Chelsea's Vocation

When a social communication deficit (by medical standards - see DSM-5 below) is the primary indicator of autism, a lot of people take notice. Chelsea certainly did when her now-grown children were young, particularly her son Justus. Having met and interacted with many autistic people over the last two decades, her fascination with autistic language development has deepened. But her first meaningful professional connection in the field was with Trisha Sacharski. 

Trisha is a dedicated Speech-Language Pathologist (SLP) with over 23 years of experience. Specializing in autism and augmentative and alternative communication (AAC), she is deeply committed to helping individuals find and use meaningful ways to communicate. Trisha combines her extensive clinical training with a passion for empowering others, making it her mission to ensure that every voice is heard. Outside of her professional life, she enjoys reading, gardening, baseball, and supporting her three children in all of their interests and endeavors.

Chelsea asks Trisha about three main topics in this episode:

1. gestalt language processing (GLP)
2. apraxia
3. AAC

The first two items relate directly to Chelsea's own children as their language developed. Find out why the third does not, and how much it's changed since Trisha was Justus and Noey's elementary school SLP! 

The following topics and terms, in order of their appearance in the podcast, might evoke some curiosity:

• The DSM-5 (The American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders, 5th ed., 2013) lists the diagnostic criteria for Autism Spectrum Disorder.
• receptive-expressive language delay includes difficulties both understanding and using language. It encompasses issues with both understanding what others say (receptive language) and expressing oneself through language (expressive language).
• functionally nonverbal: Inconsistent use of spoken words to communicate needs, thoughts, or feelings. Focuses on the lack of consistent functional verbal communication rather than a complete inability to communicate. (Google Gemini, 2025)
• communicative intent: The purpose or goal behind a person's communication, encompassing the message they are trying to convey through words, gestures, or other behaviors to achieve a desired effect on the listener. Involves a speaker acting with a specific motive to inform, request, express emotions, or influence others, which the listener then interprets in context. (Google Gemini, 2025)
• “allistic”: someone who is not autistic
• neurospicy
• nonverbal vs. nonspeaking
• Presume competence (Stimpunks)
• Analytic vs. Gestalt Language Processing

Podcast includes an introduction for episodes 6 and following at the beginning. Transition music, "Taking a Vocation", by Noey Budde.

Closing narration for episodes 6 and following.

Since Chelsea’s youngest Noey disclosed nonchalantly that they see music in color, Chelsea has been intrigued by synesthesia. Learning about “Magnetosphere”, a recently-released feature film depicting protagonist Maggie’s inner and outward experiences with synesthesia, prompted her to zoom in on the topic for this episode.

Guest Nicola Rose is the writer and director of “Magnetosphere”, a movie about a neurodivergent 13-year-old girl (Shayelin Martin) realizing she has synesthesia. You can watch the movie on multiple platforms at http://freestyledigitalmedia.tv/film/magnetosphere. Previously, Nicola wrote and directed another film, “Goodbye, Petrushka”, which was interpreted by many as being about a girl with autism.

While Chelsea loved Colin Mochrie as quirky Vietnam veteran Gil, the representation Maggie’s friend Wendy (Mikayla Kong) brings to the story is important. Noey was surprised to see Steven He portraying Maggie’s love interest, as they’re familiar with him in other media contexts.

Check out these articles for more on autism and synesthesia:

• “Is synaesthesia more common in autism?” Baron-Cohen, S., Johnson, D., Asher, J., Wheelwright, S., Fisher, S. E., Gregersen, P. K., & Allison, C. (2013). Molecular Autism, 4(1), 40. https://doi.org/10.1186/2040-2392-4-40
• “The Interesting Connection Between Autism and Synesthesia” (Amber Wu, Western University, 2021)

The following topics and terms, in order of their appearance in the podcast, might evoke some curiosity:

• Judy Singer
• neurodiversity

Next episode: Language Development

Podcast includes an introduction for episodes 6 and following at the beginning. Transition music, "Taking a Vocation", by Noey Budde.

Closing narration for episodes 6 and following.

For students with “Special Education needs” as determined by criteria put forth in the Individuals with Disabilities Education Act (IDEA), the IEP (Individualized Education Program) is a critical contract. With back-to-school season upon us, Chelsea revisits her own children’s IEP meetings with Brittany Freund. 

Brittany is a dedicated Special Education Teacher, beginning her 11th year supporting students in kindergarten through third grade. She works in a cross-categorical setting, meeting the diverse needs of her learners with patience, creativity, and compassion. Outside the classroom, Brittany is a devoted wife to her husband, Tanner, and a loving mother to two children, Wren (4) and Rori (1). Their family also includes a beloved dog, Angus. Brittany enjoys spending time outdoors, especially going on bike rides, and she loves gathering with friends and family for board games. Her passion for teaching and family shines through in everything she does. 

In this episode, Brittany and Chelsea discuss what makes a “good” IEP, how to create a supportive home-school partnership, and what Chelsea thinks Minnie Driver has to do with it.

The following topics and terms, in order of their appearance in the podcast, might evoke some curiosity:

• “Speechless”
• An Individualized Family Service Plan (IFSP) and an Individualized Education Program (IEP) are both plans designed to support children with disabilities, but they differ in their focus and the age groups they serve. An IFSP focuses on infants and toddlers from birth to age three, emphasizing the family's role and needs in supporting the child's development. An IEP, on the other hand, is for children ages 3 to 21 and focuses on the child's educational needs and goals within a school setting.
• Early Childhood Special Education (Wisconsin Department of Public Instruction)
• Transition planning under IDEA is a process that helps students with disabilities prepare for life after high school. The process begins at age 14 per Wisconsin DPI guidelines and by age 16 per IDEA.
• Episode 13: Puberty & Autism
• Episode 14: College Considerations
• Educational designations on an IEP refer to the disability categories outlined by IDEA, which include autism, emotional disturbance, intellectual disability, multiple disabilities, other health impairment, specific learning disability, and speech or language impairment, among others. 
• Receptive-expressive language delay includes difficulties both understanding and using language. It encompasses issues with both understanding what others say (receptive language) and expressing oneself through language (expressive language).
• See this article on executive function. (Psychology Today)
• Social Stories

Podcast includes an introduction for episodes 6 and following at the beginning. Transition music, "Taking a Vocation", by Noey Budde.

Closing narration for episodes 6 and following.

As a prospective parent, Chelsea presumed her children would go to college. When they were diagnosed with autism, post-secondary education was definitely not part of the conversation among educators and allied health professionals on their teams. While both Justus and Noey went to college, the learning curve was steep for everyone involved.

Cue this episode’s guest:

Emily Raclaw is Director of On Your Marq, a college success program for neurodivergent students at Marquette University (Milwaukee, WI). With nearly 20 years of experience, she specializes in disability services, executive functioning, and inclusive design. A disabled and neurodivergent professional herself, Emily reframes disability as a valued identity and leads a team providing mental health, academic, and independent living support. A nationally recognized speaker, she presents on neuroinclusive education, disability identity, and sustainable support systems that foster belonging and empowerment. Her work centers on creating spaces where disabled individuals can thrive in both academic and professional settings.

The following topics and terms, in order of their appearance in the podcast, might evoke some curiosity:

• Temple Grandin, Temple film
• Paula Kluth
• neurospicy
• Episode 2: Introducing Justus
• Post-secondary Transition Plan: “A postsecondary transition plan must include measurable postsecondary goals for students based on age-appropriate transition assessments related to training or education, employment, and independent living skills (if appropriate) and a description of transition services including courses of study needed to assist the students in reaching their goals.”  https://dpi.wi.gov/sped/about/state-performance-plan/indicators/13-transition
• Episode 3: Noey’s Journey
• Individualized Education Plan (IEP)
• Individuals with Disabilities Education Act (IDEA)

Podcast includes an introduction for episodes 6 and following at the beginning. Transition music, "Taking a Vocation", by Noey Budde.

Closing narration for episodes 6 and following.

Katrina Tarke-Karge is a Clinical Child and Adolescent therapist at Evidence Based Counseling Solutions in New Berlin, Wisconsin. She has worked with autistic individuals in a variety of capacities from young children to adults for almost 20 years. She has recently taken on a new role as the Director of Child and Adolescent Services and hopes to expand access to mental health treatment for neurodivergent kids, teens, young adults and their families.

While puberty is a biological process, the neurochemistry component is especially influential in autistic adolescents’ behavior. In this episode, Chelsea shares how her family’s lived experience has prompted her to instruct parents of tween autistic children to “buckle up”. Katrina prepares us to do just that.

The following topics and terms, in order of their appearance in the podcast, might evoke some curiosity:

• Explaining the difference between a psychiatrist and a psychologist (YouTube)
• Obsessive Compulsive Disorder (The OCD & Anxiety Center)
• comorbid diagnoses: simultaneous presence of two or more medical conditions in a patient. See “What Disorders Are Related to Autism?” (PsychCentral)

Resources: Books

• Taking Care of Myself: A Hygiene, Puberty and Personal Curriculum for Young People with Autism, by Mary Wrobel (Future Horizons, 2003).
• Taking Care of Myself2: for Teenagers and Young Adults with ASD, by Mary Wrobel (Future Horizons, 2017).
• "Tom" book series, by Kate E. Reynolds with illustrations by Jonathon Powell (Jessica Kingsley Publishers, 2014)
  • What's Happening to Tom?: A book about puberty for boys and young men with autism and related conditions
  • Things Tom Likes: A book about sexuality and masturbation for boys and young men with autism and related conditions
  • Tom Needs to Go: A book about how to use public toilets safely for boys and young men with autism and related conditions
• American Girl® Wellbeing books (American Girl Publishing, 2024)
  • The Care and Keeping of You 1: The Body Book for Younger Girls, by Valorie Schaefer
  • The Care and Keeping of You 2, by Dr. Cara Natterson

Resources: Supports

• LOCAL
  • Waukesha County Crisis Intervention: daytime hours, 262-548-7666 / nights, weekends, holidays, 262-547-3388
  • NAMI Family Support Group near you
• NATIONAL
  • 988 Suicide & Crisis Lifeline
  • National Alliance on Mental Illness (NAMI)
  • 211 for referral to community-based services

Podcast includes an introduction for episodes 6 and following at the beginning. Transition music, "Taking a Vocation", by Noey Budde.

Closing narration for episodes 6 and following.

A 2023 graduate from Columbia College Chicago, Noey Budde is still very much trying to find their place in the world, but has a great start with an illustrious background in both the humanitarian and creative fields. Noey is an educated composer creating pieces for various forms of media, primarily podcasts (including this one!) and film. When not in their studio, they’re found working alongside the bright students of Chicago as a substitute teacher. One of their biggest dreams is to create media that comforts and reassures others on the spectrum and living with neurodiversity that they’re seen and heard.

Noey was diagnosed with autism and ADHD (Embrace Autism), which makes them an "AuDHDer," two decades ago as a three-year-old girl. Noey now identifies as nonbinary, preferring they/them pronouns. Check out episode 3 of the show for more on their story.

The combination of Pride Month (June) and Autistic Pride Day (June 18) inspired today’s episode.

These are the citations of the articles Chelsea refers to in the intro:

• Kallitsounaki, A., & Williams, D. M. (2023). Autism Spectrum Disorder and Gender Dysphoria/Incongruence. A systematic Literature Review and Meta-Analysis. Journal of Autism and Developmental Disorders, 53(8), 3103–3117. https://doi.org/10.1007/s10803-022-05517-y 
• Van Der Miesen, A. I. R., et al. (2016). Gender Dysphoria and Autism Spectrum Disorder: A Narrative Review. International Review of Psychiatry, 28(1), 70–80. https://doi.org/10.3109/09540261.2015.1111199 
• Hisle-Gorman, E., et al. (2019). Gender Dysphoria in Children with Autism Spectrum Disorder. LGBT Health, 6(3). https://doi.org/10.1089/lgbt.2018.0252

Noey explains…

• gender nonconforming: see Oxford Languages' definition
• gender dysphoria: see Oxford Languages' definition
• preferred pronouns (from Reimagine Gender)
• dead name: see Oxford Languages' definition

Chelsea refers to …

• neuroqueer: Used as a verb, “to subvert, defy, disrupt, and liberate oneself from both neuronormative and heteronormative expectations.” As an adjective, “gender performance, and/or neurocognitive style have … been shaped by … neuroqueering”
• autigender: When an autistic person perceives, expresses their gender identity in light of their autism. Gender identity and autistic neurology are inextricably connected.

Next episode: Puberty & Autism

Podcast includes an introduction for episodes 6 and following at the beginning. Transition music, "Taking a Vocation", by Noey Budde.

Closing narration for episodes 6 and following.

Chelsea is delighted to welcome “autism dads” Nick Backes and Justin Sneesby to this Father’s Day episode of the podcast.

Nick is husband and father of three children. Born and raised in southeastern Wisconsin, he is an autism advocate and a stay-at-home dad.

Justin has been a husband to his wife for over 15 years, and they have two children. Their oldest son, Ronnie, is 9, while their other son, Chandler, is 5. They all live in Greenfield, Wis. Currently, Justin is a full-time student pursuing a career as a special education teacher and is also a stay-at-home father, while his wife is a K-4 teacher. He has worked in various aspects of special education and has decided to make this his career and passion.

After Nick and Justin introduce themselves and their families, we dive into autism interventions including ABA, what’s different between the “autism dad” and “autism mom” experience, and how parenting has changed them as humans.

The following topics and terms, in order of their appearance in the podcast, might evoke some curiosity:

• Autism United of Wisconsin (f/k/a Autism Society of Southeastern Wisconsin)
• SHAW Pirates Special Hockey (Milwaukee, WI)
• Little to no eye contact was a key benchmark in screenings for autism in the early 2000s. See this 2013 NIH article.
• ABA (Applied Behavior Analysis)
• “allistic”: someone who is not autistic
• Ivar Lovaas, aversives (Journal of Autism and Developmental Disorders, 2021)
• Stanley Greenspan, DIRFloortime model
• apraxia of speech (Mayo Clinic)
• occupational therapy (OT): with emphasis on sensory integration, including vestibular and proprioceptive systems (Autism Research Institute)
• learned helplessness (Jaime Hoerricks, The AutSide)
• One of Chelsea's favorite "autism dads" on social media is Rob Gorski, The Autism Dad. Check him out on Instagram or Facebook.
• dyslexia (Cleveland Clinic)
• Individuals with Disabilities Education Act (IDEA) and how it’s funded
• Autistics’ difficulty with figurative language, metaphors - as explained by Stephen McHugh (Stephen’s Evolution)

Next episode: Gender Identity & Autism

Podcast includes an introduction for episodes 6 and following at the beginning. Transition music, "Taking a Vocation", by Noey Budde.

Closing narration for episodes 6 and following.

Betsy Spalla is a finance professional by day, and a perpetual student of humans’ emotions. Mom of two now-adult babies, one of whom is on the spectrum, she was diagnosed with ADHD after the birth of her second child. Her journey as a mom of a neurodivergent human, in light of her own neurospiciness, has given her a keen insight into human behavior. She is adept at helping her people identify their feelings and triggers to make positive change.

After Chelsea frames the episode with her three key takeaways about mental health and autism, Betsy brings both her lived experience and neurology to the discussion. She provides another perspective of a neurodiverse family as well as actionable tools for managing a balanced household with mixed neurotypes.

Research articles Chelsea refers to in the opening narrative:

• Ma, S. L., Chen, L. H., Lee, C. C., Lai, K. Y. C., Hung, S. F., Tang, C. P., Ho, T. P., Shea, C., Mo, F., Mak, T. S. H., Sham, P. C., & Leung, P. W. L. (2021). ”Genetic Overlap Between Attention Deficit/Hyperactivity Disorder and Autism Spectrum Disorder in SHANK2 Gene”. Frontiers in Neuroscience, 15, 649588. https://pmc.ncbi.nlm.nih.gov/articles/PMC8111170/#B12 
• Pettersson, E., Lichtenstein, P., Larsson, H., Song, J., Agrawal, A., Børglum, A. D., Bulik, C. M., Daly, M. J., Davis, L. K., Demontis, D., Edenberg, H. J., Grove, J., Gelernter, J., Neale, B. M., Pardiñas, A. F., Stahl, E., Walters, J. T. R., Walters, R., Sullivan, P. F., … Polderman, T. J. C. (2019). “Genetic influences on eight psychiatric disorders based on family data of 4 408 646 full and half-siblings, and genetic data of 333 748 cases and controls”. Psychological Medicine, 49(7), 1166–1173. https://pmc.ncbi.nlm.nih.gov/articles/PMC6421104/ 

The following topics and terms, in order of their appearance in the podcast, might evoke some curiosity:

• phenotypic: The observable characteristics or traits in an individual based on the expression of their genes.
• apraxia (MedlinePlus)
• The DSM-5 establishes three levels of autism spectrum disorder per support needs, with level 3 being the most significant need.
• DSM-5: The American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (5th ed., 2013)
• Autism Wheel
• “Impact of Child Disability on the Family” Reichman, N. E., Corman, H., & Noonan, K. (2008). Maternal and Child Health Journal, 12(6), 679–683.
• box breathing
• Feelings are not facts.
• Disappointments are inevitable, but misery is optional.

Next episode: Dadding Autistic Humans

Podcast includes an introduction for episodes 6 and following at the beginning. Transition music, "Taking a Vocation", by Noey Budde.

Closing narration for episodes 6 and following.

Dani Jo is a married mama of two autistic girls (well, now women). She definitely never expected to have the “Autism Mama" title but is thankful for the journey and the fierce women she has met along the way. 

She “bucked the system" as her children were leaving elementary school, as her home school was not implementing their IEPs. She spent a few years advocating for choices for special needs children and played a critical role in getting the "Special Needs Scholarship Program" passed in the state of Wisconsin.

She's a firm believer in choosing her battles and considers herself a retired Mama Bear.

She joins Chelsea for this special Mother’s Day episode of the podcast as part of Chelsea’s “tribe”, takes us through her family’s autism journey, and exposes her own breaking and reframing of what her daughters’ autism means to herself and the greater community.

The following topics and terms, in order of their appearance in the podcast, might evoke some curiosity:

• torticollis (Cleveland Clinic)
• Birth to 3: This Wisconsin program for early intervention services for infants and toddlers with disabilities and their families, which is similar to programs in other states, is federally mandated through the Individuals with Disabilities Education Act (IDEA), Part C.
• occupational therapy (OT)
• Pervasive Developmental Disorder: In the DSM-IV, which was published by the APA in 1994, Pervasive Developmental Disorder (PDD) was an umbrella for diagnoses including Autism, Asperger's, Rett's Disorder, Childhood Disintegrative Disorder, and PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified).
• Little to no eye contact was a key benchmark in screenings for autism in the early 2000s. See this 2013 NIH article.
• joint control: An ABA technique that aims to help children with autism develop more complex language and cognitive skills by enabling them to respond to multiple stimuli simultaneously.
• Easterseals’ child development screening tool
• apraxia of speech (Mayo Clinic)
• BCBA: Board Certified Behavior Analyst providing ABA as an intervention for autistic children, as certified by the Behavior Analyst Certification Board.
• Jennie Wright's 7 Stages of Grief (2011)
• Episode 4: Chelsea’s Evolution 

Podcast includes an introduction for episodes 6 and following at the beginning. Transition music, "Taking a Vocation", by Noey Budde.

Closing narration for episodes 6 and following.

Jess Sciborski has been a dedicated special educator for over 20 years, working with students in grades K-12 with a wide range of disabilities, especially emotional/behavioral disabilities and autism. Currently a 1:1 Special Education teacher for an area educational agency, she is a fierce advocate for student needs, dignity for all, and celebrating neurodiversity. She believes in presuming competence and meeting students where they are. Outside of teaching, she’s a proud hockey mom to an amazing 8-year-old son with autism.

We spent a little time in this episode backing up to Autism Awareness and the vibe that accompanied that movement, which was really focused on what “allistics” (non-autistic people) wanted neurotypical people to know about autism. We then covered how Jess has seen the movement shift to Acceptance, and the progression to Affirmation.

The following topics and terms, in order of their appearance in the podcast, might evoke some curiosity:

• neuroaffirming approaches (Sunfield Center)
• Autism Acceptance Month (ASAN)
• autistic meltdown (Autism Parenting Magazine)
• autism and eye contact (Embrace Autism)
• No puzzle pieces, thank you (Drexel University Autism Institute)
• IDEA and Transition (PACER)
• Augmentative and Alternative Communication (AAC) (Autism Little Learners)
• echolalia (Autism Parenting Magazine)
• student-led IEP meetings (Edutopia)
• Universal Design for Learning (UDL) (CAST)
• person- vs. identity-first language (Autism)
• functioning labels (Healthline)

Podcast includes an introduction for episodes 6 and following at the beginning. Transition music, "Taking a Vocation", by Noey Budde.

Closing narration for episodes 6 and following.