Language and executive functioning have a bidirectional relationship (Baron & Arbel, 2022; Larson, et al., 2019). This means that building language skills can impact executive functioning, and vice versa. A significant amount of executive functioning skills are required to comprehend language-based academic tasks like reading and writing. Yet strategic thinking (which is part of executive…
Category: ADHD
EP 159: Comorbidities and Differential Diagnosis (ADHD, DLD, Dyslexia)
When kids need support with language, reading/writing, and executive functioning, they often have multiple diagnoses. This makes both treatment planning, diagnosis, and determining eligibility for educational programming complicated; especially when it comes to legal guidelines as well as state and local policies. That’s why in episode 159 of De Facto Leaders, I’m sharing a Q…
EP 137: Why aren’t my students generalizing? (social skills groups, organizing tools)
Social skills groups have been widely criticized recently. They’re often labeled as ableist and NOT neurodiversity-affirming. I ALSO take issue with the way social skills interventions are often delivered, but for a different reason. When social skills intervention is done, it’s often delivered via 1:1 therapy, in a “pull-out” model; where the child receives intervention…
EP 136: Time blindness, anxiety, and behavior management
When kids have a poor sense of time, the common response is to give them a planner or some kind of a timer. While these tools may be a part of your strategy, they don’t address time-blindness. That’s why in episode 136 of De Facto Leaders, I’m answering the question: “Why don’t timers improve my…
EP 125: Time perception, anxiety, and future pacing
When I was younger I was fixated on clocks and the passage of time. It’s accurate to say it was an obsession of mine, to the point that it caused me large amounts of anxiety. It got difficult for me to tell when I was future-planning or when I was catastrophizing. On top of that,…
EP 121: Do we all have an inner voice (and if not, should we try to develop one)?
In different discussion groups, I’ve heard the claim that up to 50% of people don’t have an inner voice. Since much of my work has focused on metacognition and language, I wanted to devote an episode to discussing some common questions that come up regarding this topic. That’s why in episode 121 of the “De…
EP 111: Supporting self-regulation in K-12 kids (with Lisa Navarra)
“Behavior problems” are an external sign of what’s going on internally. In order to support kids who are being referred for behavioral concerns, we need to address these internal skills proactively. That’s why I invited consultant and educator Lisa Navarra to episode 111 of the De Facto Leaders podcast to talk about self-regulation. Lisa M….
EP 110: Empathy, masking, and situational awareness
Do autistic people experience empathy? Does masking cause trauma? How do we help neurodivergent kids form relationships in a way that’s accepting of their differences? These are questions that I get from clinicians on a regular basis that I’ve also wondered about myself. That’s why when I created The School of Clinical Leadership, I made…
EP 93: Mistakes I made and points of clarity (working memory, attention, positive reinforcement)
I’m continually learning and developing my understanding of language and executive functioning, as well as how to help teams work together to better support these skills. That’s why I recently decided to audit some of the content I have floating around the internet. In truth, I have a lot out there because I like to…
EP 81: Whose job is it to work on executive functioning?
In the School of Clinical Leadership, I’ve devoted an entire suite of programs to educating professionals on executive functioning. Even though the focus of the program is about career development and leadership, I believe that any professional working with K-12 kids needs extensive knowledge of executive functioning in order to lead effectively. I’ve likely given…