Neurodiversity Podcast

Child-led support is often misunderstood. Some imagine it as a chaotic free-for-all where the child runs the show. Some worry it means abandoning all structure. In reality, a child-led approach is about moving from being a director to being a partner.

In this episode, Emily Kircher-Morris sits down with speech-language pathologist Nicole Casey to dismantle the compliance-based models of therapy that have dominated the field for decades. Nicole explains how shifting the focus from "fixing" speech to fostering authentic connection creates deeper buy-in and faster generalization of skills. They discuss Gestalt Language Processing (GLP), why we need to stop writing "80% accuracy" goals, and how using rubrics can revolutionize the way parents and educators track meaningful progress.

TAKEAWAYS

• Child-led is an approach that centers the child's interests and experiences, removing arbitrary adult-directed rules (like "sit still") to prioritize safety, connection, and agency.

• Speech is just one form of communication, but gestures, hand-leading, and AAC play major roles in communication.

• Some children learn language in chunks or scripts tied to emotional context.

• Goals based on 80% accuracy are arbitrary and often measure compliance rather than authentic communication.

• Using rubrics allows teams to track the quality and autonomy of a skill (e.g., self-advocacy) across different contexts, offering a visual and qualitative way to see growth.

• Before enforcing a direction, ask, "Does this rule actually serve the child, or is it just for my convenience?"

The Educator Hub opens the week of February 16! Go here for more info, and if you'd like, you can be alerted the minute it opens.

Nicole Casey, MS, CCC-SLP, is a speech-language pathologist, educator, and the founder of The Child-Led SLP and Child-Led Therapy Center. She is widely recognized for her work in shifting speech therapy away from compliance-based approaches and toward connection-first, neuroaffirming support for autistic children.

Nicole's approach empowers adults to follow the child's lead, honor all forms of communication, and focus on building authentic relationships as the foundation for meaningful progress. Through her online courses, membership community, and Let Them Lead podcast, she is helping parents and professionals reimagine what effective, compassionate therapy can truly look like.

BACKGROUND READING

Nicole's Facebook, Instagram, Let Them Lead podcast (via Apple Podcasts)

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

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

This week, Emily Kircher-Morris sits down with Sol Smith, the founder of the NeuroSpicy Community and author of The Autistic's Guide to Self-Discovery. Sol brings two decades of education, and his lived experience as an Autistic, ADHD, and dyslexic individual, to the discussion.

They talk about the complex feelings of imposter syndrome that many neurodivergent adults face - the feeling that life is a stage play where everyone else got the script but you - and the difficulty of masking and unmasking. They also get into the science of how we think, including breaking down the difference between top-down and bottom-up processing, and the tricky world of meta-messages, which can often lead to misunderstandings among colleagues or family.

It's a great discussion on communication, identity, and the importance of finding your people.

TAKEAWAYS

• Imposter syndrome often stems from feeling like you are performing a role rather than living authentically.

• Unmasking is less about revealing a hidden self and more about resuming the development of your personality.

• Top-down thinkers generalize based on concepts, while bottom-up thinkers build understanding from specific details.

• Autistic individuals often miss implied "meta-messages" that neurotypical people rely on.

• Asking for more context is a way to gain clarity, not a sign of defiance.

• Predictable routines can act as a "neurotypical simulator" to save cognitive energy.

Therapists, register now for the continuing education course, Get It Done: How to Help Clients with ADHD (& Others) Improve Productivity. Dr. Ari Tuckman will join Emily for this APA and NBCC approved 1.5 hour continuing education training on Friday, February 6.

Sol Smith is the author of The Autistic's Guide to Self-Discovery and the founder of The Neurospicy Community, the largest support network for autistic and ADHD individuals worldwide. A certified autism specialist who is autistic, dyslexic, and has ADHD, Sol brings both personal insight and professional expertise to his work helping neurodivergent people build autonomy and self-understanding.

After more than 20 years as a college professor, Sol shifted his focus to coaching and advocacy, creating accessible education and support for the broader neurodivergent community. His engaging speaking style has earned him a global platform, with hundreds of thousands of followers on TikTok and invitations to lead neurodiversity seminars for major corporations. Sol lives in Southern California with his wife and four children.

BACKGROUND READING

The Autistic's Guide to Self-Discovery, Sol's website, TikTok, Instagram, Facebook, YouTube

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

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Why do certain student behaviors trigger an intense emotional reaction in us? According to Maria Munro-Schuster, it often has less to do with the child and more to do with our own history.

In this episode, Emily sits down with Maria, a licensed clinical professional counselor and author of the new book, The Empathetic Classroom: How a Mental Health Mindset Can Support Your Students and You, to discuss the gap between therapeutic insight and the reality of the classroom. They talk about the use of the term "Mental Health Mindset" to describe a way of being that prioritizes nervous system regulation over behavior management.

They also discuss complex topics like counter-transference (how our own past influences our reactions to students), and neuroception (how our bodies scan for safety), and provide guidance on how to set flexible boundaries that protect both the adult and the child.

TAKEAWAYS

• Educators' own histories and emotional patterns can dictate their reactions to students.

• Safety is a prerequisite for learning.

• There's an important distinction between flexible and rigid boundaries.

• While teachers are not therapists, they are the "first responders" to student emotions, therefore need the tools to handle that responsibility without burning out.

Therapists, register now for the continuing education course, Get It Done: How to Help Clients with ADHD (& Others) Improve Productivity. Dr. Ari Tuckman will join Emily for this APA and NBCC approved 1.5 hour continuing education training on Friday, February 6. Register before February 2 for an early-bird bonus as well.

Maria Munro-Schuster is a licensed clinical professional counselor and former K-12 and university teacher who spent more than a decade in the classroom before transitioning to mental health work. She practices at Mango Beetle Counseling in Bozeman, Montana, where she blends her background in teaching, writing, and psychology. She is the author of The Empathetic Classroom: How a Mental Health Mindset Can Support Your Students and You.

BACKGROUND READING

Maria's website, LinkedIn

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

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

David Smith spent years working as a therapist specializing in neurodiversity-affirming care, but it wasn't until age 56, prompted by his wife and his own clients, that he sought his own autism diagnosis. That confirmation fundamentally shifted his clinical approach from that of a white-coated expert to a fellow traveler, deepening the way he accompanies families through unmapped territory.

Today, Emily and David discuss the delicate balance between professional curiosity and humility, and why traditional therapeutic models often fail to support the fragile nervous systems of neurodivergent clients. They talk about the nuances of demand avoidance, specifically the high-masking, internalized presentation that often looks like perfectionism, and why "connection before correction" is a neurological necessity, not just a catchy phrase.

TAKEAWAYS

• Effective therapy for neurodivergent clients often requires shifting away from the traditional expert hierarchy.

• The neurodivergent brain is a "complicated, custom-made car with no user's manual."

• For neurodivergent nervous systems, stress isn't just negative trauma; it includes any destabilizing experience, including excitement and joy.

• While we often associate PDA with external defiance, the internalized profile often manifests as high-achieving perfectionism.

• Rewards and consequences often backfire with neurodivergent children because they increase anxiety.

• It's ineffective to offer a correction to a child until you have connected with them.

• There is a massive overlap between complex trauma and neurodivergence.

• A late diagnosis doesn't instantly fix struggles; it initiates a complex grieving and reframing process.

Join our live CE training, Adapting Cognitive-Behavioral Therapy for Autistic and ADHD Pediatric Clients, Friday morning, January 23, at 10:30 eastern/7:30 pacific, or get the recorded version anytime after. Get signed up or learn more here.

David Smith, LCSW is a late-diagnosed autistic therapist and licensed clinical social worker specializing in neurodiversity-affirming care for autistic and otherwise neurodivergent individuals and their families. Practicing since 2017, David opened his private telehealth practice in 2023 and now serves clients across five states from his home in southern Oregon. In addition to therapy, he offers consultation, writing, education, and advocacy to expand access to effective, affirming support for the neurodivergent community.

Diagnosed with autism in 2024 at age 56 (thanks in part to gentle nudges from his wife and clients) David continues to explore how his autistic identity shapes both his personal and professional life. His work is deeply rooted in curiosity, humility, and a commitment to learning from his clients and the broader neurodivergent community. He is also a devoted listener of this and other neurodivergence-focused podcasts. David lives with his wife, a fellow therapist originally from Peru, and is the proud father of three sons.

BACKGROUND READING

David's website, LinkedIn, authored articles

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

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

"Parent the child you have," is a common piece of advice in the neurodiversity community, but what does it actually look like in practice when stress is high and patience is low? Why do traditional consequences often fail to build the skills a child actually needs? And how can parents distinguish between enabling a child and truly supporting them? Today, Emily Kircher-Morris talks with Cindy Goldrich, founder of PTS Coaching, and author of Eight Keys to Parenting Kids and Teens with ADHD, about the developmental reality of executive dysfunction and why "calm is power" when it comes to parenting complex kids.

TAKEAWAYS

• "Parenting the child you have" requires letting go of the expectations of who you thought they would be and getting curious about who they actually are.

• Executive function is a developmental process, and the human brain often isn't fully mature until age 25 to 30.

• Intelligence and executive function are separate traits; a high IQ does not guarantee a child will have the ability to organize or self-regulate.

• Enabling is defined as doing something for a child without a plan to help them eventually do it for themselves.

• Stress physically restricts access to the prefrontal cortex, making executive function skills harder to access in high-pressure moments.

• ADHD is fundamentally a delay in the development of executive function skills, sometimes by as much as 30%.

• Oppositional behavior (often labeled ODD) is frequently a result of emotional dysregulation rather than a calculated choice to be difficult.

• A parent's ability to remain calm is their greatest power in helping a dysregulated child.

Here's the link to register for the continuing education training on January 23, "Adapting Cognitive-Behavioral Therapy for Autistic and ADHD Pediatric Clients."

Cindy Goldrich, Ed.M., ADHD-CCSP is a leading expert in ADHD and executive function support, and the founder of PTS Coaching. She is the author of 8 Keys to Parenting Kids & Teens with ADHD, and co-author of ADHD, Executive Function & Behavioral Challenges in the Classroom, two widely used resources for parents and educators seeking practical, compassionate tools to better support neurodivergent kids.

Cindy has trained thousands of families and professionals through her Calm & Connected® workshops and certification programs for ADHD Parent Coaches and Teacher Trainers. Known for her clear, empathetic teaching style, she also serves on the Board of Directors for CHADD and the Editorial Advisory Board of Attention Magazine, continuing to advocate for greater awareness and more effective support across home and school settings.

BACKGROUND READING

Cindy's website, Facebook, LinkedIn, Instagram, YouTube, discount book order (while offer lasts), Free gift about how to support your child or teen.

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

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Episode 300! For decades, the standard response to challenging behavior has been simple: reward the good, punish the bad. But what if non-compliance isn't a sign of disrespect, but a signal of distress? Why do traditional behavioral frameworks like PBIS often miss the mark for neurodivergent students? And how can adults shift from being enforcers to problem-solving partners? Today, Emily Kircher-Morris talks with Dr. Ross Greene, author of The Explosive Child and the upcoming book The Kids Who Aren't Okay, and the originator of the Collaborative and Proactive Solutions (CPS) model, about the critical difference between modifying behavior and solving the problems that cause it.

Dr. Ross W. Greene is a clinical psychologist and the originator of Collaborative & Proactive Solutions (CPS), an innovative, evidence-based approach for supporting kids with concerning behaviors. He is the author of several influential books, including The Explosive Child, Lost at School, Lost & Found, Raising Human Beings, and his forthcoming title, The Kids Who Aren't Okay: The Urgent Case for Reimagining Support, Belonging, and Hope in Schools. He also developed and executive produced the award-winning 2018 documentary The Kids We Lose.

Dr. Greene is the founding director of the nonprofit Lives in the Balance and previously served on the faculty at Harvard Medical School for over 20 years. He is currently an adjunct professor at Virginia Tech and the University of Technology Sydney. His CPS model has been implemented in schools, inpatient units, and juvenile facilities across the globe, significantly reducing the use of punitive discipline and promoting connection, collaboration, and long-term success for kids.

BACKGROUND READING

Dr. Greene's website

For information about the variety of courses for teachers, parents, and mental health professionals through the Neurodiversity University, check the info page on our website.

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

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Emily Kircher-Morris chats today with Diane Dempster and Elaine Taylor-Klaus from Impact Parents, hosts of the Parenting with Impact podcast. They talk about the challenge of motivating neurodivergent kids, and break down why it's so challenging. The chat includes a framework called PINCH, a way to remember and think about important elements of motivation. You'll come away with practical strategies for parents to foster a supportive environment that encourages engagement, and ways to move away from fear and stress as motivators.

TAKEAWAYS

• Traditional parenting advice often doesn't apply to neurodivergent kids.

• Motivation can be misunderstood; it's not always lack of interest.

• Executive functioning skills play a crucial role in motivation.

• Dopamine is essential for engaging in non-preferred tasks.

• Waiting until the last minute can be a legitimate strategy for motivation.

• Fear-based parenting creates stress and is not sustainable.

• Intrinsic motivation develops later in life, especially for neurodivergent individuals.

• The PINCH framework helps identify different motivators for kids.

• Novelty keeps the brain engaged and interested.

• Competition can motivate but may also cause anxiety in some children.

• Collaboration and connection with peers can enhance motivation.

• Parents should experiment with different motivational strategies.

• Transparency and vulnerability in parenting can build trust.

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

Elaine Taylor-Klaus and Diane Dempster co-founded ImpactParents.com in 2011 because traditional parenting advice wasn't working for their complex kids and they found no training or coaching available designed specifically to support them as parents of complex kids.

Internationally recognized as leading parent educators, they use a coach-approach to help parents reduce the stress of raising children, teens, and young adults with ADHD, Anxiety, Autism, LD and more. They're the creators of Sanity School® behavior training, and the authors of many books including Parenting ADHD Now: Easy Intervention Strategies to Empower Kids with ADHD and The Essential Guide to Raising Complex Kids with ADHD, Anxiety and More.

BACKGROUND READING

Impact Parents website, Parenting with Impact podcast, Facebook, Instagram, Twitter/X, LinkedIn

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

Many brilliant young people experience the dichotomy of disability layered on top of their intelligence. It's called twice-exceptionality, or 2e for short. What are the common misconceptions about twice-exceptional individuals? How do traditional models fall short when identifying the learning disabilities of our brightest kids? And why is early recognition so pivotal? Emily talks with Dr. Danika Maddocks, a psychologist, parent coach, and founder of the Gifted Learning Lab, about the intricacies of twice-exceptionality, in childhood and beyond. This is part of our end-of-year recap, and one of our most downloaded episodes.

For information about the variety of courses for teachers, parents, and mental health professionals through the Neurodiversity University, check the info page on our website.

Dr. Danika Maddocks is a psychologist, parent coach, and owner of The Gifted Learning Lab. She has supported gifted and twice-exceptional kids and their families for over 15 years as a teacher, therapist, school consultant, assessment provider, and coach. She has also published award-winning research on giftedness and twice-exceptionality. Much of her work is informed by her personal experiences growing up gifted and her experience raising a young gifted kid.

Here's a link to the free course about power struggles from Danika Maddocks.

BACKGROUND READING

Free email mini course, Reduce Power Struggles with Your Gifted/2e Kid, Facebook, Instagram

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

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

As we wrap up 2025, we are featuring some of our most important conversations, including this conversation about IQ, intelligence, and intelligence assessment. Emily Kircher-Morris welcomes Dr. Jack Naglieri, an emeritus professor at George Mason University and senior research scientist at the Devereux Center for Resilient Children. Dr. Naglieri is renowned for his work in intelligence testing and the development of the Naglieri Nonverbal Ability Test.

In this sprawling conversation, Emily and Jack talk about his insights on the evolution and misconceptions surrounding intelligence assessment. They discuss the history of intelligence testing, and the limitations and biases inherent in traditional methods. Dr. Naglieri describes the experiences that led him to question the validity of verbal-based intelligence tests, and ultimately inspired his development of nonverbal assessment tools. They discuss the PASS theory of intelligence, and how it forms the foundation of the Cognitive Assessment System (CAS), a tool designed to measure these processes and offer a nuanced profile of an individual's cognitive strengths and weaknesses.

You can download a free copy of the PASS Theory of Intelligence and the CAS2.

Dr. Jack A. Naglieri, Ph.D., is Emeritus Professor at George Mason University and Senior Research Scientist at the Devereux Center for Resilient Children. His main interest is the development of psychological and educational tests and the implications these approaches have for accurate and equitable assessment.

He has published about 25 books, 50 tests and rating scales, and approximately 300 research papers. Jack is the author of tests used for identification of gifted students, including the Naglieri Nonverbal Ability Test. He partnered with Dina Brulles and Kim Lansdowne to coauthor the Naglieri Tests of General Ability Verbal, Quantitative and Nonverbal, and the book, Understanding and Using the Naglieri General Ability Tests: A Call to Equity in Gifted Education (Brulles, Lansdowne & Naglieri, 2022).

Dr. Naglieri has received many awards for his extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with equitable scientific practice.

BACKGROUND READING

PASS Theory of Intelligence and the CAS2, Jack's website, The Naglieri General Ability Tests

If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website.

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

Emily Kircher-Morris and Dr. William Dodson have a conversation about the complexities of ADHD, in which they discuss emotional dysregulation, Rejection Sensitivity Dysphoria (RSD), and social anxiety. They talk about how RSD manifests in ADHDers, and how we can distinguish it from social anxiety. They also explore the impact of childhood experiences, the vital role of relationships, and the need for updated diagnostic criteria. This conversation was taken from a two-part series earlier in 2025.

TAKEAWAYS

• Emotional dysregulation is often overlooked in ADHD diagnoses.

• RSD is a specific condition affecting many with ADHD; the pain can be both emotional and physical, leading to significant life impairments.

• Social anxiety is anticipatory, while rejection sensitivity is reactive; they can coexist but are distinct.

• Childhood experiences can exacerbate RSD but are not the sole cause.

• Medication, alongside sleep, nutrition, structure, and routine, plays a vital role in emotional regulation.

• Mood disorders can manifest independently of external events, and a significant percentage of individuals with ADHD have coexisting psychiatric diagnoses.

• Understanding RSD is essential for clinicians, and psychoeducation is key to self-advocacy.

Here's the research project Emily mentions in her closing thoughts.

Dr. Bill Dodson is a board-certified adult psychiatrist who has specialized in adults with Attention Deficit/Hyperactivity Disorder for the last 27 years.

In recognition of his clinical contributions to the field of ADHD he was named a Life Fellow of the APA in 2012. He was the 2006 recipient of the national Maxwell J. Schleifer Award for Distinguished Service to Persons with Disabilities.

His contributions to the field of ADHD include:

• The only currently available methodology for the fine-tuning of ADHD medications.

• The concept of Rejection Sensitivity Dysphoria and its treatment with medications.

• The first non-behavioral theory of what ADHD is and how it can be treated successfully with an emphasis on what goes right rather than what goes wrong.

BACKGROUND READING

Bill Dodson's website, Dr Dodson's contributions to ADDitude magazine