Language Therapy and Leadership for Pediatric Clinicians
The most common complaint I hear from K-12 therapists relating to social skills is that kids don’t generalize what they learn in therapy to the real world. That’s because most therapy sessions are done in an “academic format”, and social interactions aren’t “academic”. Human interactions in an unstructured environment requires an essential set of cognitive…
Many K-12 professionals see behaviors considered to be defiant or lazy, even though classroom management systems are in place. That’s because behavior charts don’t support students’ executive functioning, and they’re often too abstract to help motivate kids through discomfort or learning curves. They also don’t support important skills such as time-perception, episodic memory, future pacing,…
I often get the question, “How can I be evidence-based AND neurodiversity-affirming?” The two things aren’t opposed to each other if we support the right skills. In this video, I share a clip from my free training and define what it actually means to be neurodiversity-affirming. It does NOT mean that we have to agree…
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. Time-blindness is a hallmark characteristic of executive functioning issues, and external devices (especially if they’re digital) don’t teach…
Some students continue to miss assignments and struggle to keep up with the pace in class despite being given organizing tools. This is because they’re experiencing executive dysfunction. While organizers and planners can help some of us stay on top of our work, they don’t actually teach the internal mental processes needed to complete multi-step…