Join us for this episode of Diverse Thinking, Different Learning as we welcome Liz Angoff Ph.D. to the podcast. Dr. Angoff is a Licensed Educational Psychologist and Diplomate in School Neuropsychology who offers assessment and consultation services for children and families in the Bay Area, California. She wrote the Brain Building Books series and Our Brains, which help neurodivergent children better understand, appreciate, and advocate for their unique minds. Learn more about Dr. Liz and her work at her Explaining Brains website.

Throughout our conversation, we talk about how when one child in a family is identified as neurodivergent, the focus understandably shifts to evaluations, therapies, and advocacy, but what about the sibling who is watching it all unfold, quietly forming their own explanations about meltdowns, extra appointments, and uneven attention? We discuss why children are natural "meaning makers" and what can happen when adults leave gaps in the story. Dr. Angoff explains her approach to sharing diagnoses - starting with asking the neurodivergent child for permission before telling a sibling.

Dr. Angoff also walks us through how to translate assessment results into language that kids can actually use, including her "highways and construction projects" metaphor for strengths and challenges. Hear how this shared framework reduces blame, increases empathy, and helps siblings see both themselves and each other more clearly. We also address the real questions siblings ask: Why does my brother get more attention than I do? Is this my fault? Does that mean I have it too?

Dr. Angoff offers some practical scripts for validating those feelings while reinforcing a powerful message: attention may shift, but love is absolutely not divided. The conversation also covers privacy and how to treat a diagnosis as the child's story to share, as well as how to equip siblings with the language to explain differences to friends without making them responsible for managing everything.

Perhaps most importantly, this episode of the show really reframes these talks as an ongoing process rather than a one-time thing. As children grow, their questions change, and so should the conversation. If you're raising neurodivergent kids and want every child in your family to feel informed, valued, and included, this discussion with Dr. Liz Angoff will surely give you the language, perspective, and practical tools to start!

Show Notes: [2:40] - Dr. Angoff talks about how inviting kids into diagnostic conversations naturally raises questions about siblings. [3:00] - Without clear explanations, siblings often invent their own stories regarding what's happening. [3:43] - Early conversations can help reshape harmful narratives and prevent siblings from forming inaccurate roles. [6:00] - Dr. Angoff reflects on how families work best when kids own their story and guide what others learn. [9:36] - Dr. Angoff asserts that concrete, age-appropriate examples can help siblings grasp complicated diagnoses. [10:54] - Dr. Angoff discusses how using shared brain metaphors leads to empathy and mutual understanding between siblings. [13:08] - Highlighting strengths and "construction projects" can help siblings respond with empathy. [16:04] - Dr. Angoff explains how shared brain language reduces blame while ensuring that every child's needs matter. [19:04] - Dr. Angoff explains how openness and reassurance can help siblings feel valued despite unequal attention. [22:03] - Even when attention shifts, love remains constant and intentional! [23:23] - Dr. Angoff asserts that honest conversations can help prevent siblings from believing that they matter less. [25:30] - Families protect diagnostic privacy while equipping siblings to respond confidently! [28:54] - Descriptive explanations of behaviors can help siblings understand and support each other! [29:19] - Dr. Angoff believes that siblings should share responsibility for advocacy while also seeking adult help when overwhelmed. [30:58] - Conversations around diagnosis should happen gradually, focusing on practical and present needs. [33:04] - Hear how stories, visuals, and resources can help families explain neurodiversity in accessible ways. [34:00] - Dr. Angoff believes that empowering language around neurodivergence helps support positive family narratives and understanding.

Links and Related Resources:

• More Podcast Episodes

• Episode 137: Helping Kids Understand Their Amazing Brains with Dr. Liz Angoff

Connect with Dr. Angoff:

• Explaining Brains

• Dr. Angoff's Books

Join Our Community:

• Substack

Please join us in welcoming Leslie Catlett, MS, OTR/L to the podcast! Leslie is the founder of The Penmanship Lab, where she helps children develop confident, functional handwriting skills that support real learning. As a pediatric occupational therapist and mom of two, she approaches handwriting challenges by looking beyond neatness to understand the deeper factors affecting each child. Leslie specializes in working with children with ADHD, dysgraphia, dyslexia, and autism, creating individualized, engaging strategies that make writing more accessible and meaningful. She holds a Master's degree in Occupational Therapy from the University of Wisconsin–Madison and is deeply committed to inclusive, strengths-based learning environments.

In our conversation, we discuss the complexity of handwriting and why it's so often misunderstood, with Leslie explaining that handwriting isn't just a fine motor task but a full-body, brain-heavy activity that involves posture, attention, memory, sensory processing, and emotional regulation all at the same time. For neurodivergent learners, including children with ADHD, dysgraphia, dyslexia, or autism, handwriting can be truly exhausting, frustrating, and even overwhelming, and it's rarely a matter of laziness or lack of effort.

We discuss the misconceptions that slow progress signals a lack of motivation or that kids will simply "grow out of it," and why traditional practice alone often makes matters even worse. Leslie highlights how occupational therapy addresses handwriting differently by building foundational skills first, from posture and core strength to visual motor coordination and sensory regulation, before layering on handwriting itself. Progress isn't just about neater writing; it shows up first as reduced frustration, more confidence, and increased endurance.

In our conversation, we also talk about practical ways parents and educators can support handwriting and fine motor development at home, with Leslie highlighting the importance of short, successful practice sessions, movement breaks, and incorporating skills into play via crafts, cooking, outdoor activities, or even Lego building. Leslie also discusses when it's time to seek professional help, pointing out that handwriting struggles often impact self-esteem, school performance, and emotional regulation.

We explore the purpose behind the Penmanship Lab itself, with Leslie having created it to provide one-on-one support for children who aren't getting enough guidance in school and to help parents feel empowered rather than guilty when their child struggles. She shares how addressing handwriting early can support not only academic success but also everyday independence, from buttoning shirts to tying shoes. Our conversation offers a practical guide for anyone wanting to understand, support, and celebrate children's unique learning needs!

Show Notes: [2:30] - Handwriting is complex - requiring motor, sensory, attention, memory, and endurance skills simultaneously. [5:19] - Hear how dysgraphia stems from neurological differences, so practice alone doesn't improve handwriting without foundational support. [8:42] - Leslie discusses how handwriting engages the brain differently than typing, often improving confidence and emotional regulation first. [10:56] - Leslie explains how short, playful activities and motor work strengthen handwriting skills and maintain student engagement. [13:19] - Hear how early intervention can help prevent frustration. [16:16] - Short, daily handwriting practice improves skills, confidence, and behavior without causing parental blame. [18:32] - Leslie reveals how The Penmanship Lab fills gaps schools leave, providing one-on-one handwriting support for literacy development. [20:10] - Daily self-care tasks rely on fine motor skills, linking handwriting to broader functional independence.

Links and Related Resources:

• Episode 39: Why Fine Motor Skills Matter with Jennifer Morgan

• Episode 219: Understanding Dysgraphia: Signs, Strategies, and Support for Struggling Writers

Connect with Leslie:

• The Penmanship Lab's Website

• Email: [email protected]

I am so happy to welcome Dr. Ellen Braaten back for her third time on the show! In case you missed those episodes and/or need a refresher, Dr. Ellen Braaten is the founding director of the Learning and Emotional Assessment Program at Massachusetts General Hospital and an associate professor at Harvard Medical School. She is a prolific researcher and author whose work focuses on ADHD, learning disorders, child psychopathology, processing speed, intelligence, and children's motivation, including bestselling books for parents and professionals. Deeply committed to public education, she frequently speaks on child mental health topics and contributes to both local and national media.

In our conversation, we talk about why unmotivated kids rarely fit neatly into a single category, with Dr. Braaten explaining that children may struggle with motivation for a variety of reasons, such as cognitive overload, emotional fatigue, repeated failure, or even a lack of clear identity. She also explains why framing these challenges as brain-based skills, rather than personal failings, can help change the way parents and clinicians respond. We also discuss the narrowing of opportunities in schools today, why kids need space to discover their own strengths beyond academics and athletics, and how uncomfortable emotions such as shame, anxiety, or regret can silently block motivation.

Dr. Braaten's workbook is designed not just for children but for the adults supporting them, and she shares how parents, teachers, and therapists can use its activities to spark meaningful conversations, assess where a child gets stuck, and offer guidance without shame. It's about collaboration, not enforcement, and about helping kids take ownership of their growth while navigating setbacks safely.

This episode of the show will surely resonate with anyone supporting tweens and teens, whether you're a parent, educator, or clinician, and offers strategies to help young people (and even adults) rediscover what matters to them, reclaim their motivation, and move forward with confidence!

Show Notes: [2:09] - Hear how Dr. Ellen Braaten realized poor motivation affects everyone, especially during stressful, sleep-deprived times. [5:40] - Motivation consists of initiation, persistence, and desire, and can be treated as a learnable skill. [7:56] - Dr. Braaten discusses how kids today struggle to find identity due to overwhelming choices and early specialization pressures. [9:52] - Dr. Braaten argues that strengths extend beyond academics and sports, yet schools rarely provide opportunities to explore diverse talents. [11:51] - Hear how setbacks, injuries, or missed guidance can lead to regret. [13:44] - Breaking motivation into initiation, intensity, and persistence can help kids, parents, and clinicians clarify obstacles. [16:28] - Dr. Braaten points out how even small changes, like better sleep, improve motivation. [18:04] - Parents should balance support and independence, empowering children while preventing guilt or overwhelming hovering. [21:18] - Anxiety and post-pandemic habits have reduced face-to-face engagement, creating cycles that undermine motivation. [23:04] - Dr. Braaten's workbook is best used with adults as guides, sparking conversations about identity and priorities. [26:05] - Hear how to contact Dr. Braaten.

Links and Related Resources:

• Episode 61: Slow Processing Speed with Dr. Ellen Braaten

• Episode 107: How to Motivate Kids Who Couldn't Care Less with Dr. Ellen Braaten

• Dr. Ellen Braaten & Hillary Bush - The Motivation Mindset Workbook: Helping Teens and Tweens Discover What They Love to Do

Connect with Dr. Ellen Braaten:

• Dr. Ellen Braaten's Website

We are joined in this episode by Stacey Shubitz, K-6 literacy consultant, a former elementary school teacher, and the co-founder of the Two Writing Teachers blog and podcast. Her forthcoming book, Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future, empowers parents to navigate the special education system.

In this episode, we talk openly about what it really takes to support a child with learning challenges in today's school system. Drawing from decades of experience on both sides of the table, Stacey shares why she wrote Make the School System Work for Your Child with Disabilities and what she wishes someone had told her when she was first trying to make sense of evaluations, IEP meetings, and endless paperwork.

Our conversation centers on some of the practical mindset shifts that can help change everything for families, with Stacey explaining why leading with a child's strengths and not just their needs is so important for confidence and motivation. She also addresses disability language head-on, discussing why it is that naming disability isn't limiting but instead opens doors to services, legal protections, and access that families often don't realize they're entitled to.

Throughout the episode, we highlight how knowledge of data, timelines, rights, and documentation can shift the power dynamic and help parents advocate more effectively. We offer some concrete guidance on when to push for evaluations, why waiting too long can do a lot of harm, and how to ask for progress data without feeling confrontational. Stacey also shares what makes IEP meetings feel collaborative instead of adversarial, from simple preparation strategies to small human touches that ease tension. Communication comes up again and again: how approaching teachers with curiosity, clarity, and respect can lead to better outcomes for kids!

Stacey also speaks candidly about burnout, emotional exhaustion, and why joy isn't optional but protective. This conversation offers reassurance, realism, and a clear-eyed look at how parents can show up informed, empowered, and grounded while advocating for their children.

Show Notes: [2:32] - Hear how Stacey's experiences with IEPs inspired her to help other parents. [4:04] - Stacey describes leading with strengths, not just challenges or disabilities. [6:03] - Highlighting positives alongside challenges helps children see themselves as capable. [9:42] - Stacey argues that children should know their rights and services so that they can advocate for themselves. [12:49] - It's so important for parents to monitor progress, request data, and push for evaluations when their child isn't advancing. [14:58] - Stacey adds that it's also essential to advocate firmly and request evaluations when interventions aren't producing results. [16:20] - Preparing for meetings with clarity, human touches, and understanding who's present can help make discussions more productive. [19:44] - Coming to meetings prepared with documents in advance helps balance power and supports advocacy. [23:04] - Stacey discusses how reviewing IEPs in advance can help ensure more effective teacher interactions. [25:00] - Approaching teachers with curiosity and gathering accurate information helps promote calm, productive conversations around school. [28:18] - Stacey gives an example of how being open about personal struggles allows teachers to provide better support for children. [30:33] - Stacey asserts that assuming positive intentions about teachers helps lead to collaboration and avoids unnecessary conflict. [32:07] - Stacey wishes that she had known sooner how important it is to read the procedural safeguards book to understand parental rights and timelines. [34:12] - Stacey expresses that she has learned that intentionally curating joy and connection can help prevent burnout. [37:05] - Joy is a legitimate form of intervention.

Links and Related Resources:

• Stacey Shubitz - Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future

• Episode 164: 5 Keys to Productive IEPs with April Rehrig

• Episode 238: Dismantling DEI and the Department of Education: How Changes Impact Your Child with Vickie Brett & Amanda Selogie

• Episode 246: Accommodations, Modifications, or Remediation? How to Know What Your Child Really Needs with Amy Cushner

Connect with Stacey Shubitz:

• Stacey's Website

• Email: [email protected]

• Stacey's Substack

• Two Writing Teachers Website

We happily welcome Dr. Allie Ticktin to Diverse Thinking Different Learning! Dr. Ticktin is dedicated to helping children and their families thrive through sensory-based play, having founded Play 2 Progress and writing Play to Progress, introducing parents to all eight senses and offering practical ways to support them at home. Blending child development science with playful learning, Dr. Ticktin focuses on building kids' confidence and supporting their growth across emotional, social, physical, and academic areas. At the core of her philosophy is the belief that empowering parents from the very beginning is the best way to set children up for lifelong success!

Throughout our conversation, we explore the topic of sensory processing and sensory motor integration - often misunderstood but nevertheless foundational to how children learn, regulate, and thrive. Dr. Ticktin, an occupational therapist and author, explains that sensory processing involves more than just the five basic senses, that there are actually eight senses that children need to effectively process, including the "hidden" senses of vestibular, proprioceptive, and interoceptive!

Dr. Ticktin highlights the fact that sensory issues are not simply behavioral problems but are rather neurological differences in how a child's brain processes sensory information. This can manifest in various ways, from being overly sensitive to certain textures to having trouble regulating emotions and attention. She stresses the importance of reframing these challenges as differences in sensory processing, rather than just automatically resorting to labeling them as "bad behavior."

As we discuss, an especially important part of supporting children with sensory needs is teaching them to recognize and communicate their needs, and Allie discusses "body tools" - often referred to as fidget spinners or sensory toys - and how empowering children to identify and use whatever tools help them self-regulate can dramatically improve their ability to focus, learn, and interact socially.

Our discussion also covers how sensory integration therapy can positively affect not just motor skills but also social-emotional functioning, with Dr. Ticktin reflecting on how she has seen children learn to self-regulate and even start advocating for their sensory needs and those of their peers. Our discussion provides you with a comprehensive overview of sensory processing, its importance in child development, and effective strategies for supporting children with sensory needs via a collaborative approach based on children's strengths!

Show Notes: [2:29] - Sensory processing involves eight senses, not just tactile experiences such as messy play. [5:10] - Dr. Ticktin argues that a child's sensory system forms the unseen "roots" supporting all higher developmental skills. [7:05] - Some kids struggle to filter irrelevant sensory input, resulting in classrooms feeling overwhelming. [9:08] - Dr. Ticktin points out that many "bad behaviors" actually stem from unsatisfied sensory needs. [11:28] - Dr. Ticktin explains how "body tools" can help children self-regulate, reducing behavioral issues via sensory support. [13:30] - Sensory inputs can raise or lower excitement depending on how the child processes them. [17:38] - Misread behaviors in daily tasks might signal underlying sensory-motor challenges. [18:22] - Hear how sensory issues can appear as rough play, clumsiness, withdrawal, or shutdowns. [21:09] - Dr. Ticktin argues that self-regulation often crosses over with sensory needs. [24:49] - Young kids may tantrum from sensory overwhelm because they lack the language to explain their feelings. [25:12] - Dr. Ticktin explains how teaching kids to "empty their bucket" prevents overload, very similar to adults managing stress. [28:33] - Learn how play-based therapy strengthens sensory foundations with purposeful activities appearing as simple play. [31:54] - Excessive screen time limits ideation, rendering open-ended, unscheduled play especially important for development. [33:25] - Consistent family involvement is so important, since progress relies on using tools beyond therapy sessions. [36:14] - Dr. Ticktin encourages listeners to buy her book.

Links and Related Resources:

• Episode 42: Understanding Sensory Processing Disorder with Courtney Duckworth-Harris, MA, OTR/L

• Episode 72: Prioritizing Co-Regulation and Self-Regulation in Communication with Danielle G. Kent M.S., CCC-SLP

• Episode 221: Would a Behavioral Aide/Shadow Help My Child?

• Episode 233: Body-Based Interventions for Neurodivergent Students with Megan Beardmore, PhD, NCSP

• Allie Ticktin - Play to Progress: Lead Your Child to Success Using the Power of Sensory Play

Connect with Dr. Allie Ticktin:

• Play2Progress Website

• Phone: (323) 782-3331

We are happy to welcome back Jaime Porras for this episode! Jaime Porras is the District Vice President for Fusion Academy, overseeing nine campuses across Los Angeles and Santa Barbara. With more than two decades in education (including fourteen years at Fusion), he has held roles from teacher to Head of School and is passionate about fostering student-centered, relationship-driven learning environments. He holds an MA in Education with a focus on Social Justice from Antioch University Los Angeles and a BA in English from Ohio State University. A proud Buckeye and Culver City resident, Jaime enjoys sports, travel, literature, and discovering the best tacos in L.A., where he lives with his wife and daughter.

Jaime joins us for this episode to discuss how the 1:1 learning model at Fusion Academy has become increasingly important in recent years as students have faced growing challenges with anxiety and depression, and disengagement. He explains that the pandemic drastically worsened many students' struggles with executive functioning and social anxiety but how, in a 1:1 setting, Fusion is able to provide a safe, supportive space where students can rebuild their confidence and reconnect with learning. By removing the pressure and comparison of a traditional classroom, students feel safer to take risks, make mistakes, and grow.

Jaime highlights the importance of building a strong mentor-student relationship in which the teacher can truly understand and cater to each individual's unique needs, interests, and learning style, a personalized approach that also helps address issues around executive functioning, as Fusion teachers break down assignments into manageable steps while also explicitly modeling positive behaviors and social-emotional skills. Jaime notes that the 1:1 environment allows students the space to process feelings of failure in a healthy way without judgment from their peers.

At the same time, Fusion works to build a sense of community and belonging via shared social spaces and activities, although the focus remains on creating an environment customized for each student's needs. Jaime believes that this model will only become more important in the years ahead as schools grapple with the lasting impacts of the pandemic on student mental health and engagement.

Our conversation highlights how the 1:1 approach at Fusion Academy empowers students to rebuild their confidence and reconnect with their strengths even in the face of significant challenges. As the education landscape continues to evolve, this model may serve as an important blueprint for supporting the diverse needs of today's learners!

Show Notes: [2:27] - Jaime describes how post-pandemic isolation worsened student anxiety and depression while boosting demand for 1:1 learning. [5:59] - 1:1 environments reduce social pressure and allow teachers to address each student's unique needs. [9:00] - Jaime stresses that individualized settings can lead to belonging, safety, and feelings of mattering. [12:08] - Learning begins with love and rapport, creating trust before taking on executive functioning challenges. [14:01] - Jaime explains how executive functioning develops with maturity, so Fusion Academy celebrates incremental progress. [17:11] - Jaime notes how 1:1 settings allow students to process failure safely and quickly recover. [19:41] - Fusion removes traditional school obstacles, focusing on individualized support without judgment. [22:37] - 1:1 learning suits kids who need safety, personalization, and emotional comfort. [23:08] - Jaime highlights Fusion's flexibility to adjust instantly for each student's needs. [25:21] - Jaime compares Fusion's structure to private lessons that separate focused learning from broader social experiences. [27:46] - Small-group environments let students more easily build real friendships and resolve conflicts. [29:48] - Jaime criticizes traditional schools for pressuring kids into activities that adults rarely pursue. [31:53] - Hear Jaime share a student's gradual growth from isolation to leadership, proving that patience and personalization can lead to confidence. [35:19] - Jaime predicts that 1:1 education will shape all schooling by highlighting growth over conformity. [38:30] - Where can Jaime be reached?

Links and Related Resources:

• Episode 52: How a 1:1 Instruction Model Helps Students with Jaime Porras and Vailet Yarijanian

• Episode 154: Why Self-Efficacy and Self-Advocacy are Important for Diverse Learners with Ashley Harding

• Episode 189: The Private School Option for Kids with Learning Differences with Collette Bowers Zinn

• Episode 243: From Inclusion to Belonging: Creating Neurodiversity-Affirming Schools with Amanda Morin

Connect with Jaime Porras:

• Fusion Academy Website

For this edition of the show, we warmly welcome Joan Green! Joan Green, M.A., CCC-SLP, is a speech-language pathologist, assistive technology specialist, and founder of Innovative Speech Therapy in the Washington, DC area. For nearly 40 years, she has helped people of all ages (especially neurodiverse learners) use technology to enhance communication, learning, and independence. Passionate about accessibility and innovation, Joan also educates families and professionals on how everyday tech and AI can change our daily lives.

Our conversation explores how technology, including AI-powered tools, can be used to help support neurodivergent students in learning, communicating, and thriving, with Joan explaining that her passion for this work began in the 1980s when she saw how early computer software could dramatically improve outcomes for her adult patients with neurological conditions. She then expanded her focus to helping families and students, motivated in part by her own experiences as a parent. We highlight how many accessibility features and free tools built into common devices and platforms can provide incredibly crucial support for students who struggle with reading, writing, organization, or focus, with Joan stressing the importance of tailoring solutions, whether it's adjusting text-to-speech settings or finding the proper app or extension. She cautions against oversimplifying the process, as each student's needs are unique.

Our discussion also touches upon the complex role of AI and advanced technology in education. Joan sees tremendous potential for AI to personalize learning and free up teachers to focus on higher-level instruction. She also voices some concerns about overreliance on it. Her approach is to position AI as a "thought partner" that can enhance and augment human learning rather than replace it.

Throughout the conversation, Joan also shares some practical tips and resources, including her free 15-minute consultations and her ongoing Tech Life Inner Circle program, which provides weekly training and collaborative problem-solving sessions. Our conversation in this episode truly highlights the power of technology to bridge gaps and amplify the voices of neurodivergent students - but only when used with intention and mindfulness!

Show Notes: [2:31] - Hear how Joan began using early computer software with stroke patients and saw technology speed up recovery. [5:11] - Joan stresses the importance of beginning with free, built-in assistive tools such speech-to-text, read-aloud, and captions. [7:45] - Hear how Joan helps people choose the right reading and speech tools and offers free tech consultations. [11:17] - Joan believes that AI can aid in learning when used thoughtfully, but worries about shortcuts and privacy concerns. [13:32] - While Joan values AI as a creative learning tool, she also stresses the importance of actual understanding and critical thinking. [15:02] - AI can be a great way to personalize learning. [17:04] - Hear how Joan uses AI to personalize lessons around students' interests while still thinking critically herself. [18:55] - Joan explains how she offers collaborative one-on-one tech sessions, which identify struggles. [20:47] - Joan runs the very affordable Tech Life Inner Circle, providing weekly tutorials, recordings, and live tech brainstorming. [23:53] - Tech Possibility Academy teaches essential, easy-to-implement tools for parents, educators, and lifelong learners. [26:42] - Joan stresses technology's necessity for independence while also acknowledging its downsides. [29:39] - Where can Joan be reached?

Links and Related Resources:

• Episode 142: How to Help Neurodivergent Kids Manage Social Media

• Episode 177: How Understanding the Adolescent Brain Helps Us Better Support Teens

• Episode 241: How to Be a 'Screen-Smart Parent with Jodi Gold, MD

Connect with Joan Green, M.A., CCC-SLP:

• Innovative Speech Therapy Main Website

• Tech Life Inner Circle

• IST Tech Savvy Solutions Facebook Group

Joining us for this episode of Diverse Thinking Different Learning is Dr. Viannae Nelkin. Dr. Viannae Nelkin is a board-eligible pediatric neuropsychologist and founder of The Children's Neuropsychology Center. She earned her master's and doctorate in clinical psychology, training at top institutions including Children's Hospital Los Angeles, Cedars-Sinai, Johns Hopkins All Children's Hospital, and Children's Hospital of Orange County. Her work focuses on early intervention, neurodiversity-affirming care, and empowering families to help their children thrive. Deeply committed to supporting children with neurological and genetic conditions, she will soon return to Cedars-Sinai Medical Center to continue her specialized work. ​​This conversation explores understanding the brain's remarkable ability to grow and adapt (its neuroplasticity) and how it can help shape how parents, educators, and clinicians support children with learning differences. Rather than viewing assessments as an endpoint, we discuss how each evaluation is a starting point or a roadmap revealing a child's unique learning profile and potential for growth.

Dr. Nelkin describes neuroplasticity as the brain's superpower, an ongoing ability to form and strengthen neural pathways throughout life. She explains that learning differences are not signs of inability but are rather reflections of how differently each brain processes information. Through this lens, interventions aren't "fixes" for broken systems but are instead workouts for the brain - strategic ways to build new connections and reinforce weaker ones.

Throughout our conversation, we highlight why early intervention is so important. The first few years of life are a critical window for development when neural connections form rapidly and learning experiences leave lasting imprints. However, families are too often told to "wait and see," delaying support until challenges have really taken a toll on a child's confidence, motivation, and emotional well-being. Dr. Nelkin highlights that early intervention can change that trajectory and can help kiddos not only catch up academically but also develop resilience and self-assurance.

Our discussion challenges the stigma surrounding assessment and diagnosis. We stress that an evaluation doesn't define a child's limits but rather brings their strengths and needs to light so that educators and parents can customize support. We also discuss the incredible importance of collaboration between neuropsychologists, teachers, and caregivers. As Dr. Nelkin reminds us, the most powerful word in a child's journey is "yet" - they haven't mastered it yet, but with the right support, their potential is truly limitless!

Show Notes: [2:33] - Dr. Viannae Nelkin highlights the importance of neuroplasticity to focus on children's potential rather than labels. [4:00] - Dr. Nelkin offers a comprehensive definition of neuroplasticity. [6:13] - We learn why Dr. Nelkin regards interventions as extra workouts for the brain. [9:20] - How can neuroplasticity be nurtured? [11:12] - Dr. Nelkin regards neuroplasticity as the brain's superpower. [14:14] - Dr. Nelkin argues for reframing stigma around assessments and collaborating between neuropsychologists, teachers, and parents. [17:42] - Early academic intervention helps diverse learners catch up and prevents later mental health struggles. [20:20] - Building strong early learning foundations can help prevent future academic difficulties. [21:57] - Dr. Nelkin explains how early educators can identify learning differences and apply strengths-based interventions to help kids. [24:12] - Dr. Nelkin loves helping very young children. [26:53] - Hear how specialists support children's learning at different stages using evidence-based strategies. [29:33] - Dr. Nelkin reiterates the importance of early intervention. [33:51] - Dr. Nelkin explains how learning and emotional challenges affect development. [36:48] - Assessments help reveal why a child struggles and provide parents with hope and understanding. [37:30] - Dr. Nelkin highlights and explains the importance of the power of "yet."

Links and Related Resources:

• Episode 185: Late Diagnosis: Why Did I Get Missed? with Dr. Monica Blied

• Episode 203: ADHD and the Gut-Brain Connection: Exploring Integrative Treatments with Sara Langley, MSN, PMHNP-BC

• Episode 214: Private Neuropsychological Evaluation vs. School Evaluation

• Episode 215: How to Support Students Who Struggle with Reading Comprehension - with Dr. Emily Levy

• Episode 233: Body-Based Interventions for Neurodivergent Students with Megan Beardmore, PhD, NCSP

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our "When Struggles Overlap" Live Webinar

• Email Dr. Wilson: [email protected]

Connect with Dr. Viannae Nelkin:

• Dr. Viannae Nelkin's ChildNEXUS Page

• The CNPC Website

We happily welcome Dr. Adi Soffer to Diverse Thinking Different Learning this week! Adi Soffer, PsyD is a licensed psychologist who works with children, teens, and families, and she combines family structure therapy with evidence-based practices to help families strengthen communication, establish healthy boundaries, and deepen emotional connections. Passionate about guiding parents and children through challenges such as anxiety, behavioral issues, and major life changes, Dr. Soffer offers care via her private practice, Kesher Psychological Services. She sees clients in Los Angeles and provides virtual sessions throughout California and Florida.

When a child is struggling with learning, behavioral, or emotional challenges, the focus is often on finding the right therapy for the child. However, as Dr. Adi Soffer explains, this approach may be missing an important piece - the family system. She firmly believes that families function as interconnected systems, and when one member is struggling, the whole system feels the impact. By shifting the focus from fixing the child to strengthening the entire family system, families can reduce stress, improve relationships, and lead to better outcomes for kids and teens. Dr. Soffer outlines her approach to family systems therapy, bringing the entire family into the first session, not just "the identified patient." Instead of discussing the child's problems, she asks questions about the family's dynamics, traditions, and what they would like to change. This allows her to observe the family's communication patterns, boundaries, and power dynamics. She also highlights the importance of understanding the family's structure and communication style, as these factors can deeply impact a child's emotional well-being and behavior.

Dr. Soffer explains how poor communication, conflict avoidance, or unclear expectations can contribute to ongoing stress at home, which in turn affects the child. By working with the family, however, she helps them develop healthier communication and set clear expectations and boundaries. This, in turn, can reduce the child's anxiety and stress, as they no longer have to worry about the unpredictability of their home environment.

We also explore how the family systems approach shifts when working with teenagers, who are often pushing for more independence, with Dr. Soffer discussing the importance of balancing the teen's need for autonomy with the family's need for involvement and how this can create an environment of empathy and connection within the family. Overall, we highlight the powerful impact that a family systems approach can have on supporting children and teens struggling with various challenges. By addressing the entire family system, therapists can create lasting change and help the whole family thrive.

Show Notes: [3:03] - Hear how Dr. Adi Soffer begins therapy by including the entire family system rather than isolating the child. [6:43] - Dr. Soffer observes family dynamics via structured activities, games, and collaborative drawing. [9:32] - Family therapy examines communication, boundaries, and where each member fits in the relational hierarchy. [12:21] - Dr. Soffer makes the case that clear routines and consistent boundaries reduce chaos and help children feel secure and less anxious. [14:29] - Parents often unintentionally reinforce anxiety by teaching children that the world is frightening. [16:27] - Therapy highlights how children's struggles often reflect parental triggers and emotional challenges. [19:29] - Removing the "identified patient" label eases a child's burden and reduces family pressure. [20:13] - Dr. Soffer argues that constant focus on negative behavior teaches children to internalize damaging beliefs about themselves. [22:02] - Teens need both autonomy and clear parental boundaries to be successfully independent. [25:28] - Families begin to align as a team when therapy highlights shared responsibility and individual identity. [27:39] - Dr. Soffer explains how emotional Jenga can help parents model vulnerability and normalize healthy emotional expression for children. [30:27] - Hear how a teen realized that his parents' feelings mattered too after returning from a month away. [32:34] - Dr. Soffer argues that parents build resilience by balancing support with boundaries and not over-accommodating their kids. [35:09] - A parent's real role is preparing children to face failure, rejection, and life's challenges. [36:18] - It's important for children to face discomfort and uncertainty instead of being shielded by anxious parents. [39:18] - Dr. Soffer asserts that focusing on family strengths can transform household dynamics and improve the overall atmosphere. [40:38] - How can Dr. Soffer be reached?

Links and Related Resources:

• "Anxiety and the Family"

• Episode 167: From Surviving to Thriving: A Mom's Hierarchy of Needs and Well-Being with Leslie Forde

• Episode 202: How Low-Demand Parenting Can Reduce Stress and Support Neurodivergent Youth with Dr. Roseann Capanna-Hodge

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our "When Struggles Overlap" Live Webinar

• Email Dr. Wilson: [email protected]

Connect with Adi Soffer, PsyD:

• Kesher Website

• Dr. Soffer's LinkedIn Page

• Dr. Soffer's Facebook Page

• Dr. Soffer's Instagram Page

For this episode of the show, we are joined by Amy Cushner! Amy has dedicated more than 30 years to the Shelton School and a lifetime to advocating for neurodivergent individuals, infusing passion, humor, and wisdom into every stage she graces. From classrooms in Dallas to conferences in China, she has become a sought-after voice championing inclusive, strengths-based approaches across both education and business..

In this episode, Amy breaks down the important differences between accommodations, modifications, and remediation in the education system, explaining how these terms are often used interchangeably but have distinct purposes that can significantly impact a child's learning journey. Amy discusses the historical context, which traces back to Thomas Jefferson's vision for public education and the challenges of the "Goldilocks effect," ensuring the right fit for every student. She highlights why it's so important to understand the "magic number" that determines when remediation is provided, highlighting that the need for support does not disappear just because a student falls short of the threshold.

Amy stresses the importance of understanding important distinctions as they have major implications for a student's educational journey, particularly when it comes to college and career choices, and she also emphasizes the crucial role of early intervention and the empowerment of students to self-advocate, using visual cues and clear communication about their accommodations.

Throughout our conversation, Amy shares some valuable insights and practical advice for parents and educators, highlighting the need for a collaborative approach and the recognition that every child's learning journey is unique.

Show Notes: [3:21] - Amy Cushner traces public education's evolution from Jefferson to modern challenges in individualized learning. [6:54] - Students often get accommodations when remediation or intervention is truly required. [7:12] - Amy criticizes rigid "magic number" cutoffs for remediation, calling them unfair and financially motivated. [9:13] - Accommodations, Amy explains, provide classroom access without altering expectations or content. [11:18] - Amy contrasts accommodations with modifications, which lower expectations to match processing or cognitive challenges. [13:54] - Amy highlights knowing accommodation vs. modification and likens it to learning another country's customs. [15:12] - Remediation can help develop missing skills caused by neurological learning differences, not intellectual deficits. [17:31] - Research shows us that remediation builds entirely new neural pathways, effectively rewiring students' brains. [20:17] - When schools won't fund remediation, parents have to seek external diagnoses and licensed therapists. [23:19] - Hear how true remediation requires trained therapists. [26:45] - Remediation needs to be paired with accommodations like audiobooks for full access. [27:39] - Amy explains how modifications alter curriculum expectations, influencing future school and college options. [30:02] - Amy suggests that teachers can use accommodations across the board to help build learning from the ground up. [32:32] - Starting instruction too high frustrates students, while accommodations let them build confidence gradually. [34:59] - Educational advocates help parents navigate laws, testing, and school obligations, helping to ease parental burdens. [38:10] - Timely intervention prevents years of lost learning caused by eligibility cutoffs. [41:21] - Amy encourages early remediation and teaching children to self-advocate for their accommodations. [44:29] - Honest conversations can help kids avoid developing inaccurate, damaging narratives about struggles. [45:48] - Amy reframes nonstandard brains as strengths that offer unique ways of seeing the world. [47:02] - What is the best way to get in touch with Amy Cushner?

Links and Related Resources:

• "How to Initiate a Special Education Assessment"

• Episode 109: "IEP and 504 Plan Q&A with Vickie Brett and Amanda Selogie"

• Episode 164: "5 Keys to Productive IEPs with April Rehrig"

• Episode 218: "Understanding IEPs and 504 Plans: Which One Is Right for Your Child? - Marisol Chianello"

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our "When Struggles Overlap" Live Webinar

• Email Dr. Wilson: [email protected]

Connect with Amy Cushner:

• Amy's LinkedIn Page

• Phone: 972-855-8949

• Email: [email protected]