In this episode, Emily Kircher-Morris sits down with Joshua Stamper, author of The Language of Behavior, to explore decoding and rethinking behavior. Joshua describes his personal journey from a reluctant student to an inspiring educator, and how early experiences shaped his philosophy on supporting students. The conversation covers key topics such as trauma-informed practices, the importance of building relationships in education, and Joshua's innovative framework for understanding behavior through environment, root causes, and intentional response. They also touch on burnout and the need for self-care, and leave you with practical strategies for creating a supportive learning environment.

TAKEAWAYS

• Behavior is communication.

• Connection before correction.

• Adopt trauma-informed practices.

• Prioritize educator self-care.

• Empathize with student experience.

Join us for our free event, Creating Neurodiversity-Affirming Schools, a learning and continuing education opportunity. The event will feature a presentation by Emily Kircher-Morris and Amanda Morin, and you'll hear from a panel of experts about the future of education. Register now!

Joshua Stamper is an educator, speaker, and author with a deep commitment to fostering growth and leadership in education. As the creator of Aspire to Lead and a former middle school administrator with nine years of experience, he draws on both his professional background and personal journey as a struggling student to advocate for supportive, student-centered learning environments.

Joshua is the author of The Language of Behavior, a practical guide that equips educators with trauma-responsive strategies and alternative behavior practices to enhance student success. Through his writing, speaking, and leadership work, he empowers education professionals to lead with empathy, embrace innovation, and drive meaningful change in their schools and communities.

BACKGROUND READING

Josh’s website, Twitter/X, Instagram, LinkedIn, BlueSky, Aspire to Lead, The Language of Behavior

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

On today's episode, Emily Kircher-Morris talks about the transformative power of play with Georgie Wisen-Vincent, a nationally recognized expert in play therapy. Emily and Georgie explore how play supports emotional resilience, not just in young children, but across all ages. They talk about the importance of adapting play for neurodivergent children, and the role of play in fostering emotional regulation and executive function. They also discuss ways to engage with children through play, and provide suggestions on how to create meaningful connections that nurture their development.

TAKEAWAYS

• Play is essential for emotional resilience.

• Play therapy has a role in neurodevelopment.

• Adapt play for neurodivergent children.

• Play has an impact on emotional regulation and executive function.

• You should establish a balance between screen time and real-world play.

• Play should remain present in educational settings.

Let the courses in the Neurodiversity University help you be a better educator, parent, and/or clinician.

Georgie Wisen-Vincent, LMFT, RPT-S, ECMHS is a nationally recognized play therapy expert and co-author of The Way of Play (Penguin Random House, January 2025) with Dr. Tina Payne Bryson. She is the Founder and Director of The Play Strong Institute, a center focused on the study and practice of play therapy through a neurodevelopmental lens, and also practices as a child, adolescent, and family psychotherapist at The Center for Connection in Southern California.

Georgie is a graduate professor at Santa Clara University and an active researcher in childhood play, attachment science, and mental health. She studied play therapy at the University of Roehampton in London and is currently completing her doctoral degree.

BACKGROUND READING

Instagram, Facebook, Play Strong Institute

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

Emily Kircher-Morris talks with Dr. Christopher Willard, a clinical psychologist and author, about the complexities of life's major transitions. At this time of year, this is an especially-important conversation, as some students prepare for the shift to college life. They share their own experiences and provide advice on navigating the pressures of newfound independence, the importance of self-care, and the role of systemic support in easing major transitions. Yes, they also talk about farts, so this episode has something for everyone.

TAKEAWAYS

• It's important to understand the mental health challenges that often arise during major life transitions.

• There's a role for social media in destigmatizing mental health issues, but it also spreads misinformation.

• Systemic support is essential in educational institutions, in order to better assist students, especially those from marginalized communities.

• It's important not to over-pathologize normal emotional experiences.

• There was a creative process behind Dr. Willard's children's book, "Feelings Are Like Farts," which uses humor to engage kids in understanding emotions.

Let the courses in the Neurodiversity University help you be a better educator, parent, and/or clinician.

Dr. Christopher Willard is a clinical psychologist, author, and consultant based in Massachusetts, with a global presence as a speaker in over 40 countries and two TEDx events. He is the author of 20 books on mental health and mindfulness, including Alphabreaths, Growing Up Mindful, Feelings Are Like Farts, and the upcoming College Mental Health 101 (2025).

Dr. Willard's work has been featured in The New York Times, The Washington Post, CNN.com, and mindful.org. In addition to his clinical and writing work, he teaches at Harvard Medical School, where he continues to shape conversations around mindfulness, emotional well-being, and mental health in education and beyond.

BACKGROUND READING

Chris’s website, Instagram, Facebook, Feelings Are Like Farts

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

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

Find out more about building neurodiversity-affirming schools, and about the courses we’ll be offering soon, here.

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

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

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

BACKGROUND READING

Berkeley, research, website, Straight Talk about ADHD in Girls: How to Help Your Daughter Thrive

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

Emily Kircher-Morris welcomes Dr. Chris Wells, a writer, researcher, and podcaster who specializes in positive disintegration. They break down the theory of positive disintegration, developed by Kazimierz Dąbrowski, and its relevance to personal growth and neurodiversity. They explore the concept of over-excitability, its implications in the gifted education community, and the controversy surrounding its interpretation. They talk about disintegration as a pathway to self-actualization, and the need for community support for those experiencing intense emotional states. They also discuss the future directions of integrating Dąbrowski's theory with contemporary understandings of neurodiversity.

TAKEAWAYS

• The theory of positive disintegration is about personal growth.

• Dąbrowski's work connects mental illness with developmental potential.

• Over-excitability is a key concept in understanding neurodivergence.

• The gifted education community often misunderstands Dąbrowski's theory.

• Positive disintegration can lead to self-actualization.

• Intensity and sensitivity can be both a blessing and a curse.

• Navigating disintegration requires a grounding practice.

• Community support is essential for those experiencing disintegration.

Episode 147, with Alex Vuyk: Does Personality Impact Neurodiversity?

Positive Disintegration podcast episode 30 mentioned in our conversation (link is to Apple podcasts)

Check out the courses in the Neurodiversity University.

Chris Wells, PhD is a writer, researcher, and podcaster specializing in positive disintegration, neurodivergence, and personal growth. They are the founder of the Dąbrowski Center and creator of the Positive Disintegration Network, dedicated to bringing Dąbrowski’s theory of positive disintegration into both academic and public conversations.

Chris co-hosts the Positive Disintegration and Cosmic Cheer Squad podcasts and shares their work on Substack, where they blend theory with lived experience to make complex psychological concepts more accessible. Their work centers on self-development, authenticity, and transformation, supporting others in navigating growth through the lens of neurodivergence.

BACKGROUND READING

Chris’s LinkTree, Positive Disintegration website, Cosmic Cheer Squad Substack, Instagram

Kaelynn Partlow is an autism advocate and author, and one of the stars of the Netflix series, Love on the Spectrum. Today she joins Emily to talk about her experiences with autism, and they cover a lot of ground in this conversation. They discuss the evolution and effectiveness of ABA therapy, the need for accurate labeling, and using declarative language in communication. They also offer advice for parents of newly diagnosed children, and talk about the importance of finding community.

TAKEAWAYS

• The world will label children if parents don't.

• The superpower label is a double-edged sword.

• Nuance is often lost in discussions about autism.

• Profound autism requires specific understanding and advocacy.

• Declarative language can reduce pressure in communication.

• Specific questions help autistic individuals engage better.

• Finding community is essential for parents of autistic children.

Have Emily come and speak to your school district, company, or organization. Here's where you can find out more and get in touch.

Kaelynn Partlow is an autism advocate, speaker, and author widely recognized for her appearance on the Netflix series Love on the Spectrum. Through her impactful social media presence, she promotes meaningful inclusion and practical support, reaching millions with her message of autism acceptance and understanding.

Kaelynn is the author of Life on the Bridge, a book that offers both personal and professional insights to foster deeper connection between autistic and non-autistic people. Since joining Project Hope in 2015 as a Registered Behavior Technician, she has led therapy sessions, developed staff training materials, and shared her expertise nationally to support more informed and compassionate autism care.

BACKGROUND READING

Kaelynn’s LinkTree links

Today's episode is a heartfelt conversation about the importance of helping neurodivergent children understand themselves and their brain profile, and how this understanding can foster confidence and self-advocacy. Emily talks with Dr. Liz Angoff about the need for transparent communication with children about their diagnoses, and the use of relatable metaphors to explain complex concepts. They discuss collaborative approaches in assessments, the challenges of co-occurring diagnoses, and the role of parents in supporting their children. How can families find practitioners who align with neurodiversity-affirming practices, and how can that lead to understanding and acceptance for both children and their families? Get comfortable, today's conversation covers a lot of ground.

TAKEAWAYS

• Helping kids understand their brain profiles is crucial.

• Self-understanding fosters confidence and self-advocacy.

• Using relatable metaphors can aid in explaining neurodiversity.

• Labels can serve as anchors for understanding experiences.

• Children often internalize negative labels if not addressed.

• Collaborative assessments enhance understanding for both kids and parents.

• Empowering parents shifts the narrative from deficits to differences.

• Finding the right practitioner is essential for supportive assessments.

• Normalizing neurodiversity can change family dynamics for life.

Have Emily come and speak to your school district, company, or organization. Here's where you can find out more and get in touch.

Grab up some podcast swag for the summer, and help fund our efforts at the same time.

Dr. Liz Angoff is a Licensed Educational Psychologist and a Diplomate in School Neuropsychology, specializing in assessment and consultation for children and their families in the Bay Area, California. Her work centers on helping neurodivergent children better understand and embrace how their brains work, fostering confidence, self-advocacy, and empowerment.

She is the author of the Brain Building Books and Our Brains, a series designed to support children in navigating their learning and identity through affirming, accessible language. Through her practice and writing, Dr. Liz is committed to demystifying the evaluation process and creating tools that help families and educators work together to support thriving learners.

BACKGROUND READING

Liz Angoff’s website, Explaining Brains, Upcoming book - Our Brains, tools for parents, Instagram

Emily Kircher-Morris chats with Emily Paige Ballou about the need for a more nuanced conversation around identity and support for neurodivergent individuals. They talk about the social model of disability, and the implications of public discourse on autism. They also explore the superpower narrative, and the importance of understanding both strengths and challenges of neurodivergent individuals. They touch on the cultural context of autism today, and critiques of the label of Pathological Demand Avoidance (PDA).

TAKEAWAYS

• Neurodiversity is rooted in the concept of biodiversity.

• The term neurodiversity is often misused in mainstream conversations.

• Disability is an inherent part of human diversity.

• The superpower narrative can overshadow the challenges of neurodivergence.

• Support must address both strengths and disabilities.

• The social model of disability is a useful framework but has limitations.

• Identity-related statements can be problematic and oversimplified.

• PDA may obscure underlying issues rather than clarify them.

• Public discourse on autism is regressing in some areas.

Click here to join the Educator Hub! If you're a teacher, administrator, school counselor, or parent of a neurodivergent student, this community is where you can share, ask questions, and find training that will help you along your journey. Please come join us.

Emily Paige Ballou is an AEA stage manager specializing in new plays and musicals based in New York City. She is also the co-editor of Sincerely, Your Autistic Child: What People on the Autism Spectrum Wish Their Parents Knew about Growing Up, Acceptance, and Identity (Beacon Press), a collection of essays offering insights from autistic individuals on self-acceptance and advocacy.

Emily has contributed writing to Thinking Person’s Guide to Autism, OnStage Blog, and has forthcoming work in Champagne Room Journal. Beyond her work in theater and writing, she is an avid hiker and a devoted Kansas City Royals baseball fan. Her personal reflections and essays can be found on her blog, Chavisory's Notebook.

BACKGROUND READING

Emily’s blog, Instagram, BlueSky

The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you’re invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com.

Emily Kircher-Morris welcomes registered dietician Jackie Silver, who specializes in nutrition for neurodivergent people. They discuss the unique challenges faced by the neurodiversity community, including sensory differences, interoception, and executive functioning barriers that complicate meal planning and nutrition. They also talk about practical strategies to support the neurodivergent people in your life with making good dietary choices. They identify and analyze disordered eating patterns, and discuss the significance of self-compassion in the journey towards better nutrition.

TAKEAWAYS

• Many dietitians overlook the unique needs of neurodivergent clients.

• Meal planning can be overwhelming for those with executive dysfunction.

• It's important to work within people's "safe foods."

• Sensory sensitivities can greatly impact food choices and preferences.

• Interoception plays a crucial role in recognizing hunger and fullness cues.

• Mechanical eating can help those with suppressed appetites due to medication.

• Small, manageable changes can lead to significant improvements in nutrition.

• Disordered eating patterns are common among neurodivergent people, especially with ADHD.

The window will open soon to join the Educator Hub! If you're a teacher, administrator, school counselor, or parent of a neurodivergent student, this community is where you can share, ask questions, and find training that will help you along your journey. Please come join us.

Jackie Silver is a NYC-based Registered Dietitian and founder of Jackie Silver Nutrition, a virtual private practice specializing in supporting neurodivergent kids, teens, and adults with ADHD, ASD and IDD. Her practice is neurodiversity-affirming, nonjudgmental, and weight-inclusive.

he holds a Master of Health Science in Nutrition Communication from Toronto Metropolitan University and has additional training in mindful eating and sensory-based feeding therapy. Jackie works with clients across New York, Pennsylvania, Connecticut, Massachusetts, Ontario, and beyond, offering support with meal planning, selective eating, digestive health, chronic disease management, and more.

In her free time, Jackie enjoys rock climbing, yoga, Pilates, swimming, travel, museums, and spending time with family and friends.

BACKGROUND READING

Jackie’s website, Instagram, Free Grab & Go Foods list, Jackie’s meal prep course, Jackie’s consultation

Emily Kircher-Morris welcomes Dr. Ari Tuckman for a conversation about time blindness, the complexities of ADHD, and the stigma surrounding the disorder. They discuss why ADHD is more about the struggle to convert attention into action than a lack of knowledge. They talk about how and why ADHD affects time perception and performance under pressure. If you're prone to procrastination, anxiety, and time management issues, this is an episode you need to hear.

TAKEAWAYS

• ADHD is often misunderstood as a lack of attention rather than a difficulty in converting attention into action.

• Time perception in ADHD can be distorted, leading to challenges in planning and prioritizing tasks.

• Individuals with ADHD may perform better under pressure, but this can lead to anxiety and self-doubt.

• The internalized stigma can cause ADHD individuals to feel like frauds despite their successes.

• Social dynamics play a significant role in how ADHD behaviors are perceived by others.

• The pressure to conform to neurotypical standards can hinder the ability to find effective personal strategies.

• ADHD can contribute to anxiety, not just in the individual but also in those around them. Procrastination can also cause anxiety for others around you.

• Time management involves multiple components, including attention management.

• Physical clocks can help with time perception.

• Alarms are reminders, not motivators.

• Gamifying tasks can reduce procrastination.

The window will open soon to join the Educator Hub! If you're a teacher, administrator, school counselor, or parent of a neurodivergent student, this community is where you can share, ask questions, and find training that will help you along your journey. Please come join us.

Ari Tuckman, PsyD, MBA, is a psychologist, author, and recognized expert in adult ADHD with over two decades of experience in the field. He has written five books on ADHD and is a sought-after international speaker, known for his engaging presentations that combine insight, humor, and practical strategies to help individuals better understand and manage ADHD.

In addition to his clinical work, Dr. Tuckman has been a strong advocate for increasing awareness and access to effective ADHD treatment. He regularly contributes to professional publications, podcasts, and conferences, providing guidance for both individuals with ADHD and the professionals who support them. As a leading voice in the field, he is dedicated to empowering neurodivergent individuals to thrive in both personal and professional settings.

BACKGROUND READING

The ADHD Productivity Manual on Amazon, Ari Tuckman’s website and books