Neurodiversity-Affirming AAC & Assistive Technology Across the Lifespan
Neurodiversity-Affirming AAC & Assistive Technology Across the Lifespan ➔ Enrollment opens soon! November 18, 2026 @ 6:00 pm – 8:00 pm 🤔❓ “Their AAC works at school or the clinic. […]
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.
Case Study in Neurodiversity-Affirming Care: A Toddler with Childhood Apraxia of Speech
At the beginning of the evaluation, Adam appeared to enjoy playing with zoo animals with mom and the therapist. He laughed and smiled readily and paired gleeful, albeit, infrequent, babbling with gestures like pointing and guiding his mom’s hands to the toys he wanted her to play with. However, after a few misunderstandings in which neither mom nor the therapist could figure out what Adam was gesturing for them to do, Adam became highly frustrated and emotionally dysregulated. He threw himself to the floor and, in between sobs, began to bang his forehead on the floor repeatedly. His mother was worried that this self-injurious behavior had started happening more and more frequently in recent weeks.