychiatrist diagnosed me as autistic with ADHD. Now, finally, I can thrive | Marianne Eloise

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This year I got to know what being female and neurodivergent means, says freelance writer Marianne Eloise

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Seeking an Autism Diagnosis? Here's Why You Might Want to Rethink That.

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Issues to consider when seeking autism assessment

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I literally wrote the book on the large and diverse population of Autistic adults who, for a variety of reasons usually related to marginalization, make it well into adulthood before discovering they have a disability. I call this group of Black, brown, trans, gay, female, elderly, and impoverished Autistics "masked Autistics," or "maskers," because we often cope with having an undiagnosed disability by learning to fake neuro-conforming behaviors. Masked Autistics may become so accustomed to hiding our true feelings and compensating for our limitations that we don't feel in touch with our actually Autistic selves much at all.

A lot of masked Autistics have imposter syndrome about their disability - they think that because they've managed to cope thus far with persistent sensory agitation, social confusion, ostracism, and difficulty following vague instructions, that they must not be "disabled enough" to warrant help or a place in the disabled community. Masked Autistics turn their own flawed coping mechanisms against themselves, believing that since they can force themselves to smile 'normally' (even if it's painful), they should continue to grit their teeth and do so. Or that since it's possible for them to white-knuckle their way through a forty-hour work week (even if it comes at the expense of eating, socializing, or having any hobbies), they don't truly deserve accommodations or extra help.

To get over that powerful imposter syndrome and validate that their struggles are genuine, many masked Autistics seek a formal psychiatric diagnosis. But finding a formal diagnosis as an adult - especially one who masks - is very hard. Nearly every day I open up my inbox and Twitter DM requests to find several detailed, frustrated messages from people who suspect they might be Autistic, but aren't quite sure yet, and are begging for my help in locating an assessor who might diagnose them.

In most cases, I encourage adults who are seeking a formal Autism diagnosis to rethink that desire. There are very few guaranteed benefits that come along with an Autism diagnosis, and the costs and the risks attendant to seeking one are quite substantial, and only getting worse. There are...

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Seeking an Autism Diagnosis? Here's Why You Might Want to Rethink That.

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I literally wrote the book on the large and diverse population of Autistic adults who, for a variety of reasons usually related to marginalization, make it well into adulthood before discovering they...

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The NVLD Project | Non-Verbal Learning Disability

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There exists some controversy regarding a diagnosis called NVLD (Nonverbal Learning Disorder). It is defined as a set of strengths in verbal memory and vocabulary, accompanied by visual-spatial, fine motor, and social difficulties that include decoding body language and understanding inference and humor. Many with NVLD also face challenges adapting to frequent changes and novel situations and struggle to see the big picture, focusing on the details of a story or essay instead of the main theme. Given that so many people have been classified as having NVLD, why it is not in the DSM. One possible answer was offered by the Colombia psychiatric social work professor, Dr. Prudence Fischer, who acknowledged that there is no agreed upon definition of NVLD, other than that it involves "visual spatial deficits" (Burkhardt, 2019). It is also the case that there is considerable variance within the NVLD population regarding how individual strengths and weaknesses manifest, with some individuals exhibiting strong social skills and others struggling with handwriting, for example. However, there is significant evidence that NVLD does exist as a neurological profile, which I will summarize below, as well as speak to the effort to have it included in the DSM.

NVLD was extensively studied by the neuropsychologist Byron P. Rourke, who compared groups of children with different neurological profiles, and stated that those with NVLD tended to present with "outstanding problems in visual-spatial-organizational, tactile-perceptual, psychomotor and nonverbal problem-solving skills within a context of clear strengths in psycholinguistic skills" (Rourke, Byron & Harnadek, Michael, 1994). Furthermore, in his 1982 model, he classified some children as exhibiting "...what may be referred to as quite deficient right hemisphere capacities within the context of well-developed, modality-specific, routinized, and stereotyped left-hemisphere skills" (Rourke, 1989). In other words, a dysfunction in the right hemisphere of the brain in what is known as "white matter," which helps to transmit neurological messages, may cause some of the weaknesses in NVLD. However, while neurological deficits do explain some of the skills gap seen in children and adolescents with NVLD, these deficits have not been enough to have NVLD included in the DSM. Perhaps this is partly due to the fact that as a neurological condition, it cannot be easily classified under the usual rubric of a psychiatric, intellectual, developmental, or personality disorder.

In addition, NVLD is easily misrecognized as other disorders, such as Autism Spectrum Disorder, which also includes social difficulties. However, there are some core differences between NVLD and ASD, including the fact the former does not include deficits in verbal expression, and involves motor difficulties and challenges reading body language rather than stereotyped or repetitive movements (Linell-Olson, 2019). Some children and families with NVLD complain that the services they have received have been geared towards those on the spectrum and therefore did not effectively address their unique needs. Therefore, part of the effort to have NVLD included in the DSM-5 is to help individuals with it to access appropriate care, both in terms of providers' awareness and insurance reimbursement.

Many children and adolescents with NVLD face a variety of comorbid mental health diagnoses, such as anxiety and ADHD, and receive psychotherapy and coaching for these conditions. However, while they may benefit from Cognitive Behavioral Therapy (CBT) and other forms of psychotherapy, interventions that focus on the mental health ramifications of their NVLD are also important. The NVLD Project, which is an advocacy and awareness organization, collaborated with the Mary McDowell Friends School to modify instruction and group work to meet the needs of students with NVLD (Chau, 2016). However, there also mental health interventions that can help children and adolescents with this condition, such as using mindfulness to cope with anxiety during transitions and building social skills for making friends and managing bullying. Including NVLD in the DSM may help more children and adolescents to receive therapy that is responsive to their needs.

To learn more about current research efforts funded by The NVLD Project, click here. The findings of these studies may help to further demonstrate what makes NVLD a distinct diagnosis, supporting the claim that it should be included in the DSM. While there is still much that is not fully known about this diagnosis, it is clear that is presents a distinct set of strengths and weaknesses which affect many children and adolescents. The more educational and mental health professionals are educated about it, the better served this population will be.

Benjamin Meyer

I am a bilingual psychotherapist and executive functioning coach who specializes in working with young adults with NVLD, and I was inspired by my personal experience to help those I work with to transition to the professional and social demands of adult life. I believe that each person is unique, and that we are more than just our labels and diagnosis. I am a Project Social Ambassador for The NVLD Project.

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NVLD: What is it and Why is it Not in the DSM?, by Benjamin Meyer, LCSW | The NVLD Project | Non-Verbal Learning Disability

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There exists some controversy regarding a diagnosis called NVLD (Nonverbal Learning Disorder). It is defined as a set of strengths in verbal memory and vocabulary, accompanied by visual-spatial, fine motor,...

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ABOUT US

THE WORLD OF DYSLEXIA

ACCOMMODATIONS

HELP & GUIDES

FOR YOU, FOR OUR CHILDREN

​ Why We're Here

This page is meant to serve as a resource for you.﻿ We will have templates and other documents attached for your use. Feel free to download what you need to assist in your advocacy for your child.

﻿

Facebook

The day to day content and conversations will be housed on our Facebook page and local and regional content within our Facebook groups. Feel free to ask questions to our page, the group for your region or in our community support group. We love discussion and helping parents and we welcome any and all questions. We share articles showing the latest in research and post webinars from a variety of informational sources.

Building a Community
Our primary goal is to build a community of parents for parents, for our children. No one is an island to themselves and we want to help you so that you don't have to go through this alone. Come be a part of our ever growing dyslexia community. All are welcome here!

SURVEY - UNDER CONSTRUCTION

Robust & Anonymous

We have a lengthy and robust yet completely anonymous survey we are hoping you will participate in. It will take approximately 5-7 minutes to complete. For the first time we are asking questions to get to the heart of what our children need.

​

This particular survey is for the families of US based children. We request that no more than one survey per household, per child, be completed. In other words, if your family has two dyslexic school aged children, please complete the survey twice.

​

The questions get to the heart of identification, service plans, remediation, timelines and overall services. We hope you will take the time to help us collect the necessary data to support legislative and advocacy efforts across the US.

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Thank you in advance for helping us collect this critical data.

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UNDER CONSTRUCTION BUT COMING SOON!!!

SUBSCRIBE TO THE REVOLUTION!

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how to help my child with reading problems

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At The Dyslexia Initiative we support families, their dyslexic children and adult dyslexics

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What is OCD? | International OCD Foundation

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Obsessive compulsive disorder (OCD) is a mental health disorder that affects people of all ages and walks of life, and occurs when a person gets caught in a cycle of obsessions and compulsions. Obsessions are unwanted, intrusive thoughts, images, or urges that trigger intensely distressing feelings.…

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Davidson Institute: Programs & Support for the Profoundly Gifted

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The Davidson Institute is a non-profit organization that supports and nurtures the development of profoundly gifted young people.

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‎Unspoken Words: A Selective Mutism Podcast by Dr. Elisa Shipon-Blum on Apple Podcasts

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Selective Mutism is a social communication anxiety disorder that can be incredibly difficult to navigate and often misunderstood. Fortunately, your host, Dr. Elisa Shipon-Blum DO, has over 30 years of experience in understanding and treating Selective Mutism. This podcast serves to educate those who are struggling (or those who may know someone who is struggling) and to allow their words to be heard. Listen along for tips, strategies, and everything and anything selective mutism.

For all podcast inquiries please contact Dakota Hornak at dhornak@selectivemutismcenter.org

Selective Mutism is a social communication anxiety disorder that can be incredibly difficult to navigate and often misunderstood. Fortunately, your host, Dr. Elisa Shipon-Blum DO, has over 30 years of experience in understanding and treating Selective Mutism. This podcast serves to educate those who are struggling (or those who may know someone who is struggling) and to allow their words to be heard. Listen along for tips, strategies, and everything and anything selective mutism.

For all podcast inquiries please contact Dakota Hornak at dhornak@selectivemutismcenter.org

I am very grateful to Dr. E!

I'm revising my daughter's IEP which requires me to regroup (& improve) all the information I've provided annually. I'm so happy that you now have content in my favorite platform, a podcast. It's unfortunate that such a common disorder is treated like it's so rare. Or that evidence based treatment couldn't be found in Nevada. YET, I couldn't be more grateful for Elisa dedicating her career to children like our daughters.

So helpful

This is my favorite pod bc the hosts and guests break down the complex concepts into really easy bits and strategies to understand

So helpful!

I have already learned so much! Please keep them coming!

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unspoken words: a selective mutism podcast by dr. elisa shipon-blum

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‎Unspoken Words: A Selective Mutism Podcast by Dr. Elisa Shipon-Blum on Apple Podcasts

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Selective Mutism is a social communication anxiety disorder that can be incredibly difficult to navigate and often misunderstood. Fortunately, your host, Dr. Elisa Shipon-Blum DO, has over 30 years of experience in understanding and treating Selective Mutism. This podcast serves to educate those who...

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Curenton, S. M., & Justice, L. M. (2004). African American and Caucasian preschoolers' use of decontextualized language: Literate language features in oral narratives. Language, Speech, and Hearing Services in Schools, 35, 240-253. https://doi.org/10.1044/0161-1461(2004/023)

Fujiki, M., & Brinton, B. (2017). Social communication intervention for children with language impairment. In R. J. McCauley, M. E. Fey, & R. Gillam (Eds.), Treatment of language disorders in children. Brookes.

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Helland, W. A., Lundervold, A. J., Heimann, M., & Posserud, M.-B. (2014). Stable associations between behavioral problems and language impairments across childhood - The importance of pragmatic language problems, Research in Developmental Disabilities, 35(5), 943-951. https://doi.org/10.1016/j.ridd.2014.02.016

Hutchins, T. L., & Prelock, P. A. (2006). Using social stories and comic strip conversations to promote socially valid outcomes for children with autism. Seminars in Speech and Language, 27(1), 047-059. https://doi.org/10.1055/s-2006-932438

Hwa-Froelich, D. A. (2015). Social communication assessment and intervention for children exposed to maltreatment. In D. A. Hwa-Froelich (Ed.), Social communication development and disorders (pp. 287-319). Psychology Press.

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Izaryk, K., Edge, R., & Lechwar, D. (2021). A survey of speech-language pathologists' approaches to assessing social communication disorders in children. Perspectives of the ASHA Special Interest Groups, 6(1), 1-17. https://doi.org/10.1044/2020_PERSP-20-00147

Knoors, H. E. T., & Marschark, M. (2020). Accommodating deaf and hard-of-hearing children with cognitive deficits. In M. Marschark & H. E. T. Knoors (Eds.), The Oxford handbook of deaf studies in learning and cognition (pp. 426-437). Oxford University Press.

Kok, T. B., Post, W. J., Tucha, O., de Bont, E. S. J. M., Kamps, W. A., & Klingma, A. (2014). Social competence in children with brain disorders: A meta-analytic review. Neuropsychology Review, 24(2), 219-235. https://doi.org/10.1007/s11065-014-9256-7

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Social communication disorder is a deficit in the use of language in social contexts, which can affect language expression and comprehension.

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Always up for a good laugh and a heavy dose of transparency about her life, comedian Amy Schumer is getting honest about a serious secret.

The writer and director recently premiered her new Hulu series, "Life & Beth," and with it revealed her decades-long struggle with trichotillomania, a hair-pulling disorder.

The show, which premiered on March 18, follows Beth (Schumer) as she attempts to cope with her mother's death by digging into her past and experiencing flashbacks of her days as a teenager. Similar to Schumer's previous projects (think "Trainwreck" and "I Feel Pretty"), "Life & Beth" draws on Schumer's life experiences.

"I really don't want to have a big secret anymore," the comedian told The Hollywood Reporter in a recent interview. "I thought putting it in there would be good for me to alleviate some of my shame and maybe, hopefully, help others alleviate some of theirs, too."

Trichotillomania is a compulsive disorder that can give a person uncontrollable urges to pull out their hair. According to Mayo Clinic, "most people with trichotillomania pull hair in private and generally try to hide the disorder from others."

"I think everybody has a big secret, and that's (trichotillomania) mine," Schumer explained to THR. "And I'm proud that my big secret only hurts me, but it's been what I've carried so much shame about for so long."

In her conversation with THR, Schumer explained that the symptoms of her disorder first cropped up during a time in her life when things with her family were particularly up in the air. Schumer has been open in the past about her experience of watching her father having to declare bankruptcy when she was an adolescent, as well as his multiple sclerosis diagnosis and the pain of watching him lose the use of his legs. During this time, and as described in her 2016 book, "The Girl with the Lower Back Tattoo," Schumer experienced her parents' separation and watched her mother leave her father for another man, who also happened to be Schumer's best friend's father who was also married at the time.

In "Life & Beth," Schumer's character's hair pulling becomes so severe that she feels compelled to wear a wig to hide her bald patches. It's a storyline that Schumer told THR she had experienced as well. At one point, her hair pulling became so bad that, like the character Beth, Schumer also went back to school wearing a wig after her disorder spiraled too out of control.

"It's not that I used to have this problem, and now I don't," she explained. "It's still something that I struggle with."

For Schumer, the fear that she could pass on the genetic disorder to her 2-year-old son, Gene David Fischer, is very real. She admitted that "every time he touches his head, I'm having a heart attack."

Fans of Schumer and viewers of her newest project, which also stars cabaret performer Murray Hil l, were quick to turnout and support the actress for being honest about her experiences with hair pulling.

"Thank you for opening up about trichotillomania," one fan of the series commented on the actor's Twitter. "I've had it for almost 6 decades. Like you, I have felt so much shame over the years, but I know it's not my fault. It's in my genes. I'm trying to overcome the shame by talking about it with people. Thank you!"

"Kudos to amy schumer for bringing attention to trichotillomania in her new show!" One user on Twitter wrote, adding that they felt "seen."

Also commenting on their experience with the disorder, another user wrote, "Hair pulling and #bfrbs rarely make headlines, so these moments matter. Thank you @amyschumer for sharing your "big secret," which is mine too. Mental health conditions like #trichotillomania may not be curable, but shame is."

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What is Amy Schumer's hair pulling disorder, trichotillomania?

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Amy Schumer recently premiered her Hulu series "Life & Beth," and with it revealed her decades-long struggle with trichotillomania, a hair-pulling disorder.

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Actual wisdom from The Oatmeal??

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How to touch your face less - The Oatmeal

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Some tips for teaching yourself to stop touching your face.

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This article summarizes published results from the TTM Family Study investigating the role of the family setting in adolescent hair pulling. 1 This is the first in a series of articles that will report on the findings from this project.

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We studied 49 adolescent hair pullers between 13 and 18 years old, and 23 adolescents without TTM (controls) that were matched on age, gender and ethnicity. All hair pullers and control adolescents had at least one first-degree biological relative (e.g., parent or sibling) who also participated. All individuals in the study were interviewed to determine whether they met diagnostic criteria for TTM and any other psychiatric conditions. They also completed several self-report questionnaires which included items about depression, anxiety and anger. The instruments used to measure family environment and parenting stress were the Family Environment Scale (FES), Family Assessment Measure, Version III (FAM-III) and the Stress Index for Parents of Adolescents (SIPA).

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Our first goal was to find out whether family functioning was different in families of adolescents with TTM when compared to families with teens without TTM. We learned that teens with TTM reported more open expressions of anger, aggression and conflict among family members when compared to teens from families without TTM. They also reported less family support. There was also a trend for adolescents with TTM to report less independence in decision-making and less self-sufficiency and assertiveness among family members when compared to control teens. There was also a trend for adolescents with TTM to report more family role problems than did control teens.

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An additional study question examined whether other psychological symptoms occurred more in adolescents with TTM and whether these additional symptoms contributed to difficulty in the family environment. First, we observed that youth with TTM met criteria for OCD, generalized anxiety, social phobia and major depressive disorder more often than control teens. Thus, given these findings, we examined whether family dysfunction reported by TTM youth was due to these other psychological problems.

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We did not find any differences in the family environment when we compared only those with TTM and control teens without current depressive or anxiety symptoms. However, greater impairment in the quality of family relationships, as well as less family support, was reported by TTM youths without lifetime depression or anxiety diagnoses when compared to control adolescents also without lifetime depression or anxiety. TTM youth with current depression or anxiety symptoms also reported more conflict and less independence than teens with TTM and no depressive or anxiety symptoms. Finally, it did not seem that additional psychological symptoms impacted the relationship between family difficulties and TTM severity and distress since these correlations occurred even in those pullers without anxiety and depression. Thus, it appears that these additional psychological symptoms do not seem to be related to the difficulties reported in the family environment and those family difficulties appear to be related mainly to hair pulling.

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Next, for our second study goal, we looked at whether parents of teens with TTM differ on psychological characteristics and parenting stress from the parents of teens without TTM. We studied only the mothers of adolescents with TTM, since few fathers agreed to participate in our study. These mothers reported more anxiety and depression when compared to the mothers of teens without TTM, though overall symptom severity was not very high for both groups. Mothers of TTM teens reported more impairment on several anger scales (experience of angry feelings, internal suppression of anger, control over anger expression and control over angry feelings by calming down) when compared to mothers of teens without TTM. However, even though more anger was reported, all of the scores were within the normal range for both TTM moms and control moms.

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Mothers of TTM teens reported higher parenting stress. However, we did not find real differences reported in the quality of the adolescent-parent relationship between TTM mothers and mothers of teens without TTM. Mothers of TTM teens also reported more problems with moodiness, social isolation, antisocial behavior and a lack of motivation in their adolescent. There was a tendency for mothers of TTM teens to report more restriction of their life activities, more difficulties with their relationship with their spouse/partner, more social alienation and more feelings of incompetence and/or guilt. However, once again, while these were different between moms of TTM youth and moms of controls, the scores were still in the normal range, implying that moms of TTM youth, while having higher scores that moms of controls, were not extremely different than would be expected.

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Our third goal was to examine whether the perception of the family environment by youth with TTM correlated with the severity of their hair pulling. What we found was different from what we had expected. Scores on those family environment variables which differed between teens with TTM and controls did not correlate with greater TTM severity. For example, report of more conflict in the family environment by the youth hair pullers was not related to greater hair pulling severity. However, distress to hair pulling was correlated with greater reported conflict and less family support. In addition, reduced family cohesion was associated with greater pulling severity and distress. There was also a trend for greater emphasis on control in the family to be related to greater pulling severity. Similarly, there was a trend for emphasis on organization and responsibility in the family to be related to hair pulling distress. Strong correlations were observed between pulling severity and several areas not previously shown to differ between groups (e.g., affective expression, task accomplishment, involvement and values and norms). Greater hair pulling distress was also correlated with more difficulty in the ability of the family to achieve specific tasks and objectives.

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And finally, our fourth goal was to examine whether parents and their adolescents with TTM agree in their assessments of the family environment. What we observed was that the ratings by adolescents with TTM and their mothers were different in the areas of expressiveness and independence. In addition, TTM youth and their mothers differed on ratings of family involvement in the lives of each other, patterns of influence and control, and family rules and values. Overall, TTM youth rated the family environment as more problematic than did their mothers.

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Discussion

So what are the implications of these findings if you or your family member experiences hair pulling? The first take-home message is that hair pulling family environment issues are complex. As shown above, family variables that differ between groups are not necessarily those that correlate with pulling severity and distress. Additionally, some of the family environment effects may be subtle, such as group differences between hair pulling youth and control mothers on clinical characteristics, despite all scores for both groups falling within the normal range. It may also be the case that the interaction between the youth hair puller and the environment may be more important to examine than the environment alone. It is noteworthy, though, that in all cases when group differences did exist, more dysfunction was reported in the TTM vs. control families. When correlations did occur between family functioning and pulling severity or distress, worse pulling severity and distress were always correlated with greater impairment on family environment measures.

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Several points deserve mention. First, research findings reflect average scores across many participants and may not always be relevant to the individual case. Thus, each case should be assessed individually to identify potential issues relevant in that family setting. Our findings above, however, highlight specific family dynamics that should be explored. Secondly, this is a cross-sectional study conducted at one point in time rather than a longitudinal study conducted over many time points). Thus, it is impossible to know if the family environment issues we identified are causative (and occurred prior to the development of the hair pulling), consequential (and occurred after the onset of the hair pulling) or independent from the hair pulling per se (and occurred at the same time as the pulling but are unrelated to it). It also may be the case that our failure to identify specific family environment variables as we had predicted may be due to limitations in the nature of existing family environment scales or to underreporting of problems by participants. Regardless, this study is the first large-sample study of TTM family environment with matched controls and validated assessment instruments. Thus, our findings provide many promising directions for subsequent investigations in the future.

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Probably the most important point is that this research needs to be replicated on an independent sample. The basic rule of science is that all findings need to be confirmed with another study using similar methods. In addition, to test whether family environment variables trigger pulling onset, a longitudinal study is needed to track both the family environment and hair pulling onset. Lastly, as recently demonstrated for other disorders, family therapy specifically targeting relevant areas of family dysfunction may ultimately improve our success in treating adolescent hair pulling.

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1. Keuthen NJ, Fama J, Altenburger EA, Allen A, Raff A, Pauls D. Family environment in adolescent trichotillomania. Journal of Obsessive-Compulsive and Related Disorders 2013; 2:366-374.

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Nancy J. Keuthen, Ph.D., is an Associate Professor of Psychology at Harvard Medical School and staff psychologist at Massachusetts General Hospital where she serves as the Co-Director of the Trichotillomania Clinic and the Chief Psychologist in the OCD Clinic. She is a current member of The TLC Foundation for Body-Focused Repetitive Behaviors Scientific Advisory Board

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Dr. Keuthen has pioneered considerable research in trichotillomania, skin picking, body dysmorphic disorder, and OCD, and authored many scholarly research papers and chapters. She has been involved in both pharmacological and cognitive-behavioral treatment outcome studies of BFRBs. In addition, she has been instrumental in the development and validation of numerous assessment instruments for both trichotillomania and skin picking disorder. Dr. Keuthen is the author of the popular book Help for Hair Pullers.

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David Pauls, Ph.D., was the director of the Psychiatric and Neurodevelopmental Genetics Unit from September 2001 - 2011. Prior to coming to Harvard, he was the Professor of Psychiatric and Neurobehavioral Genetics in the Child Study Center at Yale University. Over the past 25 years, his research has focused primarily on the genetics of child neuropsychiatric disorders. Research under his direction has led to a better understanding of the inheritance of Tourette Syndrome, OCD and dyslexia. At the present time he leads an international consortium of investigators devoted to finding genes for Tourette Syndrome and related conditions.

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The Role of the Family Environment in Adolescent Hair Pulling - TLC Foundation for BFRBs

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This article summarizes published results from the TTM Family Study investigating the role of the family setting in adolescent hair pulling. 1 This is the first in a series of articles that will report on the findings from this project.

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Sequoia Gifted and Creative - Highly gifted/2e learners often need more than traditional education provides. Our gifted specialists provide consultation, homeschool support, resource curation, gifted identification assessments, tutors and mentors, as well as ongoing family support.

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The IOWA/CoGAT assessment package provides valuable tools for homeschool families to cognitive screening (typically used for gifted programs) and standardized achievement testing. Our package includes online multi-day assessments utilizing the Cognitive Abilities Test (CogAT) and Iowa Achievement-Based Assessments, at or above grade level, along with a 1/2 hour post-assessment review and consultation.

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Speak ADHD | Neurodivergent Tips | Mental Health | ND Hacks on Instagram: "ADHD and the urge to fix everything 

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794 likes, 3 comments - speakadhd on January 3, 2026: "ADHD and the urge to fix everything 

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managing tics in the classroom for students with tourette

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Managing tics in the classroom, strategies for managing tourette in classroom, co-occurring conditions, adhd, ocd, anxiety

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Great resource for all things LD/ADHD/NVLD etc

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Great resource for all things LD/ADHD/NVLD etc

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When children have learning problems, their parents are usually the first to notice that something is just not right. Teachers often notice a child having trouble in their class. And when they notice, they want reliable information so they can help their students.

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You’re Invited to Our Gala Join us for the 2024 Tourette Association of America Gala on November 18 in New York City! Enjoy cocktails, a delicious dinner, an inspiring evening program, awards, and a silent auction, all in support of the Tourette Syndrome and Tic Disorder community. LEARN MORE & SECURE YOUR TICKETS icon-find-a-providerCreated with Sketch. Find a Provider Group 18Created with Sketch. Tools & Info Group 16Created with Sketch. Attend an Event Group 10Created with Sketch. Donate Stories that Inspire Ways to Give Advocacy Webinars Recently Diagnosed A diagnosis of Tourette or Tic Disorder can seem overwhelming. Learn More Find My Local Chapter Local support for children, families and adults with Tourette Syndrome and other Tic Disorders. Learn More TAA Merchandise Check out our merch store and support the TS & Tic Disorder community! Purchase Here Strategic 5-Year Plan Our 50th Anniversary marked the launch of the TAA’s inaugural 5-year Strategic Plan. Learn More For media inquiries, please contact marketing@tourette.org

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The medical model is pervasive, and it asks us to silo the health needs of our Autistic clients. But our Autistic clients are full people, and their needs are intertwined. In this episode, Autistic primary care physician Mel Houser helps us reimagine healthcare and other systems that aren't working for the Autistic community, breaking down access barriers and implementing universal design for all neurotypes.

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breaking out of the medical model with dr. mel houser

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‎Two Sides of the Spectrum: Breaking Out of the Medical Model with Dr. Mel Houser auf Apple Podcasts

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The medical model is pervasive, and it asks us to silo the health needs of our Autistic clients. But our Autistic clients are full people, and their needs are intertwined. In this episode, Autistic primary care physician Mel Houser helps us reimagine healthcare and other systems that aren't working...

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‎THE AUTISM ADHD PODCAST on Apple Podcasts

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Supporting neurodiverse children can be both rewarding and confusing. Holly Blanc Moses shares her strategies to support children diagnosed with ADHD and/or Autism. If you want to learn more about emotional health, behavior, social interaction and academics, this podcast is for you.

Supporting neurodiverse children can be both rewarding and confusing. Holly Blanc Moses shares her strategies to support children diagnosed with ADHD and/or Autism. If you want to learn more about emotional health, behavior, social interaction and academics, this podcast is for you.

Great podcast

I am so impressed with this podcast. Great information, delivered in a personable approachable way. Thank you for this resource, it's already helped considerably and I've only had time to listen to 3 episodes. Looking forward to diving into the rest!

5-Star Review - Dr. Tay

Holly's podcast is engaging, informative, and educational. As a licensed child psychologist, I find this podcast valuable and love listening to other professionals in the field.

Autism and Suicide

This was my first time to hear this broadcast and it was very eyeopening. Her guest was so enlightening and also shared example of all the things neurotypicals do wrong because of ignorance. I have a teen grandson with autism and ADHD who struggles daily. Thank you for your program.

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‎THE AUTISM ADHD PODCAST on Apple Podcasts

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Supporting neurodiverse children can be both rewarding and confusing. Holly Blanc Moses shares her strategies to support children diagnosed with ADHD and/or Autism. If you want to learn more about emotional health, behavior, social interaction and academics, this podcast is for you.

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‎Uniquely Human: The Podcast on Apple Podcasts

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Uniquely Human: the Podcast expands the conversation on autism and neurodiversity by amplifying the voices of autistic individuals and thought leaders in providing insightful, cutting-edge and practical information about the autistic experience. Hosted by Barry Prizant and Dave Finch.

Uniquely Human: the Podcast expands the conversation on autism and neurodiversity by amplifying the voices of autistic individuals and thought leaders in providing insightful, cutting-edge and practical information about the autistic experience. Hosted by Barry Prizant and Dave Finch.

Listen in - you'll keep coming back!

Barry and Dave give you informative banter with incredible guests from the autism community and neurodiversity enthusiasts. Join in and become part of this incredible community - we'd love to have you onboard.

Strange dynamic between hosts

The premise set up in the intro (Barry as cosmopolitan academic and Dave as country bumpkin) starts each episode off on the wrong foot. From there, it's difficult not to hear that dynamic play out in each episode (eg, in the one I was just listening to, Dave refers to himself as "the village idiot" among the academic guests). I know this self deprecation is meant as a joke or politeness, but it plays badly. Dave's insights are essential and possibly more important than Barry's. No one needs more autism info from NTs alone. Further, ND listeners don't need anything else in their lives to make them feel less-than. I believe Dave's humble affect comes from good intentions, but I'd like him to set it aside, and I'd like to see Barry amplify Dave's POV more. Maybe begin with a simple redo of the introduction!

Extremely helpful for a parent new to this culture

My husband and I have just recently realized that our young son is on the spectrum. We just received the initial evaluation materials last week. I'm so desperate to learn every possible thing I can to help me better understand and relate to my son and support him through his experiences and I love how there are so many different voices on here to bring a wide array of perspectives. It's helping me to think through new possible explanations and strategies to better communicate with our little guy. And the underlying humanistic philosophy speaks to my core values. I just love listening to these guys and their guests. Thanks for your work.

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‎Uniquely Human: The Podcast on Apple Podcasts

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Uniquely Human: the Podcast expands the conversation on autism and neurodiversity by amplifying the voices of autistic individuals and thought leaders in providing insightful, cutting-edge and practical information about the autistic experience. Hosted by Barry Prizant and Dave Finch.

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Join parenting coach and mom-in-the-trenches, Penny Williams, as she helps parents, caregivers, and educators harness the realization that we are all beautifully complex and marvelously imperfect. Each week she delivers insights and actionable strategies on parenting neurodivergent kids - those with ADHD, autism, anxiety, learning disabilities... Her approach to decoding behavior while honoring neurodiversity, and parenting the individual child you have will provide you with the tools to help you understand and transform behavior, reduce your own stress, increase parenting confidence, and create the joyful family life you crave. Penny has helped thousands of families worldwide to help their kids feel good so they can do good.

Join parenting coach and mom-in-the-trenches, Penny Williams, as she helps parents, caregivers, and educators harness the realization that we are all beautifully complex and marvelously imperfect. Each week she delivers insights and actionable strategies on parenting neurodivergent kids - those with ADHD, autism, anxiety, learning disabilities... Her approach to decoding behavior while honoring neurodiversity, and parenting the individual child you have will provide you with the tools to help you understand and transform behavior, reduce your own stress, increase parenting confidence, and create the joyful family life you crave. Penny has helped thousands of families worldwide to help their kids feel good so they can do good.

Valuable Resource

My daughter was recently diagnosed with ADHD, and I've since been struggling with what she needs and how I can best support her. Beyond the initial diagnosis from her pediatrician, there are months long waitlists to see specialists and therapists. It's a lonely place to be. But this podcast feels like the perfect mix of education and therapy for those of us living with or caring for someone with learning differences. From one mom to another, thank you!!

5-Star Review - Dr. Tay

I absolutely love this podcast because Penny's energy is infectious and engaging. As a licensed child psychologist, this is a podcast I love tuning into to hear from others in the field. I have added this podcast to my mix!

Great/practical information & examples.

I love listening to these short topics!! I just read/jotted down the last school episode. I'm trying to be more helpful & learn different ways I can help my Alex -7 years old. Ty Penny & guests

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Join parenting coach and mom-in-the-trenches, Penny Williams, as she helps parents, caregivers, and educators harness the realization that we are all beautifully complex and marvelously imperfect. Each week she delivers insights and actionable strategies on parenting neurodivergent kids - those with...

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Autistic and otherwise neurodivergent people have been comparing notes on the diversity of human ways of being via the internet for over twenty years. Lessons from the social model of disability and the disability rights movement apply. Neurodivergent people have come to realise that we live in hypernormative societies.
Background

Neurodiversity is the diversity of human brains and embodied minds - the infinite variation in neurocognitive functioning within our species. Members of the neurodiversity movement adopt a position of diversity that encompasses a kaleidoscope of identities that intersects with the LGBTQIA+ kaleidoscope by recognising neurodivergent traits as natural variations of cognition, motivations, and patterns of behaviour within the human species.
Pathologising growing numbers of human ways of being is a social power game that removes agency from neurodivergent people. Social progress is overdue.
In the broadest sense, the social model of disability is about nothing more complicated than a clear focus on the economic, environmental and cultural barriers encountered by people who are viewed by others as having some form of impairment - whether physical, sensory or intellectual.
- Mike Oliver, 2004

The concept of neurodiversity can be traced to the discussions Autistic people were having in online forums in the 1990's. It was elaborated into an inclusive paradigm in the early 2000's by Kassiane Asasumasu, a multiply neurodivergent neurodiversity activist, who coined the terms neurodivergence and neurodivergent, to push back against the dehumanising aspects of hypernormative societies. Design justice rethinks design processes, centers people who are normally marginalized by design, and uses collaborative, creative practices to address the deepest challenges our communities face.

Principle 1 : We use design to sustain, heal, and empower our communities, as well as to seek liberation from exploitative and oppressive systems.

Principle 6 : We believe that everyone is an expert based on their own lived experience, and that we all have unique and brilliant contributions to bring to a design process.
Principle 9 : We work towards non-exploitative solutions that reconnect us to the earth and to each other.
- Design Justice Network, 2018

The notion of disability in our society is underscored by a bizarre conception of "independence". Autists depend on assistance from others in ways that differ from the cultural norm - and that is pathologised. However, the many ways in which non-autistic people depend on others is considered "normal".

Re-humanising theories of ways of being
In mainstream industrialised societies people don't understand how Autistic people support each other, love each other, and care for each other in ways that go far beyond the culturally impaired neuronormative imagination.
It is time to remind the so-called "civilised" world about non-pathologising and coherent theories of human ways of being that are integrated into ecologies of care and the evolutionary flows of life in-formation that have been jointly developed within communities of Autistic and otherwise neurodivergent people:

Monotropism

Monotropism offers an alternative to both medical and social models of disability, as it assumes that autistic differences have an embodied material basis that relates to resource allocation, and that those differences are not usually a medical matter. Like the social model, it sees the environment as often disabling. It locates both strengths and issues within an interest model of mind (and society) that amplifies the narrative about intense interests which threads through every set of diagnostic criteria that has ever been proposed. It proposes that flow, force, direction and distribution of energy are essential features and that this directed force can be thought of as emotional.
- Dr Dinah Murray, 2020

Related current research and introduction.

Holotropism

We've found monotropic theory to be a very helpful paradigm for a major swath of autistic experience, and the theory is supported by considering its own wellspring. Synthesising monotropic theory with deep ecology and holistic anatomy, we feel we have found a multi-dimensional, spacious, edgeless terrain under the monotropism map. We are calling it holotropism. This perspective may elucidate the high co-occurrences of synaesthesia, mirror-touch, dyspraxia, and hypermobility among us autistic people. To be holotropic is to have wide open sensory gates. To participate in/as the immense world without becoming overwhelmed, we holotropes have two central methods: in, by hyperfocusing our attention on one sensory or cognitive path, and as, through synthesising our experience into coherence. A sense of wholeness occurs through both of these processes - less consciously in hyperfocus, more consciously in coherence.
- Hendl Mirra, 2023

Related work and thoughts on the integration of holotropic minds into synthropic cultural organisms.

Macro Level Cultural Evolution

All human attempts of control at large scale are futile. We can build on this insight, co-creating small scale environments for nurturing collective human intelligence. We know how to let go of the illusion of control:

If we want to find our way back to human scale and to the level of collective intelligence and cultural adaptive capability that is needed to navigate existential threats, we need to develop a language that enables us to imagine potential paths into a future that looks very different from the industrialised world that we were born into.
Collaborative niche construction, 2023

Cultural Immune Systems

The following quote nicely sums up the our globalised civilisation:

We do not deal properly with the issue of climate change. We do not deal properly with the issues of peace, war, immigration, food resources, water resources, public health, and all these important issues. We became incompetent because society as a whole began to focus on how to deceive and trick people.
- Jaron Lanier, 2019

Autistic people are best understood as the agents of a well functioning cultural immune system within human society:

The benefits of Autistic traits such as Autistic levels of hypersensitivity, hyperfocus, perseverance, lack of interest in social status, and inability to maintain hidden agendas mostly do not materialise at an individual level but at the level of the local social environment that an Autistic person is embedded in. Within "civilisation" Autistic people tend to be highly concerned about social justice and tend to be the ones who point out toxic in-group competitive behaviours.
Autistic people - the cultural immune system of human societies, 2020

Micro Level Cultural Evolution

Collaborative niche construction at human scale:

We all thrive when being given the opportunity to live and work with our most trusted peers. In good company everyone is acutely aware of all the collective intelligence and capability that is available in the form of trusted colleagues, friends, and family.

Evolutionary design allows organisations and people to participate in the evolution of a living system and to integrate their knowledge into a living system that includes humans, non-humans, and human designed systems. In evolutionary design the moniker of design is replaced by the concept of evolution. Cultural evolution entails not only the evolution of collaborative relationships and supporting tools within a group, but also the evolution of collaborative relationships between groups with many cultural commonalities and also between groups with few cultural commonalities.
Evolutionary Design, 2021

Implications

1. The current collective human predicament

2. Muddling through, from a synthropic perspective

3. The entanglement between broken trust, trauma, and healing

4. Co-creating centres of Autistic culture

None of this is new

1. Daoist philosophy

2. The life and ideas of David Bohm

3. Towards replacing the DSM with a life affirming paradigm

Weaving it all together

Hendl Mirra writes:

"The holotropic mind, when acting syntropically, tends to expect one thing to follow from another like fractals, or a jacob's ladder toy: each thing is experienced like a step, whether forwards or backwards from, or sideways to, the last thing. Close, and shifting. This expectation rests on a somatic understanding that consciousness is cellular. When we are fully at ease, we can feel the synapses of our thoughts. When we experience cognitive-sensory dissonance it can feel like the whole infinite pattern, that we are a part of, gets erased."

This gets to the core of lived Autistic experience.
We live in an era of prescribed cognitive dissonance. This explains the link between holotropic ways of being and being traumatised, especially by what we observe and experience in the human social world. Our sensory experience of consciousness at all levels of scale and awareness of the interconnectedness of all life significantly reduce our capacity for maintaining cognitive dissonance.
Cultures in which it is a taboo to draw attention to culturally prescribed cognitive dissonance, or to withdraw from situations that contribute to cognitive dissonance, are life denying cultures. Literally sick cultures. In healthy cultures our capacity to detect cognitive dissonance catalyses collaborative niche construction, and contributes to the co-creation of ecologies of care.

When we attempt to express all the interconnections that we feel, see, and experience, we quickly notice that linear language is a poor medium. Metaphors are one way of expanding the sphere of discourse, but like all technology, in a powered-up society, i.e. a society that is learning disabled by institutionalised social and physical power gradients, metaphors can be weaponised.

Collaborative niche construction is the evolutionary process of reducing cognitive dissonance, a process of omni-directional sensing and learning, which can only emerge in an adequately de-powered, non-overwhelming, and life affirming, i.e. holotropic and syntropic environment.

Cultural norms can either actively encourage collaborative niche construction - these would be syntropic cultural norms, or they can actively discourage collaborative niche construction by weaponising monotropism - the parasitic anthropocentric cultural norms that underpin the life denying monocultures known as "civilisations".
Institutionalised social power gradients between people are best understood as a form of parasitism. They emerge and thrive in environments where the cultural immune system is compromised. Norms can either actively power-up relationships or they can actively de-power relationships. A healthy culture is omni-directionally sensitive, not anthropocentric, it is adaptive, not hyper-normative, it is aware of human scale and limits, not scale blind.
To make 'The Beauty of Collaboration at Human Scale' widely available to members of the Autistic community, you can download a copy of the book free of charge. All our allies who visibly and openly support banning all forms of conversion therapies are also welcome to download a copy of the book free of charge.

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Creating NeurodiVentures and equipping Autistic people for collaboration for life

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Autism is a way of being.

It's a collection of specific differences from commonly

perceived expectations of sensory perception,

information processing & expression, which is viewed

by external observers as differences in

behaviour & communication.

​

Autistamatic is here to help both autistic and non-autistic people

understand more about the lives, challenges and above all
potential of autistic people in society today.

​

Join us as we explore our many coloured minds...

STOP Saying "People With Autism" (Person First Language)

Autism is easy to explain...isn't it? The internet is full of descriptions of autism from charities, medical companies, health authorities and academics, but hardly any of them have had any input from a single autistic person.

Should non-autistic people argue with autists over how to show us respect?How should you refer to someone when you know they're autistic? How should you refer to the autistic community? Are we autistic people or people with autism?

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Autism is a way of being. It's a collection of specific differences from commonly perceived expectations of sensory perception, information processing & expression, which is viewed by external observers as differences in behaviour & communication. ​ Autistamatic is here to help both autistic and non-autistic people understand more about the lives, challenges and above all potential of autistic people in society today.