Neurodiversity and Culturally Responsive Therapy for U.S. Latinx Communities
Neurodiversity and Culturally Responsive Therapy for U.S. Latinx Communities with Ashlee Barrios-Ariaz, M.S., CCC-SLP Register: $15 Presented by the dynamic Ashlee Barrios-Ariaz, M.S., CCC-SLP, this not-to-be-missed live event will happen on October […]
Ethical and Neuro-affirmative Approaches to Trauma Therapy
— Ethical and Neuro-affirmative Approaches to Trauma Therapy with Dr. Gabriela Hurtado When: August 17, 2023, @4:30pm Pacific / @ 6:30 pm Central / @ 7:30 pm Eastern. Register: $15 […]
Knowing Oneself as Autistic: Impacts on Autistic Identity and Quality of Life
Register: $15 USD Presentation DescriptionDr. Steven Kapp will discuss research related to the impact of becoming aware of one’s autism, including in childhood versus adulthood. It will include the importance […]
IEPs, Ableist Goals and Parents’ Rights
A neurodiversity-affirming parent’s anonymous post to Therapist Neurodiversity Collective requested information that might help them advocate for their special education student in the IEP meeting. From the information contained in the post, it appeared that the school, although possibly unintentionally, was not aware of IDEA and Supreme Court decisions, and therefore violated parental rights to meaningfully participate in and contribute to the IEP meeting. Additionally, it is clear that our public school system is lagging in knowledge and application of contemporary research evidence about autism, and as a result, the kids are paying the consequences with poor mental health outcomes.
Neuro-Affirming Support and Intellectual Disability: Where Do We Start?
Neuro-Affirming Support and Intellectual Disability: Where Do We Start? with Holly Sutherland, Autistic Autism Researcher Register $15 USD Topic: Neurodiversity-informed care for intellectually disabled autistic and wider-neurodivergent people. Course Description: Environments, […]
SLPs directly contribute to autistic outcomes of trauma and suicidality through social skills training
My hope is this article, if nothing else, ignites some #SLP self-reflection as well as deeper dives into contemporary autism research, especially #TheDoubleEmpathyProblem, #ActuallyAutistic perspectives, and how, despite altruistic intentions, our clinical practices continue to impact trauma on our autistic students and clients.
Theory of (other) mind: (mis)understanding ‘others’ in a neurodiverse world
Theory of (other) mind: (mis)understanding ‘others’ in a neurodiverse world, with Dr. Gemma L. Williams, PhD., MA. Register: $15 USD Topic: Autistic social communication, the ‘double empathy problem‘ and ‘relevance […]
On the Dark History and Surprising Revival of Behavior Modification
Register: $15 USD Presentation Description“On the Dark History and Surprising Revival of Behavior Modification” examines the history of behavior modification and chronicles its development in Applied Behavior Analysis (ABA), the […]
Toxic Social Skills Training Goals, “Be yourself, but not like that.”
The vast majority of new-to-me students come with IEPs that have, probably well-meaning, but in actuality, toxic social skills goals. Here are some alternatives.
Autism Pseudoscience: How providers can identify, educate and intervene to protect children
Autism Pseudoscience: How providers can identify, educate and intervene to protect children with Anne Borden King, co-founder of Autistics for Autistics When: Thursday, July 13, 2023 12 – 1:30 pm […]
Flipping the Autism Narrative – Neurodiversity in the Public Schools – Part 2
A Free Facebook Live Public Event – Flipping the Autism Narrative – Neurodiversity in the Public Schools – Part 2 A conversation with a neurodiversity-affirming special education team” – An […]
Flipping the Autism Narrative – Neurodiversity in the Public Schools – Part 3
A Free Facebook Live Public Event – Flipping the Autism Narrative – Neurodiversity in the Public Schools – Part 3 A conversation with a neurodiversity-affirming speech therapy team about their […]
Flipping the Autism Narrative – Neurodiversity in the Public Schools – Part 1
A free Facebook Live Public Event – Flipping the Autism Narrative – Neurodiversity in the Public Schools – Part on July 10, 2022 @ 12:00 pm CST Due to technical […]
The Process of Change: Evolving the ABA Discussion at the Provider Level – August 5, 2022
Therapist Neurodiversity Collective’s Neurodiversity-Affirming Practices Series Dr. Sarah Zate, MD “The Process of Change: Evolving the ABA Discussion at the Provider Level” Subject Matter: ABA and ethics; MD therapy referrals […]
Neurodiversity-Affirming Therapy: Positions, Therapy Goals, and Best Practices
Neurodiversity-affirming therapy: Dozens of neurodiversity-affirming therapy goals and best practice resources for ally SLPs and OTs.
A Parent’s Guide to Respectful Feeding Therapy: Part 2
ABA providers will tell you to break your child, to reward your child for eating food, to re-present food your child has spit out or vomited, to restrain your child in a chair and do not let them leave the chair. There are better ways.
A Parent’s Guide to Respectful Feeding Therapy – Part 1
When children have trouble eating, it can be incredibly stressful for parents. But you’re not alone! There are qualified professionals waiting to help you and your child.
Neurodiversity and Autism Intervention (ABA) can’t be reconciled.
And let’s talk about considerable ethical and financial conflicts of interest with this paper and its authors, shall we?
Reader, every single author of this paper is trained in ABA, (three of them are actually BCBAs), so clearly each author has a vested financial interest in duping people into believing that ABA is “Neurodiversity Approved”.
(It’s always about the $$$.)
ABA Call to Action!
Did you know that there is a Congressional Autism Caucus? This 141-member caucus includes members from both parties in the U.S. House of Representatives and in the U.S.
Now is the time to voice your opposition to ABA!
Contact your State Congressional Members of the Congressional Autism Caucus https://doyle.house.gov/issues/autism-caucus/autism-caucus-membership
Confessions of a Previous ABA Technician – 2
Through the pairing procedure, children begin to learn that doing things that feel good to them (e.g. autistic play, stimming, etc.) are less valuable than the things that make the therapist feel good (i.e. neurotypical play, compliance). They learn to ignore their feelings of distress when confronted with a task they find aversive and mask their distress to please their caregivers. They become motivated by the praise they receive when they “do the thing” and become reliant on external reinforcement rather than intrinsic motivation, regardless of how much they are suffering.