Avsnitt
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Listen in as we discuss executive functioning and unpack its critical role in managing daily life and long-term success. There are the three core executive functions - inhibitory control, working memory, and cognitive flexibility – and they form the foundation for skills like organization, planning, and emotional regulation.
Hear compelling research that highlights the lifelong impact of executive functioning, including studies linking early skill development to improved academic, social, and career outcomes. We also discuss interventions that can significantly enhance these skills, with surprising findings that reveal that practicing mindfulness with movement, such as Tai Chi produces the strongest results.
Discover practical insights and evidence-based strategies for supporting neurodivergent individuals - and anyone looking to strengthen their executive functioning skills. Whether you're a parent, educator, or simply curious, this episode offers invaluable tools for fostering growth and resilience.
Show Notes:[0:48] - Hear about a recent presentation on executive functioning interventions at a summit on neurodivergence in Los Angeles.
Links and Related Resources:
[2:06] - Executive functioning involves applying problem-solving skills for goals, with core functions such as inhibitory control.
[5:06] - Cognitive flexibility fosters perspective-shifting, enabling problem-solving, planning, and decision-making in daily life.
[7:45] - Strengthening executive functions early enhances academic performance, societal opportunities, and long-term success.
[10:18] - Research shows impulse control predicts better adulthood outcomes than IQ, gender, or social class.
[13:52] - Movement-based mindfulness practices like Tai Chi and Taekwondo most effectively improve executive functioning skills.
[16:54] - Non-computerized cognitive training excels due to in-person interaction, boosting executive functioning outcomes.
[20:06] - Sports improve executive functioning through attention, self-regulation, and social bonding while fostering joy.
[23:34] - Multimodal approaches to executive functioning training reduce inequality and enhance skills across diverse populations.What Is Executive Functioning?
Be the Executive-in-Charge
Coping with Executive Function Deficits in the Context of Writing
Episode 11: Executive Functioning 101
Episode 12: Executive Functioning Support for Struggling Learners with Hannah Ross
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Today, we’re exploring a crucial yet often overlooked topic: the impact of dyslexia on mental health. Dyslexia affects nearly 20% of people in the United States, yet its influence goes far beyond reading challenges. Many don’t realize the deep connection between dyslexia and mental health issues like anxiety, depression, and self-esteem struggles. Misunderstandings and stigma can lead to feelings of isolation, particularly in children who face early reading difficulties. This episode explores how misconceptions contribute to mental health challenges and why addressing these issues is so important.
We’ll also discuss how co-occurring challenges like ADHD and anxiety can make individuals with dyslexia even more vulnerable. Proper interventions not only improve reading skills but also build resilience and boost self-esteem, creating a foundation for positive mental health outcomes.
Show Notes:[1:20] - Research shows that up to 20% of people in the United States have dyslexia.
[2:09] - For years, dyslexia has been misunderstood. There is no link between dyslexia and intelligence.
[3:04] - Children who struggle early in reading are more prone to experience social anxiety and depression.
[4:25] - Many children with dyslexia often have co-occurring challenges like ADHD and anxiety disorders. This makes them even more vulnerable.
[5:50] - With proper interventions, not only can we improve reading skills, but we can boost self-esteem and resilience in children with dyslexia.
[6:31] - Early intervention and diagnosis make a big difference, but common myths and misconceptions slow things down.
[8:21] - Dyslexia is a part of a person’s identity but it's not the whole story. Understanding dyslexia is important to understanding its impact on mental health.
Links and Related Resources:What is Dyslexia?
Episode 208: Overcoming Dyslexia and Addressing the Reading Crisis with Sally Shaywitz
Episode 209: How the Science of Reading Can Close Literacy Gaps with Dr. Benjamin Powers
Episode 115: A Family Approach to Dyslexia with Dr. Lauren
Episode 183: Unlocking Potential - A Dyslexia Journey with Rosalin Abigail Kyere-Nartey
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety or Dyslexia
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Saknas det avsnitt?
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Today, we’re exploring the transformative power of music therapy with our guest, Samantha Foote, a board-certified Neurologic Music Therapy Fellow and Positive Discipline Parent Educator. Samantha brings her expertise to support neurodivergent individuals and their families by blending creativity with therapeutic intervention. With her approach, she uses music not just as a tool for expression but as a dynamic medium to accomplish non-musical goals such as enhancing social skills, emotional regulation, and fostering positive behavior. Samantha explains how music therapy intersects with occupational, speech, and behavioral therapies, providing an approach that encourages cognitive engagement in neurodivergent individuals of all ages.
In this episode, Samantha shares her journey into music therapy, explaining how her passion for music and psychology led her to this unique field. She illustrates how music therapy can create opportunities for clients, and shares anecdotes of children and adults alike experiencing success. Whether it’s helping clients develop confidence, manage anxiety, or learn calming strategies, Samantha’s work demonstrates music’s ability to stimulate multiple parts of the brain. We’ll also hear about a typical session, from the range of music styles used to the ways her interventions adapt to each client's needs. Samantha even shares resources and programs for those who might not have access to formal music therapy.
Show Notes:[2:32] - Samantha explains how she found herself in the unique field of music therapy, which for her was the perfect blend of music and psychology.
[3:45] - Music therapy is using music to accomplish non-musical goals, like building social and emotional skills. Music accesses many parts of your brain.
[5:40] - Especially for neurodivergent individuals, music is an excellent tool for stimulating cognitive function.
[6:53] - Samantha describes an example of a non-verbal student who receives music therapy to supplement speech therapy and his successes.
[8:46] - There are many ways that music has given students opportunities to do things they’ve never been able to do before.
[10:02] - Music therapy supports emotional regulation and flexible thinking.
[12:32] - Learning social skills through music is impactful, especially for neurodiverse individuals who struggle to understand social cues.
[15:40] - Samantha describes a typical session with clients and small groups, including what kinds of music she uses.
[17:32] - The interventions vary greatly per client and group.
[18:53] - Samantha also works with adults. Music therapy has helped clients with confidence struggles and anxiety.
[21:29] - There is a process for music therapists to follow to become board certified.
[22:57] - Samantha shares some programs and resources for those who don’t have access to music therapy.
[26:21] - Music helps learn calming strategies.
About Our Guest:Samantha is a board-certified Neurologic Music Therapy Fellow and leverages the power of music to support neurodivergent individuals. She is also a Positive, Discipline Parent Educator, providing parents and caregivers with positive, effective parenting strategies while raising their neurodivergent children.
Connect with Samantha:Email: [email protected]
Every Brain is Different Podcast
Links and Related Resources:Episode 29: How Art and Music Can Improve Mood, Decrease Anxiety, and Empower Today’s Youth with Dr. Brette Genzel-Derman
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Welcome back! In this episode, we’re diving into the world of managing challenging behaviors—a topic every parent can relate to. We often think of behavior as just an action, but today’s guest, Dr. Andrew Kahn, highlights that behavior is a form of communication. By reframing how we understand what our children are trying to express through their actions, we can open up new possibilities for positive outcomes for both parents and children. This shift in perspective can be a powerful tool for responding to even the most challenging behaviors in ways that support growth and connection.
Dr. Kahn also emphasizes the role of self-regulation, a skill that is valuable for both parents and children. Dr. Kahn describes how parents can model self-regulation by managing their own emotions first, taking a moment to pause before addressing a challenging behavior.
Listen on for practical advice on adjusting expectations and being realistic about the consequences we set for our children. This episode is full of insights to empower you as a parent in handling challenging behaviors with empathy, patience, and in a way that allows your child the room to fall and learn.
Show Notes:[1:56] - Understanding a child’s behavior can lead to more positive outcomes for parents and children. Behavior is communication.
[3:02] - As adults, it is hard for us to remember the frustration and other emotions associated with not being understood as children.
[4:44] - When people are upset, especially children, they revert to the behavior of a younger child, which creates frustration for parents.
[7:01] - Self-regulation can be a primary barrier to being able to think and problem solve.
[8:54] - Taking a moment to regulate your emotions as a parent is a form of modeling, as long as you return to the moment and explain.
[10:44] - There’s no instruction manual, and parenting a child with learning differences certainly does not have a rule book.
[13:26] - It is incredibly important to parents to understand their child’s differences.
[16:07] - As parents, we like to think we have a bag of tricks, but some of these tricks don’t work every time.
[18:00] - Social media is great in creating a sense of community. But the information there is not always vetted and can have a lot of misinformation.
[20:58] - Resources at Understood.org are completely free and accessible.
[23:51] - One strategy is to reflect on how realistic our expectations are regarding a child’s behavior.
[25:30] - Consequences for behaviors need to also be realistic based on the situation, the child, the behavior, and whether natural consequences take place.
[26:37] - If you can’t handle your child being in distress, as a parent, you will be in more distress.
[28:06] - If a parent does not give their child moments of failure, they will feel invincible as they grow up.
[30:16] - It is important for parents to care for themselves. This is also an important modeling opportunity for children.
About Our Guest:Dr. Andrew Kahn is Understood’s Associate Director of Behavior Change and Expertise, and is a licensed psychologist. He focuses on ADHD, learning differences, anxiety, autism spectrum disorder, behavior, executive function, and emotional regulation. For nearly 20 years, Dr. Kahn worked within the public school system providing training, evaluations, direct consultation, and therapeutic support to students, their families, and staff.
Connect with Dr. Kahn:Understood Blog
Dr. Andrew Kahn on LinkedIn
Links and Related Resources:Understood.org
Parenting Behavior with Dr. Andy Kahn: Your Guide to Getting Through the Hard Stuff
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses on ADHD, Dyslexia and Youth Anxiety
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Welcome to today’s episode, where we’ll be diving into the Science of Reading with our guest, Dr. Benjamin Powers. If you’re a parent, educator, or simply curious about how students learn to read, this episode is packed with insights on evidence-based reading instruction and how it can transform classrooms.
Dr. Benjamin Powers is an educator, researcher, and thought leader who believes that cerebrodiverse learners should be embraced for their strengths and potential. Throughout his career, he has championed evidence-based approaches that recognize individual strengths, promote independent thinking, develop self-esteem and self-advocacy, and fuel academic achievement.
In this episode, you’ll learn what the Science of Reading is and how decades of research can give teachers the tools that can truly empower them to improve outcomes for all students. One particularly eye-opening aspect of our conversation is how much researchers have learned about reading from studying individuals with reading and language-based learning disabilities.
Dr. Powers also shares about the systemic challenges educators face, from curriculum selection to a need for comprehensive teacher training in the Science of Reading. He believes each of these barriers presents an opportunity for positive change and encourages educators and parents to take small steps that will lead to meaningful improvements.
Show Notes:[2:02] - Dr. Powers explains what the Science of Reading is and how it differs from other approaches in education. It is a combination of decades of research.
[4:10] - The research of the Science of Reading has come from college departments of psychology, and there is a delay in getting the research to educators.
[6:44] - Part of how we know so much about the reading brain, is because of those with disabilities.
[8:49] - By bringing in evidence-based reading practices, teachers feel empowered and reading instruction outcomes are improved.
[11:12] - Dr. Powers compares early intervention to learning a second language.
[13:59] - Many words that students encounter early in school differ greatly from those in later grade levels when the language shifts to textbook, multisyllabic words.
[17:56] - It is important for parents to ask questions. Some parents hesitate to ask questions to better understand instruction and curriculum.
[19:40] - There are things that we can do as parents to help support reading instruction.
[21:40] - Sometimes administrators are put into a tricky position as they evaluate and vet curriculum.
[23:59] - Each barrier is an opportunity for change.
[26:24] - One huge opportunity is for teachers to be trained in the Science of Reading, no matter what subject they teach. In every class, students are reading.
[29:58] - A student’s ability is not a reflection on the teacher’s intention.
[32:16] - Taking the first step is what starts a crucial change.
About Our Guest:Dr. Benjamin Powers holds a Doctorate in Business Administration from Grenoble Ecole de Management, an Executive MBA from Rochester Institute of Technology, and a Bachelor of Arts from La Salle University. He is a Certified Dyslexia Practitioner, a member of the International Dyslexia Association, and an associate member of the Academy of Orton-Gillingham Practitioners and Educators.
He is Executive Director of The Southport School and CoLAB, Director of Yale’s and UCONN Haskins’ Global Literacy Hubs, and President of The Dyslexia Foundation. He holds appointments in the Yale School of Medicine’s Child Study Center, and in the Departments of Psychology and Educational Psychology at UCONN.
Connect with Dr. Powers:Email: [email protected]
Southport Schools Website
Links and Related Resources:Episode 111: Overcoming Dyslexia and Addressing the Reading Crisis with Sally Shaywitz
Episode 37: Literacy, a Social Justice Issue with Resha Conroy
Dyslexia
Improving Literacy
Dyslexia Foundation
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses for PARENTS on Dyslexia, ADHD or Childhood Anxiety Sessions
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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It’s not only ADHD Awareness Month, it is also Dyslexia Awareness Month! So today, let’s revisit a conversation with Dr. Sally Shaywitz about overcoming dyslexia and addressing the reading crisis, which is still relevant and a huge concern.
We are in the midst of a reading crisis in the United States. This problem has existed for a long time, but it was exacerbated by the COVID-19 pandemic. It has been said that the pandemic has caused the loss of 2 decades worth of progress made in reading. We have the knowledge, research, and science to address this issue, but we are lacking action.
Today’s guest is Dr. Sally Shaywitz, one of the world’s preeminent experts on reading and dyslexia and author of Overcoming Dyslexia. Dyslexia is the most common learning disorder on the planet, affecting about one in five individuals, regardless of age or gender. In today’s episode, Dr. Shaywitz shares what is known about dyslexia, the 40 years of data to show what works in overcoming dyslexia, and the sad reality that there is little action being taken to improve screening students and providing the appropriate interventions.
There is so much we can do and it all starts with understanding.
Show Notes:[3:31] - Regardless of decades of research, there are still a lot of misconceptions.
[4:44] - Dyslexia is a very specific learning disability, but the term “learning disability” is very vague.
[6:21] - Through brain imaging, Dr. Shaywitz was able to determine the neuro signature of dyslexia.
[8:21] - Educators, parents, and the individual with dyslexia need to know that they are intelligent and have the intelligence to read, but dyslexia makes it a struggle.
[9:58] - Dyslexia is common in all areas of the world. The consequences are similar in all cultures.
[11:06] - Those with dyslexia can be good readers while still reading slowly.
[12:02] - The most important step is for the student to be identified as dyslexic.
[13:34] - Through her studies, Dr. Shaywitz has nearly 40 years worth of data for both typical readers and dyslexic readers from childhood to adulthood.
[14:50] - Indicators of dyslexia can be seen as early as first grade. Identifying those at risk for developing dyslexia and intervening early can accelerate reading growth.
[16:06] - Screening can take place later, but by then, the window of time for the most reading growth has passed.
[18:03] - Currently, we are scoring worse in previous years in identifying dyslexia in young students.
[19:09] - Dr. Shaywitz describes the screener used to determine the risk of dyslexia.
[21:08] - A universal screener is a solution to this reading crisis.
[22:13] - Given that we know a great deal about dyslexia, it is disgraceful that more isn’t being done to support students.
[23:14] - ADHD and anxiety often co-occur with dyslexia.
[24:36] - We often hyperfocus on the struggles, but what are the common strengths for those with dyslexia?
[25:42] - School policies and teacher training surrounding dyslexia need to be changed.
[26:46] - There is also research on individuals incarcerated who are also dyslexic.
[28:06] - Dr. Shaywitz offers a course on Coursera that can be found here.
[30:36] - We need screening, intervention, and education for parents, teachers, and students.
About Our Guest:Sally E. Shaywitz, M.D. is the Audrey G. Ratner Professor in Learning Development at Yale University and Co-Founder and Co-Director of the Yale Center for Dyslexia & Creativity. She is a world renowned scientist and dedicated, compassionate physician who is devoted to bringing ground-breaking scientific advances to benefit dyslexic children and adults.
Connect with Dr. Shaywitz:Overcoming Dyslexia by Sally Shaywitz, MD
Overcoming Dyslexia Online Course with Sally Shaywitz, MD
Links and Related Resources:What is Dyslexia?
6 Quick Questions for Parents Concerned About Dyslexia
ChildNEXUS Dyslexia Mini Course for Parents
Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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It is ADHD Awareness Month, and we are revisiting an excellent conversation with Dr. Stephen Hinshaw about ADHD in girls. We’ve discussed ADHD on the podcast before and it continues to be an important topic. Dr. Stephen Hinshaw has conducted years of research including a longitudinal study on girls with ADHD and his findings are not only fascinating but important to consider especially if you are the parent of a daughter with ADHD.
Dr. Hinshaw wrote a book called Straight Talk About ADHD in Girls: How to Help Your Daughter Thrive. Parenting a daughter with Attention-Deficit/Hyperactivity Disorder is no easy path, especially because of the myth that the disorder is rare or nonexistent in girls. In his book, Dr. Hinshaw provides vital information and advice to help you understand and meet your daughter’s needs. And in this episode, he does the same. He delivers up-to-date facts on what ADHD is, why symptoms often appear differently in girls than in boys, why girls with ADHD behave the way they do, how to get an accurate diagnosis, and what treatments are most effective.
There is so much pressure on girls to be perfect and for those with ADHD, it feels especially hard to measure up. The social stigmas and academic challenges ADHD presents to girls are often isolating and painful. So listen to Dr. Hinshaw explain the science behind it all and what we can do as parents and educators to help our girls with ADHD.
Show Notes:[2:42] - ADHD is more prevalent in boys than girls, but why?
[3:43] - Because of the difference in development, symptoms of ADHD in girls are often overlooked.
[4:47] - Girls with ADHD tend to show their symptoms differently. Many don’t get diagnosed until they are teenagers or even young adults.
[5:48] - ADHD causes problems with the self-regulation of attention.
[7:36] - Some girls may show their hyperactivity verbally instead of physically.
[9:03] - Dr. Hinshaw conducted the largest longitudinal study on girls with ADHD.
[9:57] - In childhood, girls with ADHD are just as impaired as boys. Socially, they tend to get rejected by their peers more so than boys.
[11:46] - Dr. Hinshaw shares the differences in the larger consequences like delinquency, substance use, and mental health.
[13:54] - ADHD increases the risk of self-harm and suicide.
[15:28] - Low self-esteem, difficult peer relationships, and increasing academic struggles, make things challenging in young adulthood too.
[17:21] - Across many studies and types of research, both males and females and the differences between them are not taken into consideration.
[23:20] - Milder conditions or conditions that don’t have as many outward indicators, result in more stigma.
[26:53] - Motivation, regulation, and even medication are things to be considered.
[27:48] - What are your daughter’s strengths?
[28:51] - One valued and strong friendship can offset the social complications they experience.
[30:05] - Research has shown that parents of girls with ADHD tend to have much more parental stress. Parent management training is beneficial.
About Our Guest:Stephen P. Hinshaw is Distinguished Professor of Psychology at UC Berkeley and Professor of Psychiatry and Behavioral Sciences at UC San Francisco. His work focuses 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 stigma and interventions to reduce it. Hinshaw has authored over 400 articles, chapters, and commentaries plus 13 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.
Connect with Dr. Stephen Hinshaw:Email: [email protected]
Hinshaw Lab at The Institution of Human Development at Berkeley
Dr. Stephen Hinshaw’s Website
Links and Related Resources:Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child by Dr. Joel Nigg
Is ADHD Overdiagnosed?
What are the signs of ADHD?
Understanding ADHD Assessments
Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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It is ADHD Awareness Month, and we are committed to providing resources and information that increase understanding about ADHD. Today, let’s revisit an episode with Dr. Joel Nigg about lifestyle activities that can improve ADHD symptoms.
Dr. Joel Nigg, Professor of Psychiatry and Behavioral Neuroscience at Oregon Health and Science University, is the author of the book Getting Ahead of ADHD. In this episode, he offers great insight, describes some ADHD research studies, and gives actionable steps to take now to help children thrive at school and in life.
We discuss things to look for regarding ADHD symptoms and some simple changes in our daily routines as families that can make a huge impact. Dr. Nigg is doing fantastic work with the OHSU Center for ADHD Research and I am thrilled to revisit this podcast episode.
Show Notes:[2:55] - There has been an increase in parents seeking evaluations for ADHD after seeing children learn from home.
[3:47] - Dr. Nigg shares some data that shows the impact of distance learning during the COVID-19 pandemic across the world.
[5:01] - For those already diagnosed with ADHD, services were challenging during the pandemic and school closures.
[6:25] - You lose the advantage of a teacher’s perspective when learning from home. Demands at home from a parent are much different than those in the classroom.
[7:42] - Dr. Nigg recommends seeking services for the difficulties the child is experiencing
[10:39] - A valuable goal is to think hard about structuring your day to fit self care in.
[12:23] - Another factor that impacts mental health is sleep and the quality of rest.
[15:00] - The key is to shift the thinking around sleep to be positive. Counselors can help with this transition.
[19:52] - Family rules for a screen-free bedtime are hard to follow, but they are important.
[20:54] - Dr. Nigg addresses the claim that high levels of screen time causes ADHD.
[22:25] - Media content needs to be monitored for children and teens even though it is a part of their social experience.
[25:16] - Children with ADHD are more inclined to experience depression and anxiety.
[29:33] - Children need to be prepared for possible changes again as they go back to school.
[32:27] - Medical centers around the world have websites with tons of resources. They will also have current and updated recommendations and guidelines.
[33:36] - Dr. Nigg’s book is a great resource for parents of children with ADHD.
About Our Guest:Joel Nigg, Ph.D., is a Professor of Psychiatry and Behavioral Neuroscience, Vice Chair for Psychology, and Director of the Center for ADHD Research at Oregon Health & Science University in Portland, Oregon. He obtained his AB at Harvard College, MSW at The University of Michigan, and PhD in Clinical Psychology at the University of California at Berkeley. He is a licensed clinical psychologist with clinical experience in multiple settings. He is a leading researcher in the area of developmental psychopathology with a focus on ADHD. He is the author of 2 books on ADHD including a recent book written for parents: Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child. His work has been funded continuously by NIMH for over 20 years. The recipient of several awards, Dr. Nigg has served on the editorial boards of several leading scientific journals.
Connect with Dr. Joel Nigg:Joel Nigg, Ph.D Home Page
Twitter | Facebook
Links and Related Resources:Getting Ahead of ADHD: What Next-Generation Science Says about Treatments that Work and How you can Make them Work for Your Child by Dr. Joel Nigg
Is ADHD Overdiagnosed?
What are the signs of ADHD?
Understanding ADHD Assessments
Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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In today’s episode, I’m focusing on a topic that impacts millions of children, teens, and adults: ADHD assessments. ADHD is a chronic condition that often persists throughout life, so understanding the assessment process is crucial for setting families up for long-term success. I’ll be diving into various aspects of this process, exploring the multiple steps involved to ensure that the diagnosis is thorough and accurate. From clinical interviews to lifestyle assessments, there are several key factors that play a role in understanding ADHD and its impact on a person’s daily life.
Listen to learn the steps in an ADHD assessment, why each step is important, and how this evidence-based approach ensures that children and families receive the support they need.
Show Notes:[1:36] - ADHD is often diagnosed in childhood. It is not something children grow out of.
[2:29] - Assessments include multiple steps, beginning with a thorough clinical interview.
[3:58] - A lifestyle assessment is important as well and includes looking into sleep habits, diet, and screen use.
[5:59] - It is also a part of an ADHD assessment to review a child’s functioning across multiple settings.
[7:35] - ADHD is never diagnosed based on test scores alone.
[8:24] - You do not need a neuropsychological assessment to diagnose ADHD.
[9:28] - No ADHD assessment is complete without a feedback session.
[11:33] - This evidence-based approach ensures that children and families receive an accurate diagnosis and the right support.
Links and Related Resources:Episode 33: Attention Deficit Hyperactivity Disorder 101 with Dr. Nicholas Thaler
Episode 148: How Sleep Affects Academic Performance and Mood
Episode 160: The Sleep Deprived Teen with Lisa Lewis
Navigating the Challenges of Social Media for Neurodivergent Youth
Attention Deficit Hyperactivity Disorder
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses with LIVE AMA Sessions
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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In today’s episode, we’re diving into a subject we haven’t yet explored on this podcast: eating disorders. This is an issue that affects millions of people worldwide, including many children and adolescents. For some, it’s a deeply personal battle that often goes unnoticed by those around them. Research even suggests that certain groups, like girls with ADHD, might be at greater risk of developing eating disorders.
In today’s conversation, we’re joined by Robyn Goldberg, author of The Eating Disorder Trap. Robyn is here to shed light on this complex mental health issue and help debunk some common misconceptions. Many people think eating disorders are solely about food, but as we’ll discuss, they’re far more intricate—often tied to deeper emotional and psychological concerns.
Robyn covers red flags that parents and caregivers should be aware of and discusses the role that shame, depression, and anxiety play in these struggles. She also touches on the impact of diet culture and how it affects us all. Robyn offers practical advice for parents navigating this journey and even shares details about her free online course for caregivers.
Show Notes:[1:58] - The number of people who struggle with an eating disorder is startling.
[3:23] - Eating disorders are not about the food. It is a complex mental health concern.
[4:28] - Robyn shares common misconceptions, starting with the stereotyped appearance of someone with an eating disorder.
[5:41] - The most common eating disorder that is rarely talked about is binge eating. Robyn also discusses other disorders, like ARFID.
[7:47] - Robyn wrote a book that was released right before Covid lockdowns and she describes how it is written for everyone.
[9:57] - Doctors and clinicians can be very overwhelming to those struggling with answering questions about their eating disorders.
[12:18] - There has been a significant rise in mental health problems, including eating disorders, since the pandemic.
[15:03] - Robyn lists some of the frequently seen impacts on physical health that eating disorders have.
[17:01] - Things get complicated and confusing when parents have not resolved their own issues with eating.
[19:12] - Robyn describes some red flags that could be signs of an eating disorder.
[21:05] - Depression and anxiety can be heightened when malnourished.
[22:25] - Research shows that girls with ADHD are at greater risk for eating disorders.
[24:40] - There is a free online course that Robyn offers for caregivers who are helping someone with an eating disorder.
[27:52] - Oftentimes, there is a lot of shame around eating disorders.
[29:44] - What does treatment typically look like? It depends on the type of eating disorder, but Robyn explains what parents should expect.
[33:03] - There are things that parents and families can do to help support their child or teen.
[34:04] - No one is immune to diet culture. It is everywhere and all-consuming.
About Our Guest:Robyn L. Goldberg, RDN, CEDS-C is a registered dietitian nutritionist, certified eating disorder specialist and consultant (CEDS-C), certified intuitive eating counselor and a Health at Every Size® (HAES) clinician.
Robyn began her career at Cedars-Sinai Medical Center in Los Angeles as the in-patient dietitian in the Department of Cardiology. For the last 26 years, she has had a private practice in Beverly Hills, CA, where she specializes in medical conditions, eating disorders, disordered eating, dual diagnosis, pre-pregnancy nutrition and women seeking fertility treatment.
Connect with Robyn Goldberg:Your Recovery Resource Free Course
(310) 273-0413
Facebook
Instagram
Links and Related Resources:Ask About Food Website
The Eating Disorder Trap by Robyn L. Goldberg
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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Welcome to this episode of Diverse Thinking Different Learning, where we dive into a topic that is of growing interest to parents and caregivers of children and adolescents with ADHD: integrative treatments for ADHD symptoms. Today’s guest, Sara Langley, is an expert in Nutritional Psychiatry and will share valuable insights on how diet and integrative approaches can complement traditional ADHD treatments.
ADHD is the most searched topic on ChildNEXUS, and our episodes on ADHD are among the most downloaded. It’s clear that parents and caregivers are eager to learn about different options to support their children, and this episode is packed with useful information.
Sara specializes in how diet can impact mood and behavior, and she offers practical advice on where to begin. She suggests some starting points, but acknowledges that making dietary changes can feel overwhelming, so she shares helpful tips for parents on how to start small and build from there.
Throughout the episode, Sara discusses the common challenges faced by children with ADHD and the supplements that can help. While she emphasizes that nutrition isn’t a “cure” for a problem, it is an important piece of the puzzle. Sara also highlights the strong connection between the gut and brain and how addressing this can benefit not only ADHD symptoms but overall well-being.
If you’re looking for new ways to support your child or simply curious about how integrative approaches can complement traditional treatments, you won’t want to miss this episode!
Show Notes:[3:16] - Sara specializes in Nutritional Psychiatry, which is about how diet can impact mood and behavior.
[5:16] - One good starting place that Sara recommends is to start integrating probiotics.
[6:28] - Supplements are commonly asked about by parents of children with ADHD and there are several that could benefit as an addition to a vitamin rich diet.
[9:17] - A lot of time, we cannot get the full nutritional benefit from the food we eat due to different factors.
[10:43] - It can be very overwhelming to parents to make dietary changes. Sara gives some tips on where to start.
[12:30] - Generally, children with ADHD have trouble falling asleep. There are supplements that can help with this as well.
[13:53] - Nutrition is part of a puzzle. It isn’t a “cure”.
[17:18] - Working with a mental health professional or pediatrician can help guide a parent in choosing the right things for their child.
[18:40] - There is a connection between the gut and the brain.
[22:31] - It is tricky for many parents to make dietary changes due to the pickiness of their child as an eater and their need for quick dopamine through snacking.
[23:47] - Some parents are seeking something different from medication.
[25:59] - This integrative approach benefits more than ADHD symptoms.
About Our Guest:Sara Langley is a dedicated Psychiatric Mental Health Nurse Practitioner who specializes in treating children and adolescents with brain-based medical conditions. She is double board-certified in both Primary Care and Psychiatry. A graduate of the Columbia University School of Nursing, class of 2014, she later earned her Post Master’s certificate in Psychiatric Mental Health Nursing from UCSF and completed a Fellowship in Primary Care Psychiatry with UCI. Additionally, she holds a certification in Nutritional Psychiatry through the Integrative Psychiatry Institute.
In her practice, Sara integrates Nutritional Psychiatry, focusing on how diet affects mood and behavior, and Functional Psychiatry, which aims to identify and treat the root causes of mental illness. This is combined with FDA-approved traditional medication management, providing families with care that is truly comprehensive and balanced.
Connect with Sara Langley:ChildNEXUS Provider Profile
Email: [email protected]
Child Kind Psychiatry Website
Links and Related Resources:ADHD for Parents: An Integrative Approach
Episode 124: A Non-Medication Treatment for Children with ADHD with Dr. Sandra Loo
Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg
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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Parenting is filled with moments of stress and overwhelm, especially when raising children with different neurological wiring. Many of us have faced times when our child’s behavior feels too much to handle, leaving us unsure of what to do next. That’s where today’s guest, Dr. Roseann Capanna-Hodge, comes in.
Dr. Roseann is a trailblazer in mental health, media figure, and the founder of Neurotastic™ Brain Formulas and The Global Institute of Children’s Mental Health. She is on a mission to “Change the way we view and treat children’s mental health and is known for her teachings on promoting brain calmness using science-driven solutions.
She is also the host of the It’s Gonna Be OK podcast, a go-to resource for parents navigating their children’s mental health challenges. In our conversation today, she introduces us to the concept of low-demand parenting, a style that has emerged alongside the increasing recognition of neurodivergent youth.
Throughout the episode, Dr. Roseann explains how this approach can help parents reduce their own stress by lowering demands on both themselves and their children. This, in turn, allows kids with dysregulated nervous systems to feel more secure and capable of learning critical skills like flexibility and problem-solving.
We’ll discuss how low-demand parenting can reduce anxiety in children, how to implement co-regulation techniques, and the benefits of self-regulation in creating a happier, healthier home environment.
Show Notes:[2:47] - Neurodivergence and brains that are wired differently are on the rise.
[3:27] - Low-demand parenting is a style of parenting that has come with the rise of kids who are uniquely wired. It’s a misunderstood style of parenting.
[5:11] - When kids have dysregulated nervous systems, no matter where it's coming from, they’re going to fall back on familiar behaviors.
[6:47] - We need to teach kids flexibility, coping skills, and problem solving. That is a lot harder when you’re coming in hot.
[8:15] - This style of parenting can be started at any time. But you may get some pushback.
[9:34] - One of the benefits of low demand parenting is reducing anxiety.
[10:53] - We don’t really think about our kids having activations in their nervous systems.
[12:23] - This type of parenting is really helpful particularly in current times and with current generations, but specifically with neurodivergent youth.
[13:35] - Self-regulation is key to leading a happy life.
[14:54] - We learn our parenting from our own parents and the strategies are not always helpful.
[16:32] - When you’re overwhelmed, everything feels like a mountain. The one action you can start with is co-regulation.
[18:51] - Dr. Roseann gives some starting points in learning co-regulation.
[21:19] - The hardest part is reinforcement. It’s not going to stick with just one time.
[23:13] - A common misconception is that children are trying to overwhelm us on purpose. We can guide them to healthy ways to manage discomfort.
[24:39] - The most common reason people leave college is due to their mental health.
[26:58] - Give the other parent or caretaker the information as well.
[28:42] - The more you are regulated, the more regulated your child will be. Dysregulation can negatively impact the parent-child relationship.
[30:50] - Being regulated doesn’t mean you don’t feel stress. It means that you are activated by it.
About Our Guest:Dr. Roseann stands as a mental health pioneer, media persona, and the architect of The Global Institute of Children’s Mental Health, Neurotastic™ Brain Formulas and Dr. Roseann, LLC. She's committed to altering mental health perceptions and interventions, offering a message of hope through science-endorsed methods that promote a calm brain. Her BrainBehaviorReset® Program and It’s Gonna be OK!™ Podcast has been a cornerstone for thousands facing daunting challenges such as PANS/PANDAS, OCD, anxiety, and ADHD/executive functioning, significantly bettering the lives of children and families.
Connect with Dr. Capanna-Hodge:YouTube
Instagram
Facebook Group
TikTok
Website
It’s Gonna Be OK! Podcast
Links and Related Resources:Coping Skills Download
Episode 184: Could Pathological Demand Avoidance Clarify My Child’s Challenges with Dr. Casey Ehrlich
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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Welcome to this episode of Diverse Thinking Different Learning, where we are diving into a topic that’s becoming increasingly urgent: loneliness in children and adolescents. We’ve all experienced loneliness at some point in our lives. However, for many young people, especially those with learning and thinking differences, loneliness can become a persistent and deeply troubling issue. It’s more than just a feeling; it’s a state of distress that arises when there’s a perceived gap between the social connections they crave and their actual experiences.
Our brains are hardwired for connection, making social interaction a biological necessity. Yet, for neurodivergent children and teens, the lack of meaningful connections can have even more profound effects. As we explore in this episode, loneliness isn’t just an emotional issue—it’s a health crisis that requires our immediate attention.
Ultimately, combating loneliness is about more than just addressing the symptoms; it’s about creating environments where all students feel connected, supported, and valued.
Show Notes:[1:49] - Loneliness is the state of distress or discomfort that results when someone perceives a gap between one’s desires, social connection, and actual experiences.
[3:45] - Our brains are wired for connection. We have a biological need for it.
[4:35] - For neurodivergent children and teens, the lack of connection can have an even bigger impact.
[5:52] - Social media is a double-edged sword.
[6:51] - Students who are struggling with social connection and loneliness, may also feel the adverse effects on their academic progress.
[7:32] - One way to battle loneliness is by building strong family bonds.
[9:05] - Bullying is a significant contributor to loneliness.
[12:20] - Combating loneliness is not only about reducing isolation. It’s about creating environments where all students feel connected, valued, and supported.
Links and Related Resources:Navigating the Challenges of Social Media for Neurodivergent Youth
Episode 43: Building Social Competence and Enhancing Social Skills with Dr. Elizabeth Laugeson
Episode 187: What is Social Learning? with Fran Kenton
Episode 199: Fully Inclusive Education with Sharon Lowery
Connect with Us:Get on our Email List
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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Welcome to the 200th episode of the Diverse Thinking Different Learning Podcast! I am so excited to celebrate this milestone with you. This episode is a celebration and a look back on some of the most memorable and impactful episodes along this 200 episode journey.
We’ve got some really great updates and surprises coming soon! Be sure to check out past episodes that highlight the expertise and support in our communities. Thank you for your constant support! Please consider leaving a review and rating wherever you listen to the podcast.
Let’s dive into some of our most downloaded episodes.
Show Notes:[1:29] - Number 10: Unlocking Potential: A Dyslexia Journey with Rosalin Abigail Kyere-Nartey is an episode about the guest’s personal experiences with dyslexia as a student in Ghana.
[2:18] - Number 9: Slow Processing Speed with Dr. Ellen Braaten resonated with so many parents and educators about an often misunderstood issue.
[3:04] - Number 8: Your Child’s Anxiety: When to Worry with Dr. John Piacentini helps parents differentiate between typical worries and more serious anxiety issues.
[4:03] - Number 7: How to Develop Social Thinking Skills with Michelle Garcie Winner highlights the guest’s practical approach to social cognition.
[4:52] - Number 6: Turning Kids’ Passions and Enthusiasms Into Superpowers with Dr. Barry Prizant reminds us of every child’s potential and superpowers.
[5:40] - Number 5: Key Principles for Raising a Child with ADHD features Dr. Russell Barkley’s expertise and a roadmap for parents.
[6:23] - Number 4: Straight Talk About ADHD in Girls with Dr. Stephen Hinshaw has been a game-changer for parents.
[7:15] - Number 3: Overcoming Dyslexia and Addressing the Reading Crisis with Dr. Sally Shaywitz is an episode with a pioneer whose work and dedication has inspired many to take action.
[8:09] - Number 2: A Non-Medication Treatment for Children with ADHD with Dr. Sandra Loo gives parents hope and alternative support for their children.
[9:13] - Number 1: Helping Kids Understand Their Amazing Brains with Dr. Liz Angoff has empowered many to embrace their differences and recognize their strengths.
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses with LIVE AMA Sessions
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Welcome to today’s episode, where we’re exploring the timely topic of inclusive education. As the new school year begins, many parents and educators are thinking about how to create learning environments that truly support all children, regardless of their abilities. Whether you’ve already made decisions for your child’s education or are still weighing your options, this episode will provide valuable insights.
Our guest, Sharon Lowery, is a pioneer in inclusive special education. She has developed a program that welcomes students of all abilities, with a focus on those who learn and think differently. Sharon’s approach emphasizes the importance of meeting social-emotional needs and fostering an environment where every child can thrive.
In this conversation, Sharon shares what an inclusive academic setting looks like, how typically developing students and neurodiverse students can benefit from learning together, and why developing emotional intelligence is crucial in a child’s education. We’ll also address some common concerns parents have about balancing the needs of all students in an inclusive classroom.
Join us as we discuss how inclusive education can create a more supportive and enriching experience for every student.
Show Notes:[2:30] - Sharon describes what a fully inclusive academic environment looks like. All children with all academic abilities are welcome.
[3:23] - The program Sharon has developed does put a focus on children who learn and think differently, but all students are included.
[4:46] - The program is a therapeutic program that meets the needs of all the children who participate.
[6:03] - Initially, Sharon was trained in ABA practices and saw benefits, but then began working with Dr. Stanley Greenspan and the DIR/Floortime Model.
[7:20] - By understanding the developmental milestones and social emotional development, we can be inclusive of students of all abilities and meet their needs.
[8:14] - Sharon shares the differences between a traditional setting and an inclusive environment.
[10:07] - Through this model, developing emotional intelligence is important.
[12:38] - Children learn from each other. Typically developing students can model for neurodivergent students.
[14:53] - We want to build an understanding of differences. As parents, we want our children to be kind and loving.
[16:23] - The gifted population also really benefits from an inclusive environment.
[19:01] - Sharon describes a scenario that proved the benefits of meeting social-emotional needs in an inclusive environment.
[22:48] - A concern some parents have is that the attention needed for neurodiverse students will take away from the needs of the typically developing students.
[26:31] - Being inclusive also means being intentional.
[29:06] - Sharon describes the start of a school year and what a day might look like in the Smart Start program.
[33:21] - Family tours really help ease the minds of parents of neurodiverse children.
[35:24] - The small environment gives students an opportunity for a rich and focused learning experience.
About Our Guest:Sharon Lowery holds a BA in Psychology from UCLA and an MA in Psychology from CSULA. She has advanced post-graduate certification as an Expert Trainer in DIR/Floortime and is a member of the ICDL Faculty, having been trained by Dr. Stanley Greenspan, the creator of the DIR/Floortime Model. In 1992, she founded the SmartStart Developmental Learning Center, where she has served as Executive Director ever since. Sharon is a recognized expert in Special Education, specializing in a Developmental Model, Inclusive Special Education, and Relationship-Based and Sensory-Based Education, all through 5th grade. Additionally, she is a Senior Level ABA Therapist, having been trained by Dr. Ivar Lovaas, the founder of Behavior Modification/ABA for use with ASD.
Connect with Our Guest:Email: [email protected]
Smart Start School Website
Links and Related Resources:Episode 192: Reimagining Education for All Students with Sylvia Barreto Benites
Episode 189: The Private School Option for Kids with Learning Differences with Collette Bowers Zinn
Episode 164: 5 Keys to Productive IEPs with April Rehrig
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses with LIVE AMA Sessions
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Can you believe that it is almost time to go back to school? This time of year can be stressful for students and parents, especially when there’s a history of challenges with learning and transitions. Today’s guests, Gabrielle Hennings and Zoe Hemenway, bring their combined experience in education, specializing in supporting neurodiverse learners, to the conversation about preparing our students for this sometimes-exciting, sometimes-stressful transition.
In this episode, Gabrielle and Zoe share practical strategies to ease into the first days of a new school year. They’ll discuss the importance of starting routines now, rather than waiting until the first day of school. Key tips include establishing morning routines with visual reminders and setting predictable schedules to reduce anxiety. We’ll also cover how to gradually adjust sleep schedules and find the right planners or checklists for your unique learner. Additionally, Gabrielle and Zoe will emphasize the importance of focusing on students’ strengths and using the new school year as an opportunity for a fresh start.
Whether you’re a parent or educator, this episode offers valuable insights to help neurodiverse learners thrive in the upcoming school year.
Show Notes:[2:54] - Start preparing now. Don’t wait till the first day of school to start a routine.
[4:29] - To help with a morning routine, Gabrielle and Zoe suggest using visual reminders.
[6:04] - Starting the day with a sense of predictability helps set neurodiverse students up for a smoother day and can reduce stress and anxiety.
[8:35] - Begin by setting alarms earlier every day until students are accustomed to waking up earlier. Place the visual reminders someplace they can see often.
[9:45] - Not all planners and checklists work for everyone. Find one that works for you.
[12:48] - Using a planner for fewer tasks in the summer is a great idea to maintain the responsibility and accountability before the stakes are higher during the school year.
[14:05] - If students set a goal for themselves, it is always an important and meaningful goal.
[16:24] - Consider previous school year’s reports and grades and help set achievable goals.
[17:51] - No matter the plan or goals, executive functioning needs to be a focus.
[20:14] - Students need to be given the tools to realize their capabilities.
[22:17] - We need to also be mindful of implementing an afternoon routine.
[25:05] - Strategies that Gabrielle and Zoe have written are designed to be understandable and digestible by students. This is important for educators to remember.
[27:20] - Although there are things that are difficult, we need to remind our students of their strengths.
[28:53] - This is every student’s opportunity for a brand new start. What do they want their fresh start to look like?
[32:09] - Don’t let the bumps in the road stop you from sticking with things.
About Our Guests:Gabrielle Hennings and Zoe Hemenway bring a combined dedication of 14 years to the realm of education, shaping young minds for a brighter future. Their journey has been marked by a deep commitment to understanding and appreciating neurodiverse learners, valuing the richness that diverse learning styles bring to the educational landscape. In their extensive experience, Gabrielle and Zoe have cultivated a profound insight into the unique needs of neurodiverse learners. They firmly believe in the power of meeting each learner at their individual starting point, recognizing that true educational growth happens when tailored to individual potential. Together, Gabrielle and Zoe bring a wealth of experience and a shared passion for creating an inclusive and supportive learning environment. Their commitment to recognizing and nurturing the potential in every student defines the ethos of their educational approach. Join them as they embark on a journey of personalized learning, where diversity is celebrated, and every student has the opportunity to blossom.
Connect with Our Guests:ChildNEXUS Provider Profile
Email: [email protected]
HH Learning Center Website
Links and Related Resources:Downloadable Planner
Episode 147: 5 Tips to Help Students Transition Back to School
Connect with Us:Get on our Email List
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The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Welcome back, listeners, to Diverse Thinking Different Learning! In this episode, we’re having a conversation with Dr. Sarah Powell, a distinguished professor at the University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk. Dr. Powell’s expertise in math education sheds light on effective strategies to support students who face challenges with math!
The discussion explores the crucial role early math education plays in shaping a student's future academic success, emphasizing that early struggles can lead to long-term difficulties if not addressed properly. Dr. Powell elaborates on how cumulative math skills impact later learning, stressing the importance of early intervention and continuous support throughout a student’s educational journey.
Dr. Powell also highlights several best practices for math instruction, including the use of multiple representations to deepen understanding and systematic, explicit teaching methods to ensure mastery of concepts. She also addresses the role of math vocabulary and its significance in helping students grasp mathematical ideas more effectively.
Tune in to gain valuable insights into how targeted interventions and effective teaching strategies can make a significant difference in students' math achievements. If you are an educator yourself seeking to enhance your math instruction or perhaps a parent looking to support your child's learning, this episode of the show is sure to offer practical advice and actionable strategies to help all students excel in math!
Show Notes:[3:14] - Early math performance predicts future success, making early intervention important for long-term achievement.
About Our Guest:
[6:06] - Dr. Powell points out how schools often prioritize reading over math, but early math interventions are just as important.
[9:01] - Dr. Powell argues that teaching math vocabulary is essential for understanding concepts and participating effectively in the classroom.
[11:59] - Difficulties in math may be linked to language issues, including reading, writing, and speaking.
[13:04] - Using multiple representations, like manipulatives and drawings, can help students better understand math concepts.
[15:24] - Dr. Powel feels that students should understand math deeply by using various representations, not just by memorizing symbols.
[18:55] - Identifying common mistakes better helps target instruction than addressing isolated mistakes.
[20:02] - Dr. Powell argues that effective math learning involves modeling, repeated practice, and building fluency through both speed and accuracy.
[23:53] - Incorporating short fluency practices into the school day enhances math skills and helps reduce cognitive overload.
[25:34] - Older students should develop fluency to avoid using basic strategies like tick marks, which can lead to mistakes.
[26:55] - Effective strategies for solving word problems include the U.P.S. check method and recognizing common problem types.
[31:16] - Dr. Powell explains how parents can help with word problems by discussing the problem and identifying consistent frameworks.
[32:43] - Parents can also support math learning through discussions, games, and incorporating math into daily activities.
[35:25] - Engaging in practical math activities, like measuring ingredients, makes math fun and relevant!
[38:57] - For additional support, resources include emailing Dr. Powell as well as videos on representations, a free math course, and teacher-friendly materials!Dr. Sarah R. Powell is a Professor in the College of Education at The University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk. Her research, teaching, and service focus on mathematics, particularly for students who experience mathematics differently.
Links and Related Resources:
Dr. Powell is currently Principal Investigator (PI) of an Institute of Education Sciences (IES) efficacy grant (RAAMPS) related to word-problem solving at Grade 4. Dr. Powell is also PI of SPIRAL, an IES grant which works collaboratively with Grade 4 and 5 teachers who provide mathematics instruction to students with mathematics difficulty. Dr. Powell is Co-PI of STAIR 2.0 (funded by IES) in which the team works with middle school special education math teachers and SCALE (funded by the US Department of Education) in which the team is replicating a fraction intervention in Grades 4-8. Dr. Powell collaborates on Math Words, an IES development grant about mathematics vocabulary. She also assists with a word-problem project funded as a Small Business Innovation Research (SBIR) grant to Querium. To help create the next generation of researchers focused on mathematics, Dr. Powell is PI of a doctoral leadership grant (LIME) funded by Office of Special Education Programs. Dr. Powell was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE) in 2019.
Dr. Powell understands all of these efforts are a team effort, and she thanks her project leads, graduate students, research assistants, and research collaborators as well as the teachers and students who participate in these projects.ChildNEXUS - “Important Components of Effective Math Intervention”
Diverse Thinking Diverse Learning - “Ep. 60: A Multisensory Intervention for Kids Who Struggle with Math with Adrianne Meldrum”
Diverse Thinking Diverse Learning - “Ep. 122: Accommodations for Students Who Struggle with Math with Adrianne Meldrum”
“Intensive Intervention in Mathematics Course Content”
“Specialized Math Intervention to Reach All Learners”
“Pirate Math Equation Quest”
Texas SPED Support - “Instructional Routines for Mathematics Intervention”
YouTube - Project STAIR
Connect with Dr. Sarah Powell:The University of Texas at Austin College of Education - Dr. Sarah Powell
Email: [email protected]
Phone: 15124756556
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses for Better Understanding and Supporting Your Child with ADHD, Dyslexia & Anxiety
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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When describing their kids, some parents might mention traits like a strong desire for accuracy, perfectionism, being highly attuned to their environment, experiencing very intense emotions, and having a strong sense of fairness and justice. Some may wonder, is my child autistic, gifted, or both? This episode is about exploring that question and providing insights into both giftedness and autism.
Today’s guest is Dr. Megan Helmen. Dr. Helmen has become passionate about educating parents and families in supporting gifted and autistic children and youth. In this episode, we’ll highlight the importance of understanding neurodivergence, adjusting our approaches and expectations, and creating inclusive environments and communities. Our goal is to provide the support that individuals need to thrive, understand the complexities of how we present as humans, and help others navigate the world. These often misunderstood kids need our attention, empathy, and informed support.
So, whether you’re a parent wondering about your child’s unique traits or an educator striving to better support your students, this episode is packed with insights that will help you understand and nurture gifted and/or autistic children.
Show Notes:[3:13] - There’s a misunderstanding that if a child is gifted that they can’t have a disability. Sometimes a disability also causes a child’s giftedness to be overlooked.
[5:10] - There isn’t an agreed upon definition or explanation of giftedness. Dr. Helmen describes some of the qualities of a gifted child.
[6:55] - Giftedness is a form of neurodiversity, but it is not a diagnosis.
[8:15] - There are modifications and accommodations that need to be made for gifted learners for them to reach their potential.
[11:13] - Like other twice exceptional people, Dr. Helmen finds that many things are very easy and other things are very challenging.
[14:05] - Dr. Helmen describes the different pieces of an autism diagnosis.
[15:35] - If you’ve met one gifted person, you’ve met one gifted person. The same goes for autistic individuals.
[17:11] - There are differences between giftedness and autism, even though there is an overlap.
[20:09] - Identification can save a life.
[23:42] - We want everyone to have social connections when they want it and when they need it. That might mean that someone may need some extra support.
[26:03] - Support does not erase a person and who they are.
[29:31] - Start from a place of curiosity.
[30:49] - Dr. Helmen shares a resource of great accommodation ideas and websites that offer a lot of tools for parents, families, and educators.
About Our Guest:Dr. Megan Helmen is a pediatric neuropsychologist who has been providing evaluations for 12+ years and has worked in the autism community for 20+ years. Early on, she heard disheartening stories from parents about how they received their child’s autism diagnosis. She set out to be the person who could provide that service in a more supportive, educational manner. This led to a degree in Child Psychology and graduate degree in Clinical Psychology. She believes in balancing clinical expertise and research-based interventions with connection and a sense of humor. Her clinical process is neurodiversity-affirming and continually evolving.
Connect with Dr. Helmen:For clinical practice, email [email protected]
For speaking, email [email protected]
Links and Related Resources:Episode 185: Late Diagnosis - Why Did I Get Missed? with Dr. Monica Blied
Episode 119: Autistic Girls - Overlooked and Underrecognized with Megan Beardmore
Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses with LIVE AMA Sessions
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Today, we are diving into an important and deeply personal topic: navigating autism and the parent-child relationship when a child is on the spectrum. To help us explore this, we have the incredible father-son duo, Barry and Jake Freeman, joining us. Barry and Jake are here to share their unique perspective on living and thriving with autism as a family. Their journey is not only inspiring but also offers valuable insights and a refreshing outlook for those who are on a similar path.
In this episode, you’ll hear firsthand experiences from Barry and Jake. They’ll discuss the challenges and triumphs they’ve encountered along the way - from switching schools and navigating new environments to advocating for services and celebrating small successes. Their story is one of resilience, growth, and unwavering support.
Jake will share his experiences with different educational settings and offer advice to others who might be hesitant to try new things. His journey through college, where he learned crucial life skills and embraced independent living, is particularly inspiring. Barry will talk about the importance of networking, asking questions, and connecting with other parents.
We’ll also hear about the incredible bond between Barry and Jake, and how this relationship has helped them navigate the ups and downs of autism. Barry’s touching reading of the poem "Welcome to Holland" serves as a powerful reminder to love the journey you’re on, no matter how different it may be from what you expected.
Show Notes:[2:20] - It is helpful to hear from people who are living similar experiences.
[3:38] - Jake shares the differences he experienced when switching schools.
[4:32] - Barry describes some of Jake’s qualities and the challenges he experiences as someone on the autism spectrum.
[6:47] - Jake offers his advice to those who struggle with trying new things that seem frightening at first.
[8:44] - The college that Jake attended allowed him to learn life skills with an emphasis on independent living.
[10:10] - Networking is crucial. Ask a lot of questions and connect with other parents.
[11:35] - When asked about what he wishes he knew in the earlier days, Barry says he should have been more aggressive in advocating for services.
[14:33] - Documentation is not only helpful but is crucial in advocating for services.
[16:23] - Jake shares what his job and career goals are and what he is currently doing to volunteer and stay active in the community.
[18:42] - No test or assessment will ever tell you what your child will be able to accomplish.
[19:48] - Every child needs someone in their corner, advocating for their needs.
[21:13] - Keeping the end goal in mind is great, we have to celebrate the little steps and successes along the way.
[22:15] - Barry shares a powerful poem called Welcome to Holland that proves the importance of loving the journey you’re on.
About Our Guests:Jake Freeman:
Jake Freeman embraces life without letting labels define him, despite being told at a young age that he is on the spectrum. He lives at home with his parents, and his younger sister, Julia. Jake enjoys reading a variety of books, watching horror, comedy, and action movies, and playing board games and card games with friends. He has participated in basketball, softball, and bowling through the Special Olympics, recently winning a basketball tournament and gearing up for a new bowling season.
Jake's educational journey includes switching to Village Glen in the 6th grade, where he found a supportive environment with friends and teachers he connected with. He later attended a college near Bakersfield, CA, which focused on independent living skills such as budgeting, public transportation, and job skills. While Jake currently lives with his parents, he possesses the skills to live independently, having navigated various roommate situations in the past. His advice to younger individuals on the Spectrum is to not be afraid to put themselves out there and try new things.
Barry Freeman:
Barry Freeman and his wife Karen have two children, Jake and Julia. Barry works in the entertainment industry as a film ratings and broadcast standards consultant. He served on the Motion Picture Association’s ratings board for a decade and has spent the past 12 years working independently with film producers to help them secure desired ratings (G, PG, PG-13, etc.). Barry has also contracted with companies such as Netflix, CBS, Sony Pictures, and the Game Show Network.
In his personal life, Barry enjoys long-distance running, working out, following Boston sports teams, and spending time with his family and friends. He is also a foodie. Karen was the primary advocate for Jake during his younger years, a role Barry has taken on in recent years. Barry was Jake’s soccer coach for the “VIP program” before Jake went to college, and he looks forward to volunteering again in the Autism community upon retirement.
Connect with Barry and Jake:Email: [email protected]
Links and Related Resources:Episode 168: 5 Tips for Supporting Neurodivergent Youth
Episode 194: What is Neurodiversity-Affirming Care? with Kody Harms
Episode 185: Late Diagnosis: Why Did I Get Missed? with Dr. Monica Blied
Episode 78: Supporting Youth with Autism and ADHD with Holly Blanc Moses
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses with LIVE AMA Sessions
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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Awareness and understanding of neurodiversity have been expanding in our society along with the need and opportunity for neurodiversity-affirming care.
I'm thrilled to have Kody Harms joining me this week. Kody is a neuro-affirming therapist, educator, and advocate with over 15 years of experience working with neurodiverse children, teens, and adults. As a board-certified behavior analyst and co-owner of Curated Family Therapeutics, Kody brings a wealth of knowledge and expertise to our discussion on neurodiversity.
In today's episode, we'll explore what it means to give and receive neuro-affirming care. Neurodiversity impacts individuals differently, and it's crucial to recognize and celebrate these differences rather than viewing them as deficits. We'll discuss how society's understanding of neurodiversity has grown significantly, reflecting our expanding knowledge about the brain and the diverse ways it can function.
With the rise of social media and ongoing research, we're hearing more diverse voices and gaining a deeper appreciation of the vastness of the neurodiversity spectrum. Teachers and administrators play a pivotal role in shaping opportunities for neurodivergent youth. By fostering inclusive environments and embracing the unique qualities everyone brings to the table, we can create a more understanding and accepting world.
Kody is passionate about creating inclusive environments and offering individualized support based on the needs of each student, parent, or client. Tune in to learn more about understanding and accepting people for all the beautiful differences they bring.
Show Notes:[02:12] - At Curated Family Therapeutics they have three modes of support: 1. One to one acceptance and commitment therapy for neurodiverse teams and adults. 2. Working with parents of neurodivergent children. 3. Applying the one to one therapy in the classroom.
[04:07] - Their work extends from getting the diagnosis and supporting the family to high school and adulthood.
[05:17] - For Kody, incorporating neuro-affirming ideas begins with questioning his own neurotypical norms and how he was raised. Each generation gets more empathetic and celebratory of neurodiversity.
[06:30] - Kody doesn't want to change who anybody is, he just wants to help them find the best version of themselves.
[07:03] - We want to change the environment so that it supports the differences in the way that our brains are wired.
[07:50] - Educating parents is a large part of neuro-affirming support. Creating neuro-affirming care within education is also very important.
[09:30] - Practices educators can adopt include creating opportunities for social and emotional learning within the whole classroom so as not to isolate the individual, and identify that everybody does this differently.
[10:36] - It's important for everybody to have an opportunity to regulate.
[11:37] - It's important to start understanding how everyone's brain works differently at an early age like kindergarten.
[13:34] - Part of learning is just noticing things and bringing them to the attention of the students.
[14:09] - A project they recently did is taking the social and emotional learning that they're doing at school and applying it at home.
[16:24] - Schools have visual mediums but they don't always do a good job explicitly teaching them. Kody likes to make schedules for his neurodivergent students and teach it as a skill.
[17:35] - Creating visuals and allowing students to have a say is a general universal strategy.
[19:31] - Kody's goal is not to add things, but to adapt the day.
[20:22] - Acceptance and commitment therapy is acknowledging that challenges are going to be presented. If you're working towards your values and the things that guide you, you can't go wrong.
[22:12] - They begin with a values assessment. Kody wants to know what's important to the student, parent, or client.
[23:41] - Acceptance is critical for the whole piece of providing neuro-affirming care.
[24:41] - The values define the actions that you want to take towards the commitment.
About Our Guest:Kody Harms, M.A., BCBA, is a neuro-affirming therapist, educator, and advocate with over 15 years of experience working with neurodiverse individuals. As a Board Certified Behavior Analyst with a master's in Special Education, he specializes in supporting the mental health of neurodiverse teens and adults, along with their families and teachers.
Kody's therapeutic approach is grounded in Acceptance and Commitment Therapy, focusing on helping clients assess their identity, goals, and personal growth. As co-owner and clinical director at Curated Family Therapeutics, he tailors sessions to individual needs and actively supports the neurodiverse community. Outside of work, Kody enjoys yoga, concerts, and time with his family.
Connect with Kody:213-340-4662
Curated Family Therapeutics
Curated Family Therapeutics on Instagram
Links and Related Resources:Ep. 168: 5 Tips for Supporting Neurodivergent Youth
Ep. 120: Meeting the Needs of Culturally and Neurodiverse Students with Juniette Kanga and Maria Kennedy
Connect with Us:Get on our Email List
Book a Consultation
Get Support and Connect with a ChildNEXUS Provider
Register for Our Self-Paced Mini Courses for Parents Who Want to Better Understand Their Child’s Dyslexia, ADHD or Anxiety.
For Professionals – Join Our Community
The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
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