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 […]
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.
Not allowed to say “I can’t”
“The kids in my class aren’t allowed to say I can’t.” I’m in an IEP meeting for young neurodivergent student who’s struggling in class. The committee is talking about all the reasons why this student should not be struggling because their standardized cognitive and language scores show they have the ability to learn and do the work.
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 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 […]
Why We Model Language and Honor All Communication, instead of Using PECS®
Today in a virtual Zoom therapy session, the parent asked me why I don’t use PECS® in speech therapy (with non-speaking or minimally speaking Autistic children). After watching her child laugh, dance, and have fun during therapy, after watching them imitate action verbs, and spontaneously communicate a desire, spontaneously point to my assistant and me on the screen, and smile at us all, it became clear to this parent that there are different kinds of therapy sessions. This kind isn’t all about compliance.
On Writing Masking Goals for Autistic Middle School Girls – Stop It!
Our autistic female students are constantly mimicking and copying behaviors of peers so they can hide their autism. We, as clinicians, teach them to do this because we were taught that autism must be hidden and masked through the therapy we provide. We are licensed, credentialed ableists, “therapizing: our autistic students to learn to be in a constant state of making in order to be acceptable, to be worthy, to be liked.
Why Perspective-Taking and Neurodiversity Acceptance? (Part 2 of “Training” Social Skills is Dehumanizing: The One with the Therapy Goals)
Wasted years upon years of endlessly drilling autistic children and adolescents to memorize and parrot “appropriate” rote phrases for specific social situations will not lead to their peers perceiving them as more likable. Social skills training is not a “cure” for autism despite what the ABA industry would like for us all to believe. All “social skills training’ does is to teach autistic people how to mask their autism. And the potential harms of masking (exhaustion, anxiety, depression, frustration, decreased self-esteem suicidal ideation) are significant.