Diverse Thinking Different Learning

As we ease into the summer months, this time of year we begin to think about summer travel plans. And with the recent emphasis on neurodivergence, traveling is more accessible than ever before. But it can still seem daunting to travel with a child who is anxious or inflexible. In fact, a recent study shows that 87% of parents surveyed said they wouldn’t even consider traveling with their neurodivergent child. But today’s guest shares helpful tips and travel strategies that can not only make this possible, but an amazing experience for everyone. Dawn Barclay is an author and has spent her career in the travel industry. She’s seen it all. The ups and downs, the pros and cons. But what she has also seen are the ways that make traveling with neurodivergent children easy and joyful. In this episode, Dawn shares things you can do now to start preparing for summer travel and how you can make these experiences a reality for your family.   Show Notes: [1:44] - Traveling with children is challenging and is intimidating and daunting for some parents of neurodivergent children. [2:34] - 87% of parents in a study said that they would not travel at all. [3:56] - There are a lot of benefits to traveling with your family. [5:35] - When planning a trip, start with getting your child on board by introducing the concept of traveling. [7:18] - Start small by traveling to places that are a little closer to home. [9:15] - Preparation is key. [10:31] - Build trips around special interests and contact airports beforehand to help make sure your child is accommodated. [12:33] - Working with a travel planner, you can plan for where to sit on an airplane or things to consider that you’ve not thought of before. [14:07] - We all become anxious when faced with the unknown and children don’t always know how to express their anxiety. [15:49] - Think about the things that will make the experience easier when looking for hotel rooms or other lodging. [18:17] - There are also specific destinations that are specifically designed to accommodate people with special needs, including neurodivergence and even dietary restrictions. [21:40] - Parents may feel uncomfortable with onlookers and other people around them when traveling with their children. [23:50] - Sometimes parents even provide information to the people who are traveling around them to explain the situation. [25:22] - It’s a great idea to travel with someone who can also spend time with your child while you take time to yourself.   About Our Guest: Dawn M. Barclay is an award-winning author who has spent a career working in different aspects of the travel industry. After spending ten years working in sales and marketing for her parents’ two firms, Barclay Travel Ltd and Barclay International Group Short-Term Apartment Rentals, she branched out into travel trade reporting with senior or contributing editor positions at Travel Agent Magazine, Travel Life, Travel Market Report, and most recently, Insider Travel Report. She is a mother of two and resides in New York’s scenic Hudson Valley. A member of the Society of American Travel Writers (SATW) and the Family Travel Association (FTA), she also writes fiction as D.M. Barr and holds leadership roles in several writer organizations.   Connect with Dawn: Traveling Different Website Facebook Twitter Instagram LinkedIn Traveling Different by Dawn Barclay   Links and Related Resources: Episode 63: Supporting Youth with Autism and ADHD with Holly Blanc Moses Episode 72: Prioritizing Co-Regulation and Self-Regulation in Communication with Danielle G. Kent Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg   Trying to figure out next steps in supporting your child?  Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation    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.

Navigating a complex world is daunting and it becomes even more challenging for people who think and learn differently. These students may struggle in the traditional school environment, particularly with engagement. They might even ask, “What’s the point?”  But the traditional school environment isn’t the only option and today’s guests from Qualia: The School for Deeper Learning join this conversation about how their model of education not only engages students but prepares them to navigate adulthood with strong critical thinking skills. Qualia can be compared to an all-day intellectual dinner party – a place where brainy word play, clever argumentation, and surprising ideas come together in a milieu that provokes, entertains and inspires. Jim Hahn and Dr. Jon Cassie explain the importance of creating the space and time for reflection, reasoning, existential questioning, and the sharing and communicating of ideas and how this became the core of deeper learning at Qualia.   Show Notes: [2:15] - The focus is often on remediation for students who struggle, but critical thinking is overlooked. [3:37] - At Qualia, students take Philosophy courses every year to help develop critical thinking skills. [6:20] - Why Philosophy? What is it about this subject area that Qualia focuses on? [8:06] - Adding in this model of education is impactful as early as Kindergarten. [9:26] - With small class sizes, teachers can give students the appropriate amount of attention and hold real conversations. [11:51] - Through sharing and communicating ideas, students show their identity rather than letting their diagnoses be their identity. [13:20] - Jim describes the outcomes of this type of educational model. [15:45] - Having an influence on critical thinking early on pays off in adulthood. [18:53] - There are five questions that are crucial to someone’s ability to think critically about anything they encounter. [20:51] - These conversations are so memorable for students. This “less is more” approach makes things simple but impactful. [23:05] - Content is important, but linking the content to the big questions is what creates deep learning. [24:56] - How do introverts do in this type of environment? Jim and Jon share what the culture is like at Qualia. [26:20] - Character development is another key component in these types of discussions. [28:03] - Dr. Wilson shares the online description of Qualia which is a depiction of meaningful, deep learning that can happen there. [29:57] - Kids are eager to make connections and adults can serve as facilitators. [31:31] - Teachers trust students to carry a conversation, collaborate and solve messy problems. [32:35] - The challenges through this model of learning are realistic. [33:42] - The focus on helping students develop connections and discover themselves prepares them to navigate a complex world. [35:30] - Listen to an example of a student’s work on environmental justice.   About Our Guests: Jim Hahn An inveterate explorer of knowledge, ideas, contraptions, and cultures, Jim has taught everything from philosophy to chemistry to Rube Goldberg Machines during his 30+ year career in education. As the founder of Qualia: The School For Deeper Learning, Jim is bringing his renowned cutting-edge educational model to a new level with his democratic educational philosophy, unique teaching and mentoring approach, and innovative deep learning curriculum. Jim began his teaching career at Crossroads School, then joined New Roads as Academic Dean and Dean of Faculty, and later founded Areté Preparatory Academy to create a next-generation school for brilliant and independent young minds for over a decade. Jim has inspired many students to think deeply, care deeply, and forge extraordinary paths. Jim is the proud parent of an Areté alumna, currently attending Pitzer College, and a current Qualia student; both children are living embodiments of the impactful results of Jim’s transformative and revolutionary educational methods.   Dr.  Jon Cassie Dr. Cassie has been in independent school education for 25 years serving in virtually every teaching and leadership capacity schools have to offer. His book on game-based learning, Level Up Your Classroom was published in 2016 and won a gold medal for best technical book from Association Media and Publishing in 2017. His chapter on social-emotional learning and roleplaying games, "Don't Split the Party," was published in "Teaching in the Game-Based Classroom," in 2021. He has also written for the tabletop roleplaying sector for about 20 years. Two of his books, Loot and Folkways are about cultural aspects of roleplaying design and are available on DriveThruRPG. Dr. Cassis also hosts two podcasts about education - "Many Windows" and "Game Level Learn." He has also appeared on a number of podcasts speaking about the future of education, given the commencement address at Northland Pioneer College, and has presented at conferences and forums on learning and games in the US and abroad. He earned his doctorate from UCLA in 2010.    Connect with Our Guests: ChildNEXUS Provider Profile Qualia: The School For Deeper Learning   Links and Related Resources: Creative and Crushed Children Who Think Differently Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault   Trying to figure out next steps in supporting your child?  Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation    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.

Research has shown that family environment is a significant predictor of outcomes when it comes to traumatic brain injuries. But how can family environment, things like parenting, intimacy, and communication styles impact outcomes in children and adolescents with learning challenges? Turns out, family environment has a huge impact on the way every child’s brain develops and Dr. Jesse Fischer joins the conversation today to help us understand how. In this episode, Dr. Fischer, a licensed clinical neuropsychologist specializing in assessment, diagnosis, and treatment planning, explains what family environment factors are and how they are taken into consideration when assessing a child with learning differences. Many of these factors actually change the way the brain develops, but because of the brain’s plasticity, it’s never too late to make a change if needed.    Show Notes: [2:32] - There’s a huge emphasis on the academic side of learning support, but family environment is also important. [4:16] - With a comprehensive assessment, more than academic testing is looked at. [5:27] - Family environment factors are not looked at in a way to place any kind of blame, but to understand the level of support possible for the child. [6:55] - When it comes to traumatic brain injuries, family environment is a significant predictor of outcomes. [8:56] - Certain factors stand out like caregiver/child relationships and caregiver strain. [10:51] - These factors are impactful but are modifiable. [14:03] - Parenting styles can buffer some of the issues that pop up. Research shows that nurturing and warm parenting styles predict better outcomes. [15:56] - Family environments show differences in the trajectory of brain development. [18:28] - With resource support, families can find access to the opportunities they need. [19:16] - Family-focused intervention and family counseling has been proven to be effective. [20:29] - What can we as a society do to promote strong family environments through support and policies that allow parents to provide what they want for their families? [23:20] - Clinicians can promote positive family environments through clear communication, advocating for policy change, and providing resources. [25:10] - The plasticity of the developing brain lasts into a person’s 20s. We have multiple opportunities throughout development to intervene. [26:51] - Your body, including your brain, is one big system and all of these factors are connected. [29:08] - It’s worth the struggle to get at these factors and find ways to optimize sleep, physical activity, and nutrition. [32:24] - If resources are a barrier, there are avenues in the community that can help. [33:47] - Reach out to a professional if you need additional support and guidance.   About Our Guest: Dr. Jesse Fischer is a licensed clinical neuropsychologist who specializes in assessment of children, adolescents, and young adults who think and learn differently. His clinical expertise includes assessment, diagnosis, academic and treatment planning for individuals with neurodevelopmental concerns (e.g., Dyslexia, AD/HD), traumatic brain injury/concussion, epilepsy, emotional difficulties, and other complex medical conditions. Dr. Fischer sees children and families in Los Angeles, where he was born and raised. Dr. Fischer's most recent research has focused on the role of the family environment and early childhood stress (e.g., trauma, brain injury) on brain development, neural correlates of neuropsychological problems following TBI, as well as interventions to enhance recovery from sports concussion and more severe TBI.   Connect with Dr. Fischer: ChildNEXUS Provider Profile Email Jesse@jfischerphd.com Instagram Twitter Website   Links and Related Resources: 3 Things Every Parent Should Know About Their Child’s Brain Navigating Brain Injuries Including Concussions in Children and Adolescents 8 Ways Teenagers Suffer When They Don’t Get Enough Sleep 5 Reasons Sleep Matters for Children   Trying to figure out next steps in supporting your child?  Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation    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.

Today we welcome back Elizabeth Hamblet, who previously discussed the transition from high school to college in an earlier episode. She’s back today to discuss it further after the publication of her new book Seven Steps to College Success: A Pathway for Students with Disabilities.  Elizabeth has worked for two decades as a learning disabilities specialist in college disability services offices. She’s heard all the questions, she’s guided many students and she’s here to talk about the keys to college success: self-awareness and self-determination. In this episode, Elizabeth answers so many questions. What accommodations do colleges provide? What are the differences between college programs when it comes to accessibility? What about IEPs and 504s? And most importantly, how can we prepare our students for college beyond academics?   Show Notes: [2:07] - Elizabeth’s new book is so helpful for parents whose children are transitioning to college or starting to think about the next step. [3:37] - The goal isn’t just to get into college. It’s to succeed in college. [4:38] - Even in the early stage of the 8th grade IEP meeting, there are things you can do to prepare. [5:51] - The support and accommodations in high school don’t always overlap with those that will be provided in college. [7:59] - All IEPs and 504 accommodations may not be implemented at the college level. [9:33] - What accommodations are available on the college level? [10:56] - Families and students can ask the disabilities services department about the accessibility of software at colleges. [12:27] - Once students graduate from high school, IEPs are no longer legally required for colleges to adhere to.  [16:31] - Although IEPs and 504s expire, some colleges will provide the same or similar support. [17:56] - Students should choose a college based on the things that any student would. Choosing a school solely based on their support does not make a good match. [19:52] - There is a misconception that colleges go out of their way to exclude students with disabilities, but it’s just not true. [20:58] - College is more than academics. [22:50] - Parents can help, but Elizabeth encourages students to call and ask questions in their process of making a big decision. [25:29] - Accommodations are important, but too many and too much support in high school leads to students not being ready for college. [26:52] - Families and teachers can do a lot to promote independence and self-advocacy. [30:54] - Extended time for papers is not commonly provided in college. [33:26] - You have worked so hard to get your child this far, and there is anxiety when it comes to thinking about college. [34:18] - College is not binary. You don’t have to attend at a specific time. [36:19] - The self-management piece of college is just as important as the academic aspect.   About Our Guest: Elizabeth C. Hamblet has worked as a learning disabilities specialist in college disability services offices for two decades. In addition to working at a university, she is a nationally-requested speaker on preparing students with disabilities for successful college transition. Hamblet is the author of Seven Steps to College Success: A Pathway for Students with Disabilities and a concise guide on transition, and her work has appeared in numerous journals and online platforms. She offers advice and information on her website at www.LDadvisory.com and shares resources on numerous social media platforms.   Connect with Elizabeth: ChildNEXUS Provider Profile LD Advisory Website LD Advisory Facebook Page Seven Steps to College Success: A Pathway for Students with Disabilities by Elizabeth Hamblet   Links and Related Resources: Episode 15: From High School to College - Steps to Success for Students with Disabilities with Elizabeth Hamblet Episode 83: What Students with Disabilities Should Do When Starting College with Eric Endlich PhD Episode 125: Does Your Teen Need a Transition Assessment? with Dr. Gwen Palafox   Trying to figure out next steps in supporting your child?  Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation    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.

What is a transition assessment, and how do you know if your child needs one? If they do, when do they need it and what does it look like? There are a lot of questions about transition assessments and today we have the perfect guest to answer them all. Today, we welcome back Dr. Gwennyth Palafox (Dr. Gwen) to the Diverse Thinking Different Learning Podcast. Dr. Gwen is a clinical psychologist and a fierce ally of neurodiverse and disabled individuals and has supported their wonderful families and support systems for over 25 years. She’s laser-focused (and borderline obsessed) about empowering through reliable knowledge, creativity, and skill-building. She loves curating and collecting tools, sharing mindsets, and promoting habits to help the neurodiverse community thrive and find joy and meaning in their lives. Listen on to learn about what transition assessments entail, why they are important, and why you want to start transition planning early on.   Show Notes: [3:01] - The idea of transition is change. Change is not something that is abrupt, especially when it comes to development. [4:04] - Ideally, transition planning should happen when high school begins. [6:10] - “What does it take to live as an autonomous, fully independent adult?” [7:29] - For students with an IEP, they need an ITP. Dr. Gwen explains what that is and how many students don’t know about it. [9:07] - This assessment must include more than where your child is academically. [10:03] - Dr. Gwen shares the most important skills for transition. [12:52] - When these skills are solid or at least emergent and we are focusing on the process of living in this world as an adult, we get postsecondary results. [14:58] - Skills are only built by experience. [17:31] - High school should be preparing students for adult life. [19:28] - Transition assessments and psycho-educational diagnostics are very different. [21:01] - Learning, living, and working are the three components of a transition assessment. [24:03] - Where we lose sight of the data is when we don’t paint a qualitative picture of where the person is today. [27:17] - Good transition assessments connect to activities and community resources with the goal in mind of what comes next after high school. [28:49] - The student needs to be involved in this process. [31:01] - We need to presume competence when communicating to the student. [33:01] - Dr. Gwen always includes something in the transition assessment recommendations that parents and teachers can begin doing immediately. [35:22] - Assessment results can be overwhelming to families and having a transition plan early ensures that there’s enough time for support.   About Our Guest: Dr. Gwen is a licensed psychologist who has been actively changing the lives of individuals with neurodevelopmental disabilities for over two decades. She is laser-focused on promoting the happiness and wellbeing of disabled teens and adults and is a fierce ally of disabled individuals and their families. Dr. Gwen has shared her expertise in local and global workshops, at a TEDx event, as an expert witness, and in collaboration with other engaged and radically awesome professionals. Her clients are wonderfully complex, unique, and awesome. She says that out-of-the-box thinking, creativity, grit, and compassion are some of the best tools that she has.   Connect with Dr. Gwen: ChildNEXUS Provider Profile Meaningful Growth Website Dr. Gwen Empowered on YouTube   Links and Related Resources: Episode 47: Helping Students Transition to Adulthood with Dr. Gwennyth Palafox Be the Executive in Charge Trying to figure out next steps in supporting your child?  Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation    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.

Many parents hesitate to jump to a medication treatment for their child’s ADHD and ask about alternatives to medication. On this podcast, we have talked about different medication options but also behavioral therapies, mindfulness, and classroom accommodations, but today we’re talking about an empirically supported non-medication treatment for ADHD and the results look very promising. Today’s guest is Dr. Sandra Loo who researches Trigeminal Nerve Stimulation and its impact on ADHD symptoms in children ages 7-12 at UCLA. In today’s episode, she describes what Trigeminal Nerve Stimulation (TNS) is and how it works to generate brain activity. She also shares the benefits of the treatment and provides updates on how the study is going. It is a very exciting advance in non-medication treatment alternatives for children and you can reach out to Dr. Loo through the links below to participate in the study as well.   Show Notes: [2:44] - The work Dr. Loo is doing with this new treatment is exciting and hopeful. [4:06] - Trigeminal Nerve Stimulation is the first FDA cleared treatment of ADHD of kids ages 7-12 years old. It’s a mild stimulation that generates brain activity. Dr. Loo describes the process. [5:15] - After about 4 weeks of nightly stimulation, Dr. Loo has seen improvement in ADHD symptoms. [7:18] - Children on the older side of the 7-12 age range tend to feel comfortable putting the device on themselves. Dr. Loo explains what it might feel like for a child to wear. [9:16] - This isn't medication and results are slower than medication treatment. [10:22] - Improvements show the greatest results in inattention. [11:35] - Dr. Loo is also working on predictors that will help determine what treatment would be best for individual children. [13:08] - One observation from parents is that ADHD symptoms are better and that their child is less emotionally dysregulated. [15:45] - After 4 weeks in the study, they found that stopping the treatment did see an increase in the symptoms again. [17:37] - There are other goals for this treatment that are still being researched. [18:15] - There have not been any adverse side effects of this treatment and everyone responds differently. [20:47] - What are the comparisons to more common medication treatment results? [23:33] - All presentations of ADHD are welcome to participate in this study. [25:23] - Dr. Loo shares how to get more information and who to contact to participate, all of which are linked below. [30:26] - This is a multi-site study, also available in Washington.   About Our Guest: Sandra Loo, Ph.D. is Professor of Psychiatry and Director of Pediatric Neuropsychology within the Department of Psychiatry, UCLA David Geffen School of Medicine. Dr. Loo is a licensed clinical psychologist and translational researcher whose work over the past 25 years has encompassed genetic, electrophysiology (EEG) and neurocognitive biomarkers within ADHD and other neurodevelopmental disorders. Currently, her research is focused on the development of empirically supported, non-medication treatments for ADHD. She has published over 150 peer reviewed journal articles and book chapters on these and related subjects. Dr. Loo’s teaching and clinical activities are focused on comprehensive neuropsychological assessment of youth with pediatric (traumatic brain injury, epilepsy, brain tumors) and psychiatric (ADHD, Specific Learning Disorders, mood and anxiety) disorders. She oversees research and clinical training activities for trainees interested in specializing in ADHD and related neurodevelopmental disorders.   Connect with Dr. Loo: Contact UCLA at 310-825-3735 Email: adhdandmood@ucla.edu UCLA Research Study Participation   Links and Related Resources: Episode 34: Key Principles for Raising a Child with ADHD with Dr. Russell A. Barkley Episode 105: Medication Helps But is Not a Magic Potion for ADHD with Syed Naqvi, MD Mindfulness in the Treatment of Attention Deficit Hyperactivity Disorder UCLA: ADHD and Mood   Trying to figure out next steps in supporting your child?  Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation    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.  

For most of us, clutter can become distracting. Now imagine how clutter can impact those who find it difficult to focus all the time. Clutter is so easy to pile up and if we’re feeling disorganized on the outside, it makes us feel cluttered on the inside. Today’s interesting topic can apply to everyone and their family and can benefit us in some surprising ways. Today’s guest is Wendy Zanders, the Declutter Coach. In our conversation today, Wendy shares her experience growing up undiagnosed with ADD and how through her education she coped with stress by decluttering. She has since taken her experiences and applies them now to help neurodivergent individuals and their families organize their space to go from overwhelmed to simplified.  Listen for some easy tips and tricks on how to start the declutter process in your own home, life, and brain that will also help your child or teen do the same.   Show Notes: [2:32] - Wendy shares her experience being diagnosed with ADD later in life. [4:05] - In her youth, Wendy found herself cleaning and organizing her room to de-stress. It calms her down still in her adulthood. [5:40] - It’s all about focusing on something specific to declutter rather than cherry picking certain things. [6:57] - When your child has ADHD and you may also have ADHD, getting things organized can feel impossible. Where do you start? [8:46] - Parents reach out to Wendy when their adolescent needs support and a lot of times realize they struggle with the same challenges. [10:50] - There’s a misconception of what “minimalism” really means. [12:37] - The goal is not to get rid of everything. It’s about getting things that are meaningful organized. [13:46] - Task initiation can become a problem when a student’s space is cluttered and distracting. [16:30] - Decluttering areas in the home can lead to other areas being organized. [17:15] - Let your child choose things that may help them focus, like their work space or even the clothes they wear. [20:47] - Purchasing bins or organizational materials and systems does not declutter. [23:08] - There are three steps to organization. [25:47] - No two homes are the same. Avoid comparing your home with someone else’s. [27:30] - Generally, people work better on whatever task they need to focus on when things are organized first. [28:17] - Brain dumping is a great strategy to declutter your mind and still remember things. [30:50] - Use a calendar to keep things straight and organized as a family. [32:44] - In addition to having a calendar available, sometimes the act of writing something down helps you to remember. [34:15] - Don’t stay stuck and reach out to someone for help who is compassionate and non judgemental.   About Our Guest: Wendy Zanders is a Professional Organizer, Declutter Coach, Special Needs Mom, and United States Army Veteran. She is passionate about helping Veterans and the special needs community take their homes and lives FROM Overwhelmed TO Simplified. An underperformer in grade school due to undiagnosed attention deficit disorder (ADD), Wendy worked hard and surpassed the expectations of everyone around her. Early in her career, she found that she had a knack for systems and organizing, but found herself living in a totally disorganized home after several episodes of depression. She helps the community get organized by helping them identify what has created the disorder in their lives, and by helping them create systems so they can get back in control of their possessions and homes.    Connect with Wendy: ChildNEXUS Provider Profile Email Wendy@YourDeclutterCoach.com Your Declutter Coach Website   Links and Related Resources: Attention Deficit Hyperactivity Disorder Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg Be the Executive in Charge   Trying to figure out next steps in supporting your child?  Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation  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.  

Adrianne Meldrum, founder of Made for Math, discusses accommodations for students struggling with math. She talks about common and lesser-known accommodations, math anxiety, output and input accommodations, and the Math Accommodations Generator. Topics include recognizing students' struggles, the impact of past negative experiences, and tailored support strategies for dyslexia and dyscalculia. Accommodations like calculators, extra time, visual cues, and manipulatives are highlighted as essential for effective learning.

The ability to get started on a task right away even when you don’t feel like doing it is an executive functioning skill for students and adults. And it’s not just an academic skill, it’s a life skill. That’s why it is an important topic and discussing it can help a lot of students and their families. Returning to the podcast are Jenny Drennan and Hannah Ross. Jenny and Hannah have both been on the podcast before but as separate interviews. Now they are together to talk about task initiation and the work they do with students to help them get the ball rolling. Not only do they beautifully explain task initiation and why it is hard, but they provide strategies to use at home and at school, for both children and adults, to help with this struggle.   Show Notes: [2:44] - Task initiation is misunderstood and often associated with laziness and motivation. [3:46] - Students developmentally don’t have the self-talk skills yet to talk themselves through starting a task. [5:03] - At school, this can look like a student not working on assignments or taking a long time to get started. [6:12] - When we struggle to gain momentum on a task, it is likely a task that is something we aren’t looking forward to or is daunting. [7:23] - Task initiation brings up a lot of conflict in families. [9:21] - It’s important to know that this struggle is human nature and that we all have tasks that are challenging to start. But there are factors that make it harder for some. [11:33] - Lack of interest in the task can also lead to struggling with starting it. [12:53] - Part of the work Jenny and Hannah do is help parents in interacting with their child that struggles with task initiation. [14:42] - There are also ripple effects to struggling with task initiation. [16:03] - When students can unlock what helps them initiate tasks, they are usually less anxious and stressed as well. [17:40] - This isn’t just an academic skill. It’s a life skill. [18:37] - Modifying distractions is a strategy to help students in their environment. [20:18] - Routines are also very helpful but can be difficult to stick to. [21:32] - Breaking a task into smaller chunks is a great way to make a large task approachable and manageable. [23:29] - Scheduling breaks is helpful for some students but is used on a case by case basis. [25:35] - Modify the instructions in a school task to be less detailed and use verbs. [28:19] - Allow students to make mistakes and focus on the process instead. [29:45] - A student’s experience needs to also be validated. [31:20] - Modeling task initiation and using your own self-talk out loud when you don’t want to do something is a great way to help develop the child’s self-talk. [32:44] - You can download a free guide that includes strategies for task initiation by clicking here.  Be sure to also check out the links below.   About Our Guests: Jenny Drennan is a Certified Educational Therapist and Founder of WeThrive Learning, Jenny specializes in supporting students with ADHD, and math and writing challenges. Drawing on best practices and the latest research, her practice provides 1-1 support for students and families globally. She is certified by ImpactParents as a Sanity School® behavior therapy program trainer and is attaining her certification as a  dyscalculia specialist by the Association of Dyscalculia.    Hannah Ross is a professional educational therapist based in Los Angeles, California. Her practice, Summit Learning, specializes in providing dyslexia remediation, as well as executive function coaching to learners of all ages, both in person and virtually.   Hannah currently serves as the vice-president of the International Dyslexia Association of Los Angeles, in addition to being a member of the Association of Educational Therapists.    Connect with Jenny and Hannah: ChildNEXUS Provider Profile: Jenny Drennan Email Jenny@WeThriveLearning.com  We Thrive Learning Website ChildNEXUS Provider Profile: Hannah Ross Email HannahRoss.EdTherapy@gmail.com Summit Learning Website   Links and Related Resources: Episode 11: Executive Functioning 101 Episode 12: Executive Functioning Support for Struggling Learners with Hannah Ross Episode 70: How to Help Students Develop Good Study Skills with Jenny Aguilar Strategies for Task Initiation (download)   Trying to figure out next steps in supporting your child?  Book a 1:1 consultation with Dr. Karen Wilson - https://www.childnexus.com/consultation  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.  

Guests Juniette Kanga and Maria Kennedy discuss the intersection of ethnicity and neurodiversity in education. They highlight the biases in the education system and the importance of creating inclusive communities for culturally and neurodiverse students. Topics include stereotypes, deficit model in education, and advocating for personalized learning. The conversation emphasizes the value of embracing diversity and nurturing individual strengths.