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…
Category: Autism
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 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…
EP 60: Traveling with autistic kids (with Dawn Barclay)
When it comes to supporting autistic kids, I’ve come across a lot of resources that help with the home and school environments. But many families aren’t sure how to navigate unexpected and novel situations with their kids; which means travel is often out of the question. That’s why I wanted to interview special needs travel…
EP 58: How to build social problem-solving skills (without being ableist)
How do you know if an intervention is neurodiversity affirming and evidence-based? Are child-led interventions actually in a child’s best interest? What’s the right way to build social skills, “pragmatic language” and social communication skills? I’ve done a lot of soul-searching surrounding this topic. The typical pragmatic language interventions that focused on preaching the “right”…
EP 037: Building skills for connection (with Miriam Campbell)
How do we hold students accountable for their actions, but acknowledge their unique neurological profiles at the same time? How do we help neurodivergents (e.g., ADHD, Autism) build genuine connections with others and succeed in academic, vocational, and social situations? In this episode, I invited special guest Miriam Campbell, founder of Skills for Connection, to help answer…
EP 034: Why you shouldn’t assume “laziness” in neurodivergent kids
This is part 3 of a 3-part series on the common problems with interventions for ADHD and autism. When you have some type of neurological variation that causes you to experience the world in a different way, you automatically become an easy target for manipulation. Those who are easily overwhelmed, or who aren’t sure how…
EP 033: A case against “normal” and “appropriate” behavior
As kids go through the school systems and grow up in general, they’re taught a lot about how to act “appropriately” in different situations. There’s a certain set of rules we’ve deemed to be acceptable, “normal” ways to act. On the contrary, certain behaviors are seen as “inappropriate”, “weird”, or “undesirable” in some way. But…
EP 032: When “compliance” does more harm than good (with ADHD and Autism)
“Behavior management” approaches are often used with kids who have diagnoses of ADHD, autism. Usually these approaches focus on giving rewards for good behavior and punishing “bad” behavior. They’re prevalent in therapy settings, schools, and home environments across the nation. I’ve even used some of these approaches in my practice. But in recent years, I’ve…