Diverse Thinking Different Learning

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.

I have been asked this question from parents and from colleagues: Is it autism? And this question is more often asked when we are talking about girls. So the conversation today with guest Dr. Megan Beardmore is about autistic girls and about understanding the less obvious presentations of autism.  Many autistic youth feel misunderstood and research shows that being autistic leads to increased risk for a host of mental health issues including anxiety, depression, suicidal thoughts, and others. For many, an accurate diagnosis can be life changing. But it’s not enough to uncover a diagnosis. In fact, it’s not the goal. The goal is to understand struggles, identify strengths, and provide the individual and their family with appropriate tools, strategies, and support moving forward.  Dr. Megan Beardmore and I have this important conversation about this overlooked population of autistic girls.   Show Notes: [3:06] - Over the past few years, the prevalence of autism has increased. What has contributed to that? [4:40] - The neurodivergent community has also become more vocal about themselves on social media. [5:54] - Girls are often diagnosed later than boys even when they present with the same behaviors. Dr. Beardmore shares some of the things they look for that are less obvious in girls. [7:40] - Generally speaking, females tend to have a little more social savviness that makes them better at masking. [9:12] - Social camouflaging works until it doesn’t and internalizing symptoms can be harmful to mental health. [11:04] - Dr. Beardmore describes the common conversations she has when identifying autistic girls and the questions she asks. [13:15] - There is a distinction between self-awareness and understanding the self within a relationship. [14:19] - Oftentimes, autistic individuals, especially girls, are hyper aware of other people’s body language and facial expressions. [15:43] - There is a misconception about empathy when it comes to autistic individuals. They aren’t without empathy, but rather that they don’t know what to do with it. [18:57] - Rigidity is often a struggle for autistic individuals but in general, girls internalize this stress while boys tend to outwardly show their emotions. [21:11] - Regardless of gender, those with high intellectual functioning are more likely to fly under the radar and be overlooked. [23:01] - Internalizing symptoms are common in girls and create a delay in seeking help and a diagnosis. [25:49] - The purpose of an assessment isn’t to find a diagnosis. It’s to help know what to do after a diagnosis. [27:57] - Understanding why an autistic person behaves the way they do is important for the individual and their family. It validates their experience. [29:14] - Once they have a diagnosis, some people choose to share and some don’t. [30:18] - As a parent, develop a sense of safety for your child to talk to you. [31:18] - Look out for rigidity, stress, signs of depression, or other mental health issues.   About Our Guest: Dr. Megan Beardmore is a licensed school psychologist with expertise in assessment and treatment of children and young adults with autism spectrum disorder (ASD) and related neurodevelopmental disorders. Originally from Iowa, she received her graduate training at the University of Arizona where she practiced in schools and community mental health settings providing therapeutic services as well as diagnostic evaluations. During her predoctoral internship, she served as the evaluation coordinator at a K-8 school, a role that involves conducting assessments to determine special education eligibility. Dr. Beardmore then received specialized postdoctoral training in the assessment and treatment of children with ASD at The Help Group and UCLA. She later worked in a nonpublic, multidisciplinary school where she developed and implemented a social skills program for students with social-communication and behavioral challenges. Currently, Dr. Beardmore works at Spectrum Psych Los Angeles splitting her time between conducting psychological evaluations and providing outpatient therapy. Her focus in assessment tends to target psychoeducational, social-emotional, and autism-specific referrals. In therapy, she draws upon a flexible, integrative blend of evidence-based (e.g., CBT) and holistic (e.g., mindfulness, somatic) interventions.    Connect with Megan Beardmore: Spectrum Psych Website   Links and Related Resources: Episode 44: Understanding Autism Spectrum Disorder with Lisa Hancock Episode 63: Supporting Youth with Autism and ADHD with Holly Blanc Moses Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber 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 topics of the Diverse Thinking Different Learning Podcast come from parents and individuals who provide services to children. Today’s topic has come up more than once and our guest is able to shed some light on the intersection between autism and LGBTQIA+. Dr. Laurie Stephens joins today to share the research on this overlap and what she sees herself as the Senior Director of Autism and Clinical Programs for The Help Group. Through her work with The Help Group, she has also developed an affirming community called Kaleidoscope which is offered in person and online. And she explains how we can better understand and support multi-minority status individuals with their own self-acceptance, their education, and their mental health.   Show Notes: [1:55] - There’s no universal agreement on terms used, but it is important that the majority of the autistic community prefer identity-first language. [4:03] - Many psychologists are seeing a trend in autistic adolescents. [5:10] - There is recent research that shows the overlap of autism and identifying as gender diverse. [6:39] - Something important to note is that because of the stigma surrounding LGBTQIA+, that the number of individuals is likely under-reported. [8:21] - Dr. Stephens explains the differences between gender fluid, non-binary, and transgender. [9:26] - Autistic individuals are less likely to be concerned with social norms and societal pressure. [10:58] - Autistic people are advocating for society to accept their autism and neurodiversity which also leads to advocating for their gender diversity. [12:01] - This population is oftentimes multi-minority status. [13:29] - There are common mental health concerns that overlap in minority groups that are compounded when individuals are a part of more than one.  [14:40] - Dr. Stephens describes some of the common misconceptions about autism. [16:22] - Society needs to expand its view rather than autistic people masking to fit in. [18:07] - Many adults are seeking an autism diagnosis later in life and many of those individuals identify as gender diverse.  [19:21] - Females tend to be under diagnosed and most people ignore the autistic presentation in them.  [21:05] - It’s important for mental health providers to be educated and trained to help autistic people. It’s not about treating their autism. [22:51] - Dr. Stephens describes how she helps parents who come to her with the concern that they don’t know how to support their child. [24:28] - Dr. Stephens began a program called Kaleidoscope. [26:50] - Just one affirming person in your life can reduce suicidality by 60%. [28:02] - The Help Group’s Kaleidoscope program is local to California, but all the social services and advocacy programs are offered online.   About Our Guest: Dr. Laurie Stephens is a developmental psychologist who currently serves as the Senior Director of Autism and Clinical Programs for The Help Group. Dr. Stephens has been passionate about finding innovative and effective ways to work with autistic children, teens, young adults, and their families and communities since 1990. Among her accomplishments are having created Young Learners Preschool for Autism, founding the first post-doctoral fellowship in autism at The Help Group, starting the early diagnosis state-run autism clinic in New York, and creating a social skills curriculum for camps, schools, and clinics. She is a highly regarded public speaker and has spoken throughout the US, Canada, Japan, the UK, and Finland to name a few places.  Prior to her current role with The Help Group, Dr. Stephens worked as the Director of Clinical Services at Education Spectrum, where she provided individual and group therapy, social skills classes, and psycho-educational and diagnostic testing. During this time, Dr. Stephens developed an interest in the overlap between gender diversity and ASD. She noted that many of her autistic clients were coming out as transgender, gender fluid, and non-binary. Dr. Stephens became passionate about finding the most effective ways to help these multi-minority status individuals find and accept their authentic selves while finding an affirming community.  After 12 years of direct clinical service, Dr. Stephens returned to The Help Group to help them develop Kaleidoscope, the first of its kind LGBTQ+ program for children, teens, and adults who are also neurodivergent. She and her colleagues have established a specialty diagnostic clinic for transgender and non-binary folk who suspect they may also have ASD, the first of its kind on the west coast.   Connect with Dr. Stephens: ChildNEXUS Provider Profile Kaleidoscope Website   About The Help Group’s Kaleidoscope Program: Kaleidoscope supports LGBTQIA+/Questioning youth, young adults, and their families in building healthy relationships, strong social connections, and critically needed life skills. Through high quality, innovative programming, using the latest research and evidence-based programs, our mission is to help each person realize their unique potential and thrive! To learn more about Kaleidoscope please visit www.kaleidoscopelgbtq.org or email kaleidoscope@thehelpgroup.org   Links and Related Resources: The Help Group Webcast - The Intersection Between Autism Spectrum Disorder and LGBTQIA+ Episode 18: How Non-Public Schools Meet the Needs of Diverse Learners with Dr. Jason Bolton Episode 25: Raising Differently Wired Kids with Joy and Confidence with Debbie Reber   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.

As we continue our conversation about different treatment and therapy options, you may discover unique options that are a right fit for your child. Today’s topic is certainly unique! We’re diving into surf therapy. Surf therapy is one mode of therapy among many that helps neurodiverse kids with many different skills. You may not have heard about this therapeutic tool that uses the elements of the ocean, a surfboard, and sand, but it targets sensory processing, physical and emotional regulation, motor planning, coordination, and mental health. To help us learn more about surf therapy is guest Naomi Matanick who has become passionate about helping neurodiverse children and adolescents through the properties of the ocean. She explains what surf therapy is, how different skills are targeted and impacted, and the types of kids that would benefit from it.   Show Notes: [2:50] - Surf therapy is one therapeutic tool among many. There are many properties in the ocean that impact our bodies. [4:13] - This mode of therapy is particularly beneficial for children with sensory processing difficulties. [4:50] - The movement of the ocean brings on a sense of body awareness and activates different body systems. [6:27] - Surf therapy helps with emotional regulation, but going into the water can initially be scary. [8:03] - Naomi lists some of the skills integrated into surf therapy, including balance, visual development, and core strength. [9:54] - Surf therapy also affects executive functioning skills as well as higher level cognitive functions like safety and planning. [11:24] - Surf therapy can help so many kids, but particularly those who struggle with self-regulation and sensory integration. [13:43] - The end goal is not to become a surfer. It’s to have the child engage in something that is fun and playful. [14:40] - Age 6 and up into early adolescence is a great time to start this kind of therapy but it is really based upon each individual child’s needs. [16:45] - There is an increasing rate of mental health issues among adolescents but research shows the benefit of physical activity on mental health, including surfing. [19:31] - Naomi shares her experience in how neurodiverse children overcome specific challenges with surf therapy. [21:48] - Currently, Naomi works with children one-on-one, but would like to expand to group therapy. [23:16] - Surfing is a very individualized sport rather than a competitive one. [24:23] - Naomi’s hope is that through this mode of therapy children gain self-confidence and self-trust.   About Our Guest: Naomi Matanick is a pediatric occupational therapist specializing in sensory integration therapy, surf therapy, and childhood and infant development. Kids are amazing and dynamic individuals. Yet, they have a lot to conquer. In her years of experience, she has served infants to early adolescents in a variety of areas including: sensory processing, physical and emotional regulation, organization of behavior and attention, acquisition of vital motor milestones, motor coordination development, and oral-motor therapy for feeding. Naomi’s mission is for each caregiver and child to feel understood and empowered as they are equipped with life-long tools. Her passion is to see children feel joy as they playfully develop a strong identity and sense of self through the skills and knowledge they have obtained.   Connect with Naomi: ChildNEXUS Provider Profile Hang-Ten Therapeutics Website Phone: (419) 420-4995 Email: naomi.matanick@gmail.com    Links and Related Resources: Episode 9: How Occupational Therapy Helps Kids with Leah Hiller Episode 30: How Physical Activity Can Enhance Mental Wellness with Drs. Shannon McHugh and Jesi Sasaki Dizziness and Balance Problems Common in the U.S. Episode 39: Why Fine Motor Skills Matter with Jennifer Morgan   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.

Parents have recently reached out with questions and topics they’d like to hear more about. One commonality these topics have is the child or teen who is struggling with emotional regulation. That may be anger, defiance, or communication problems. So in today’s episode, we’re starting to explore different treatment options in the hopes of providing information to families. Today’s focus is on Dialectical Behavior Therapy or DBT. Our guest on this topic is an expert in the field. Patricia (Patty) Gieselman, MFT is the founder and Executive Director of Choices Counseling & Skills Center, which specializes in this type of behavior therapy. She has tons of experience working with adults, adolescents, children, and their families using this approach. In our conversion, she explains why it is important to provide youth with skills and strategies that improve their ability to manage their emotions and give them the tools needed to accept those parts of their life that cannot be changed. This model is unique in many ways and in Patty’s experience, extremely impactful and successful.   Show Notes: [3:43] - Patty is an expert in Dialectical Behavior Therapy (DBT) and explains how and why it was developed. [4:41] - DBT is Cognitive Behavior Therapy and zen practice combined. [6:02] - The goal is to bring together acceptance, validation, and change. DBT treats problem behaviors that are caused by emotional dysregulation. [7:18] - The DBT model includes multiple components, broken up into skills groups and individualized therapy. [9:03] - There is an adaptation of DBT for children. Children are sensitive and easily reactive to the world. [10:23] - A part of DBT is a family component that gives parents the skills to create an environment that is validating to the child. [11:15] - DBT for Children has a child component, a parent component, and a parent/child component. [13:35] - Parents are also given the skills to manage their own emotional dysregulation.  [14:41] - Patty lists some of the behaviors that are treated by DBT. But the goals for DBT for Children are different from those for adults. [16:31] - A specific diagnosis is not the focus of DBT, but rather the behaviors that impact daily life. [18:28] - In the beginning of DBT for Children, there’s an assessment period to help parents triage the problem that impacts their relationship. [20:26] - Through the multi-family skills groups, parents have the same assignments and activities as their children. [22:29] - Patty describes DBT as mindfulness that has been behavioralized. [24:06] - Through the process, Crisis Survival Skills are also taught to help children. [25:46] - We all have to accept things we don’t like and know the difference between those things and the things we can change. [27:23] - Other therapies use the term “trigger”, but DBT views triggers differently. [29:51] - Patty explains what “Check the Facts” means and the ways clients are taught to manage the situation without exhibiting problem behaviors. [32:38] - Patty describes what they look at in individual therapy sessions and how parents sometimes inadvertently reinforce behaviors.  [35:03] - DBT gives children, adolescents, and families the skills and tools to handle difficult situations and accept the things that can’t be changed. [36:50] - Parents also have access to skills leaders for coaching as needed. [37:32] - Validation is not the same thing as praise. [38:31] - We are all guilty of skipping the step of validating emotions and jumping to solving problems. We can’t solve the problem with high emotions.   About Our Guest: Patricia (Patty) Gieselman, MFT is a DBT-Linehan Board of Certification, Certified Clinician™. She is the founder and Executive Director of Choices Counseling & Skills Center, which specializes in comprehensive Dialectical Behavior Therapy (DBT) for adults, adolescents, children and their families. She is a licensed Marriage and Family Therapist with extensive experience working with adults, adolescents, and families in both community-based and residential settings. During her career, she has worked in the public and private sector as a clinician, consultant, trainer, program director, and Vice President of Clinical Services. In addition to offering counseling services, Ms. Gieselman trains mental health professionals as a provider of continuing education courses for the California Association of Marriage & Family Therapists (CAMFT), Board of Registered Nursing (BRN) and the California Psychological Association (CPA) and has been an adjunct instructor for local universities. She has been an invited trainer both nationally and internationally. Patty is well-known for her practical yet often whimsical approach to teaching and problem solving.   Connect with Patty: Choices Counseling & Skills Center 626-470-9834 ext. 328 Email patty@choices.care   Links and Related Resources: Find a Psychologist Find a Marriage and Family Therapist Find a Therapist (Licensed Clinical Social Worker) Beyond Credentials: Three Extras to Look For in Your Child’s Therapist Anxiety and Depression in Adolescents   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.