Diverse Thinking Different Learning

Imagine a learning environment with one student and one teacher in the classroom. For some, this may seem too good to be true. For others, there are many questions that arise, like socializing, independent work, and how to find success with this model. Today, Jaime Porras and Vailet Yarijanian from Fusion Academy join me in a discussion about a customizable 1:1 learning experience for middle and high school students.   In this episode, Jaime and Vailet explain how Fusion Academy works and how even the students who are okay in a traditional setting can thrive in this type of learning environment. They answer the commonly asked questions about learning differences, socialization, and academic anxiety in adolescent students and share successes they have found over the years. Fusion offers so many options for every kind of learner and has campuses all over the country. So listen to find out more about this engaging and innovative approach to education and how it might help your child succeed.   Show Notes: [1:48] - Some students do not thrive in a traditional learning environment. [2:58] - Fusion is a fully accredited middle and high school with a completely customizable curriculum for each student to find success. [4:10] - Fusion has 70 campuses in the country and a global program. [5:28] - This individualized approach is successful because teachers are able to differentiate and customize the learning experience for each student. [7:08] - Jaime describes a customized schedule that would vary per student based on their needs. [8:50] - Fusion is not a specific type of school. Vailet explains their model. [10:01] - Fusion also offers fully customizable and flexible scheduling with early and late hours of operation. [11:14] - At the moment, Fusion offers courses for middle and high school due to the level of autonomy needed for students to work independently. [13:06] - To address social skills and interaction, Vailet describes Homework Cafes. [14:44] - There are also club offerings on each campus. [16:10] - If a club doesn’t exist, students can write proposals and create them with a teacher’s guidance. [17:31] - Because of the one on one environment, students are less likely to develop social anxiety regarding their academic weaknesses. [19:01] - At Fusion, they teach to the student, not the standard. [21:11] - In addition to social interactions, there are opportunities for academic socialization. [22:45] - Vailet gives an example of social stigma that is avoided with a 1:1 model. [25:10] - What kind of student benefits from this kind of learning model? [26:32] - Even students who do fine in a traditional classroom might not be thriving there. [29:13] - Students with attention issues but don’t qualify for services thrive in this setting. [30:17] - COVID changed things drastically for education. [32:48] - For Fusion, there is no yearly commitment. You can take a few classes at a time. [34:41] - Fusion looks at outcomes per individual student and changes the game plan if needed. [36:01] - Students can take a single course in an area of weakness and most schools of record will work with Fusion. [38:14] - Many parents are looking for alternative education models during the COVID-19 pandemic.   About Fusion Academy: As the nation’s most engaging educational experience, Fusion Academy can help your middle or high school student rediscover their love of learning. With one student and one teacher per classroom, the entire school journey is individualized for your child. For the 2021-2022 school year we are still offering customized options of in-person, hybrid, and virtual learning. We’re ready to customize a plan that works best for your student and what they’re comfortable with this fall. We’re able to be flexible so we can provide the stability your family needs during these uncertain times. Our one-to-one model allows us to customize schedules, instruction, and pacing so your student gets an education tailored specifically to them.   Connect with Fusion Academy: Fusion Academy Website ChildNEXUS Provider Profile: Vailet Yarijanian Instagram Phone Numbers: Jaime Porras (310) 403-0167; Vailet Yarijanian (310) 745-3553   Links and Related Resources: Episode 17: How Microschools Use an Innovative and Personalized Approach to Help Students Thrive with Dr. Maureen O’Shaughnessy Episode 18: How Non-Public Schools Meet the Needs to Diverse Learners with Dr. Jason Bolton Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault Creative and Crushed Children Who Think Differently   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 many families, it is hard to hear that your child has been struggling in school. Some parents may already know or have a feeling their child is struggling.  They have even received assessment results, only to feel worried about the negative stigma or sharing that information with their school. Today’s discussion is all about the importance of collaboration between parents, families, and educators.   Today’s guest is Shelley Lawrence and she comes to us with two decades worth of experience as a school administrator. In this episode, her experience shines and she shares her knowledge of how evaluations are used in schools, what to expect after an evaluation is completed, and she really drives home the need for developing a team. Feeling worried is absolutely a normal reaction, but communicating the needs of your child to schools and educators can make a world of difference in their educational progress.   Show Notes: [2:03] - Dr. Wilson shares how the parent/educator relationship is so important and why Shelley was her first choice to discuss the topic. [4:36] - It’s not about a diagnosis. The purpose is to better understand why a child is struggling. [6:24] - Shelley shares a story of a student she worked with and demonstrates how the teachers’ knowledge of weaknesses helped him. [7:56] - Phrasing this information in a certain way can bolster student confidence.  [8:45] - Strengths and weaknesses are harder to determine in some students. [9:56] - As an administrator, Shelley has found that many parents are worried about the negative stigma of having an IEP or 504 plan. [11:40] - When an evaluation is recommended, Shelley explains that many parents are worried about going through with it. She shares how she describes it to parents. [13:31] - It is normal to feel worried, but educators can rephrase the need for an evaluation. [14:47] - Every family Dr. Wilson and Shelley have worked with do not regret the assessment process and getting their child the support they need. [16:08] - Shelley describes her current position and role in education. [17:29] - After completing an evaluation, it is important to break it down based on priorities. [18:51] - Everyone needs to be working together, including the parents and teachers. [20:43] - Some parents are also concerned about making more work for teachers, but teachers want and need to know how to help their students. [22:20] - What should parents expect from the school after an evaluation? [23:40] - These meetings are important to getting everyone on the same page. From the educator’s point of view, it is so helpful and fulfilling. [25:01] - Look beyond the IEP goals. Parent and teacher observation are markers of progress as well. [27:50] - Sometimes progress is very slow. Different interventions can be implemented. [29:20] - The point is to make sure the child is learning rather than spinning their wheels. [30:43] - Attention struggles impact academics drastically. [32:20] - Emphasizing that it is a team that helps the child can make things more impactful for parents and educators.   About Our Guest: As an Independent School administrator for two decades, Shelley Lawrence had the unique experience of working with families of students who were striving to succeed in school. She is adamant in her belief that, with the proper supports in place, all children can succeed in school. Shelley brings her passion for children, her strong connections with outside providers in the community, her keen observation and listening skills and her understanding of the complexities of learning, to help families navigate the school journey with their child. In addition, Shelley is a trained advocate who can help families navigate the IEP process.   Connect with Shelley Lawrence: ChildNEXUS Provider Profile: Shelley Lawrence Schoolhouse Collaborative Website Phone: (310) 251-5908   Links and Related Resources: Episode 4: Helping Your Child with Language Based Learning Disabilities with Dr. Daniel Franklin Episode 27: Why We Need to Support Parents Whose Kids Struggle with Learning with Maria Fagan Hassani Parenting During Stressful Times AKA Covid-19 Pandemic   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.

One in five children struggles with learning, processing, or has attention issues. Not all of these children fit into the box of a specific diagnosis and as we’ve talked about before, many areas of difficulty overlap. Some children fall into a category called ALPS (Attention, Language Processing, and Sensorimotor), a term coined by today’s guest Carol Kauffman.   Carol has over 40 years of experience in the child development field, and in today’s episode, she describes her journey in discovering the gaps in diagnoses and the children who fell through without services. She generously offers her assistance now in retirement and emphasizes the importance of developing a strong team with parents and families as they support their children. Long before the Diverse Thinking Different Learning Podcast, Carol contributed numerous articles to the website and they have become some of the most-read articles to date, which goes to show just how many parents, families, and educators need to know how to help ALPS kids.   Show Notes: [1:43] - Welcome to the podcast, Carol! [3:16] - ALPS is not an official diagnosis. Carol has coined the term and describes how she discovered this gap in diagnoses. [5:09] - In the 1980s, a colleague received a grant and came to Carol to work together and develop a team. [6:27] - Her team implemented the Attention-Behavior-Language Evaluation (ABLE) clinic and she describes the impact of a multidisciplinary approach. [7:45] - What they found with the vast majority of children is that they all had very different issues in different areas. Minor deficits added up for them. [8:50] - The acronym ALPS stuck and is an umbrella for a lot of children. [11:39] - Carol has learned so much from the children in the clinic. She describes the process, including the importance of having parents involved. [13:59] - It is important to not only validate the struggles of the child, but to validate the parents as well. [15:37] - Carol gave parents very detailed reports and explained everything, but realized that families were very overwhelmed. [17:00] - Carol describes her strategy in giving parents small to-do list items to “get the ball rolling.” [19:12] - Using graphic organizers, Carol created the ABC Treatment Triangle. [21:29] - Carol began collecting strategies and in her travels, she learned a lot from the children she worked with. [22:51] - When a child has a variety of issues that overlap, parents need to be involved and educated. [24:44] - By relating to the parents of the children she worked with as a parent herself, she made them a significant member of the team as well. [25:20] - Carol explains the difference between primary and secondary therapy. [27:28] - Systems also need a lot of change, such as classroom acoustics. [29:43] - Sharing information empowers parents and educators to help children with interventions. [31:48] - Research shows that it takes many years for changes to take place. [33:15] - Carol shares strategies to use with children and provides resources.   About Our Guest: Carol Kauffman, MA, was a licensed, certified speech-language pathologist for over forty years. As director of speech and hearing at Madison County Hospital in London, Ohio, she helped implement the Attention-Behavior-Language Evaluation (ABLE) clinic in conjunction with the occupational and mental health departments, and for the next 12 years, provided services for children and adults with a variety of neurodevelopmental challenges within a multidisciplinary framework. In 1995, she founded the Attention, Language Processing, and Sensorimotor (ALPS) clinic at Mary Rutan Hospital in Bellefontaine, Ohio. Through her company, Language Learning Consultants, she developed educational materials for parents and professionals to help children with language, attention, and sensorimotor challenges. She has presented seminars at the state and national levels on topics related to integration of services for children with co-existing neurodevelopmental challenges, has authored numerous articles, and taught several online courses on ADHD and language disorders in children. Ms. Kauffman received her master’s degree from The Ohio State University and was an adjunct faculty member for two years. She retired from direct service in 2016 just in time to become a grandma. In addition to hanging out with her two grandsons, she is currently working with Fulton Books to publish her first fiction novel about a girl with ADHD and her twin brother with autism who combine their unique skills to save the world.   Connect with Carol Kauffman: ChildNEXUS Provider Profile: Carol Kauffman Email: ckauffm1@columbus.rr.com Phone: 615-519-6610   Links and Related Resources: ALPS Children: A Steep Climb – But Well Worth It! ALPS Kids at Home (During a Pandemic): Keep the Learning Alive! Episode 33: Attention Deficit Hyperactivity Disorder with Dr. Nicholas Thaler Episode 20: How Speech and Language Difficulties Affect a Child’s Life with Carol Karp Episode 42: Understanding Sensory Processing Disorder with Courtney Duckwoth Harris Episode 45: How Sensory Processing Impacts Communication with Jessie L. Ginsburg 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.

The umbrella of auditory processing disorders is very broad and many signs might overlap with other types of learning differences. This can make things very confusing, especially for parents who are looking for answers. That is why I have asked my go-to expert on the topic, clinical audiologist Dr. Bea Braun to join us on Diverse Thinking Different Learning. Her years of experience, thorough testing techniques, and intervention strategies make her the perfect guest for today’s conversation on auditory processing disorders.   In today’s episode, Dr. Braun explains different subtypes of auditory processing disorders, what they look like, and what testing entails. Sometimes, auditory processing disorders can look like a child with difficulty following multi-step directions, misunderstanding information, challenges in understanding in a noisy environment, or mishearing words. She helps us to understand that auditory processing isn’t just about hearing and can impact academics and day-to-day life for children if it goes unaddressed. Listen on to find out more about what to do if you suspect an auditory processing issue in your own child and what to expect with testing and intervention.   Show Notes: [2:00] - Welcome to the podcast, Dr. Braun! [3:19] - Auditory processing is what happens when sounds leave the ears and are processed as language. There are many types of processing. [4:46] - The most common concern from parents is difficulty following multi-step directions, retelling information, and being unable to understand in noisy environments. [6:27] - Some children will also have difficulty with picking up on tone of voice. [7:31] - A lot of auditory processing signs overlap with those of ADHD. [9:33] - Dr. Braun explains that central auditory processing and auditory processing are essentially the same thing. [11:08] - Dr. Wilson does not diagnose auditory processing disorders and refers children to audiologists for further testing in some cases. [12:35] - Dr. Braun describes auditory processing tests and what they tell her. [15:34] - This testing takes an hour and a half to two hours and is very thorough. [17:09] - There are many things that can be done to improve. Dr. Braun shares how there are at-home programs that are very exciting. [19:15] - Intervention for auditory processing took a long time to become more available to children. [20:46] - Collaboration is very important for proper intervention. [22:18] - Other types of specialists, like speech and language pathologists, can work with audiologists to help address different areas of struggle. [25:04] - Depending on the subtype of auditory processing disorder, there are different supports that can be implemented in the classroom. [26:27] - Repeating and not rephrasing is important. [27:55] - Multiple modality cues are also very helpful for students in the classroom. [28:37] - There is also hearing assistive technology available. Dr. Braun explains her approach with this type of support. [30:30] - Many school districts are facilitating training in schools now as well. [31:42] - If you start with interventions when children are very young, the progress is very fast. [33:50] - However, starting training later in life can also make a huge difference. Understanding their differences is very empowering for students.   About Our Guest: Dr. Bea Braun, is a clinical audiologist and a credentialed educational audiologist with 23 years of experience completing central auditory processing evaluations. Dr. Braun has completed over 12,000 comprehensive central auditory processing evaluations. She is an expert in the area of central auditory processing and specializes in testing children as young as age 5 as well as adults, including individuals diagnosed with ASD, ADHD, traumatic brain injury, and those identified as twice-exceptional. Dr. Braun has her own private practice in Woodland Hills and Santa Barbara and has worked with over 80 school districts in southern and central California. She is also an adjunct professor at California State University, Los Angeles.   Connect with Dr. Bea Braun: Phone: 626-793-8711 Auditory Processing Center Website   Links and Related Resources: Auditory Processing Disorders in Children: More Than Meets the Ear ALPS Children: A Steep Climb - But Well Worth It! Episode 1: Uncovering Why a Child is Struggling   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 get started and accustomed to a new academic year for students, we need to take a moment to talk about sleep. How much sleep do children and adolescents actually need? What are signs that they are getting quality sleep or insufficient sleep? Many adults track their own sleep, but are you monitoring your child’s?   When children and adolescents don’t get enough sleep it impacts their ability to focus, remember information, and regulate their emotions - all things that are critical to their wellbeing on any given day. In today’s episode, we’re discussing this crucial piece to a child’s health. So listen to find out if your child is sleeping enough, getting quality sleep, and some tips to improve sleep if it is a struggle.   Show Notes: [2:03] - Dr. Wilson is very passionate about the topic of sleep. It’s not thought about often, but it is so critical. [3:00] - Transitioning from a summer with little sleep schedule to a new school year with a routine can be very difficult for children. [3:51] - The importance of sleep cannot be overestimated but many children and teens do not get enough sleep. [5:04] - How much sleep do kids actually need? Dr. Wilson shares published sleep guidelines. [6:38] - The number of hours are in a range and there are other indicators of getting enough sleep. [8:13] - What are the signs of sleep deprivation in kids? [9:01] - Also pay attention to how long it takes for a child to fall asleep and how alert they are throughout the day. [10:18] - Insufficient sleep can cause issues with memory, mood, and stress. [11:26] - Early sleep issues are predictive of ADHD symptoms later. [12:25] - Even just an hour difference in sleep can make a difference with attention and cognitive functioning.  [13:51] - School schedules have an impact on sleep and some school districts start later in the morning to allow for students to sleep longer durations. [15:19] - Kids with ADHD are more likely to challenge parents and have behavioral problems around bedtime. [16:39] - Karen advises to have a consistent bedtime routine, to avoid overscheduling activities, and to remove distractions from the bedroom. [19:11] - Lights from screens can suppress melatonin and can delay the onset of sleep. [19:56] - Having a dark and cool room is best for quality sleep. [20:50] - Always talk about sleep patterns with your child’s pediatrician. [21:35] - Making sleep a priority for yourself is modeling the importance of sleep in a healthy lifestyle for your children.   Links and Related Resources: 5 Reasons Sleep Matters Most for Children 8 Ways Teenagers Suffer When They Don’t Get Enough Sleep Episode 40: Lifestyle Activities That Can Improve ADHD Symptoms with Dr. Joel Nigg Episode 24: Should We Worry About Screen Time During a Pandemic? with Dr. Allison Kawa   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.

I love hearing from previous clients and students who have entered or are entering adulthood. But sometimes, they’re reaching out for assistance because they have found that they aren’t as prepared for this transition as they might have thought. The transition to adulthood can be scary for a lot of families, but is especially overwhelming for those with disabilities and neurodiversities. When should you start planning? What should you start planning for? How do you plan for this transition? There are seemingly endless questions, but today’s guest not only provides great information in this episode, but she also has developed a program to help guide families through this time to ensure happy and healthy adults.   Dr. Gwen Palafox joins us today and you can hear her passion on this subject. She walks us through why this transition is overwhelming for many, what the common mistakes are in planning for adulthood, and what we can do about it. She gives insight into what an adolescent with neurodiversity is facing and why planning early can give them the best chances at living a happy adult life doing what they envision themselves doing.   Show Notes: [2:05] - Welcome to the show, Dr. Gwen! [3:32] - Transition to adulthood for those with neurodiversities takes a lot of intentional planning because of unlimited paths to take after school. [4:48] - The legal changes as a teen becomes an adult are intimidating as well. [6:20] - When to start planning for adulthood transition depends on the severity of the disability. She explains what this might look like. [7:54] - Many times, parents aren’t sure what to prepare their children for and the schools do minimal preparation. [9:19] - Health, safety, and happiness are the keys to a productive and successful adult. What does that look like for your child? [10:13] - Doing things that are interesting and meaningful for someone can go a long way for those with attention difficulties. [11:24] - Dr. Gwen gives an example of a transition program and what it might look like. [12:39] - Cultural and family values are often missed in this transition as well. [14:01] - When social emotional skills are not developed well, we begin to chase behavioral and emotional stability. [15:25] - Mental health is a huge consideration when planning for this transition. [16:53] - A family’s ability to organize and plan ahead makes a difference. [18:30] - Parents are the experts on their children but may struggle with describing certain things about their vision for them. [20:00] - Dr. Gwen starts this planning with a formal process. [22:46] - More time and repetition is needed for many with neurodiversity. What skills can they work on to prepare for adulthood? [24:38] - For many years, children and adolescents have been planned for but are not involved in planning for their own life. Dr. Gwen says that including them is critical. [27:19] - If self-awareness is not developed, an individual won’t know when they need help. [28:49] - When we don’t have any say in things, we develop anxiety and depression. [30:12] - There are many ways to use one’s voice but using it in this transition is critical. [32:01] - Dr. Gwen describes the problems she saw during transition and what she knew was missing. [34:59] - You have to know all the skills required for adulthood but they have not been compiled into a resource. [36:50] - Dr. Gwen explains why she does not write prompted goals. [38:18] - Dr. Gwen’s transition program has parents determining these skills alongside their adolescent. This inventory provides a personalized curriculum. [40:18] - Now with this system, parents have a guide and something to bring to IEP meetings in order to get more support for this transition. [43:01] - Ultimately, we need to focus on the things that are going to make them healthy and happy.   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 Palafox: Meaningful Growth Website ChildNEXUS Provider Profile - Gwennyth Palafox Links and Related Resources: Episode 15 - From High School to College: Steps to Success for Students with Disabilities with Elizabeth Hamblet disABLED & Empowered Podcast on YouTube   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.

Applied Behavioral Science, or ABA, has been a hot topic for the last few years and has become somewhat controversial. To help us understand it better, I’ve invited Nicole Ballinghoff to the Diverse Thinking Different Learning Podcast today.    Nicole Ballinghoff has over 15 years experience and is passionate about ABA. She has seen firsthand the impact it has made on the lives of individuals with autism and their families. While most of the clients she works with are on the autism spectrum, she explains today that ABA isn’t just for those with autism. In addition to her work with ABA, Nicole also has experience in the classroom and as a speaker both nationally and internationally.   With her expertise and guidance, Nicole explains how ABA has evolved through the years, the different approaches in the field, and what quality ABA really looks like. She will help us dispel some common myths and may even help you determine if ABA is right for your child and family.   Show Notes: [2:18] - People define treatments in different ways. [3:05] - ABA is based on the science of learning and behavior. Nicole explains how each behavior is broken down and used in therapy. [4:18] - ABA uses reinforcement to strengthen skills or teach new skills. [5:07] - The science has evolved over time. Nicole and Karen discuss what it looked like in its infancy in the 1960s. [6:24] - There are a lot of different styles of teaching. Nicole describes some different approaches. [7:09] - What is Nicole’s style at Kyo? [8:47] - During the school year, a lot of families are reluctant to add on services, but Nicole clarifies that ABA can be implemented in day to day life as support. [10:39] - The family-centered approach has proven to make a big difference. [11:51] - Covid forced creativity and Nicole says she was present for distance learning sessions if that was what was important for the child and family. [13:19] - Changing the child is not the goal. The goal is to give children the tools they need to be the best version of themselves. [14:59] - There is a difference between what is important to the family and what is considered important by society. [16:31] - If a behavior does not harm a child or their safety, Nicole explains how it can be serving in internal function for the time being and may not need to be addressed. [19:12] - Who does ABA serve? It is used for many settings, not just those with autism. [21:29] - ABA providers are usually covered by insurance. [22:44] - ABA is not just helpful for children. Nicole also works with teens and adults. [24:48] - Nicole shares a story of an older child she worked with and how building a relationship is crucial. [26:56] - Collaborating with the child is important as well because some children will know what they want to work on. [29:38] - Nicole and Karen discuss being realistic to be effective and something that the family can implement.   About Our Guest: Nicole Ballinghoff, M.Ed., BCBA has been part of the Kyo team since 2017 and has been working in the field for over 15 years. She is passionate about ABA and how it can improve the lives of individuals with autism and their families. She has worked in school, home, and community settings. Nicole has experience training staff, developing individualized interventions and creating classroom adaptations and modifications. Nicole has presented at the state, national and international levels on Using iPads in the Classroom, Differential Reinforcement, Video Modeling, and Stimulus Control. In her free time, Nicole enjoys spending time outdoors with her family.  Connect with Nicole Ballinghoff: Phone: (877) 265-6747 ext. 716 Facebook  |  Instagram  |  LinkedIn ChildNEXUS Provider Profile: Nicole Ballinghoff BCBA Links and Related Resources: Kyo Care Website Autism Spectrum Disorder Beyond Credentials: Three Extras to Look for in Your Child’s Therapist Episode 44 - Understanding Autism Spectrum Disorder with Lisa Hancock Episode 45 - How Sensory Processing Impacts Communication with Jessie L. Ginsburg   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.

Continuing our recent conversations on Autism Spectrum Disorder and Sensory Processing Disorder, today’s guest and I discuss the ways communication is impacted. Jessie Ginsburg joined the Diverse Thinking Different Learning Podcast and shares her approach of helping the whole child.    Jessie is a Speech-Language Pathologist in Los Angeles, the creator of ASD from the Inside Out and founder of the Pediatric Therapy Playhouse. She has found that when a child is not regulated, communication is not their focus and with this knowledge she inspires new ways of thinking about her approach as an SLP. She not only provides support for children and families, but she strives to help others truly understand and accept a child’s differences.   Show Notes: [2:49] - Jessie shares how and why she got interested and involved in sensory processing. [3:44] - In order to communicate, we need to be regulated. [5:05] - Jessie gives an analogy using a visualization of three baskets: Language, Emotions, and Body. [6:49] - When there’s a lot going on in our body due to sensory processing, it is hard to regulate emotions and communicate. [8:16] - Up to 95% of autistic adults report that they have sensory processing differences. [9:51] - Jessie dug deeper into learning more from the autistic community and has many friends who are autistic adults. [11:10] - What is the difference between Person-First language and Identity-First language? [12:39] - Many parents will try to change their children rather than embracing who they are and giving them the skills to succeed. [14:58] - There is a difference between trying to “fix” a child and supporting them with their sensory processing. [16:03] - A common hypersensitivity in Autism is to sound. These children may struggle communicating and behaving in a busy environment, like a classroom. [17:28] - There are ways to modify environments and provide support for children and families, but how can we make more institutional changes to accept their needs? [19:30] - The education system and how we view neurodiversity as a culture needs to be examined. [20:47] - Try to figure out if it is fair for a child to regulate themselves or if an adult should step in to co-regulate. [22:01] - Self-regulation requires being able to logically think through a problem, the solutions, and then implement.  [23:04] - As parents and caregivers, the best thing we can do for a child is to validate them. [24:24] - When co-regulating, you are also building a connection with the child. [25:21] - It is really easy to become frustrated, but Jessie reminds us that we have to be a calming resource for children struggling with regulation. [27:39] - Jessie offers a course and she has different kinds of therapists joining.   About Our Guest: Jessie is a Sensory Integration trained speech-language pathologist, creator of ASD from the Inside Out, and founder of Pediatric Therapy Playhouse, a top-rated speech & language clinic in Los Angeles. Through her national publications and talks, and her internationally-acclaimed Inside Out course, Jessie inspires a new way of thinking about the SLP’s role in treating young autistic children.   Connect with Jessie Ginsburg: ASD From the Inside Out Website Instagram  |  Facebook Pediatric Therapy Playhouse Website Links and Related Resources: Episode 25 - Raising Differently Wired Kids with Joy and Confidence with Debbie Reber Episode 20 - How Speech and Language Difficulties Affect a Child’s Life with Carol Karp Episode 42 - Understanding Sensory-Processing Disorder with Courtney Duckworth-Harris Episode 44 - Understanding Autism Spectrum Disorder with Lisa Hancock Autism Spectrum Disorder   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.

1 in 54 children in the United States are diagnosed with Autism Spectrum Disorder. With this number growing, it would make sense that this is a very well understood disorder. Unfortunately there is a lot of confusion surrounding ASD, what it looks like, and what to do about it. Because of this confusion, I knew we needed an expert to help us better understand and that is Dr. Lisa Hancock.   Dr. Hancock is a licensed clinical psychologist who specializes in working with individuals with Autism Spectrum Disorder, those who are twice-exceptional, and those who are highly gifted. She has worked for many years helping families navigate both public and private school systems and provides neuropsychological assessments to determine underlying issues in children, teens, and even adults.   In today’s episode, Dr. Hancock paints a clearer picture of what Autism Spectrum Disorder is, why there is confusion surrounding it, and what it could look like in children and adults. She helps us better navigate understanding of this large umbrella term and leaves us wanting to learn more.   Show Notes: [3:16] - Prior to 2013, there was a distinctive difference between Autism, Asperger’s, and other terms. Dr. Hancock explains why there was a difference. [4:29] - After 2013, Autism and Asperger’s were put under one umbrella term and pulled out Social Pragmatic Communication Disorder. [5:40] - Dr. Hancock understands why Autism and Asperger’s are grouped together but explains why those in the field will use both terms to explain to parents. [8:33] - Dr. Hancock is one that can and will diagnose Autism in adults that were previously missed. [9:28] - The tests used in diagnosing are different depending on the age of the child. [10:18] - There is a test that is commonly used that Dr. Hancock does not use.  [13:00] - Diagnosing Autism could be missed for a variety of reasons. [14:33] - Age 4 and 5 is the window of noticeable unusual behavior. [15:45] - What is the child capable of doing but isn’t doing consistently? [18:03] - There is no standard for diagnosing Autism in teens and adults in the United States. This causes some adults to realize they may have been misdiagnosed. [19:50] - Dr. Hancock developed a battery for measuring Autism in adults. [22:29] - Those with Autism Spectrum Disorder and a developmental or intellectual delay are often diagnosed by a pediatrician. Dr. Hancock sees children that have less noticeable symptoms. [24:00] - One challenge is determining if the child is showing above average intelligence. [25:15] - Dr. Hancock explains the patterns in birth history, learning disabilities, eating issues, sleeping issues, and auditory processing. [26:18] - Social issues in early years are harder to pinpoint especially when children attend the same school for several years. [27:29] - Dr. Hancock describes some social issues that could vary depending on the child in question. [29:12] - There is confusion around children being able to outgrow symptoms. But they still struggle with certain things but you just don’t see it due to learning how to blend. [31:01] - Why is it important to have a diagnosis? [33:10] - A lot of parents don’t want to tell the child’s school about a diagnosis due to negative bias. But Dr. Hancock explains why this is not a good idea. [34:06] - Dr. Hancock discusses safety and aggression in those with Autism. [36:03] - There are things that are impacted that aren’t generally thought about. [37:28] - We need to believe children when they say that they don’t know or can’t know instead of assuming that they don’t want to do something. About Our Guest: Dr. Lisa Hancock is a licensed clinical psychologist who provides neuropsychological assessments, counseling, and psychotherapy to children, teens, families, couples, and adults. She has experience with neurodevelopmental, learning, processing, anxiety, and mood disorders; including ADHD, Autism Spectrum Disorders, dyslexia, math and writing disorders, dysgraphia, auditory and visual processing, communication and language disorders, anxiety disorders, conduct disorders, and depressive disorders. Dr. Hancock is experienced in conducting Independent Educational Evaluations (IEE); as well as supporting parents through the Individualized Education Plan (IEP) process.    Additionally, she specializes in working with twice-exceptional individuals (those who are gifted and have concurrent learning or developmental challenges) as well as with individuals who are highly gifted. Dr. Hancock has worked as a Gifted Advocate for many years helping families of gifted and twice-exceptional children navigate both public and private school systems; has taken Master’s level coursework in gifted education; and holds her MBA. She is certified by SENG as a parent support group Trainer and Master Facilitator; is a Certified Autism Specialist; is a Trained Grief Specialist; is a former and current member of the PG Retreat Board; serves on the Application Review Team for PG Retreat; and speaks regularly at local, state, and national gifted conferences. Dr. Hancock also works with school and district administrators to provide teacher in-service training; conducts parent education workshops; and provides presentations at area schools and community events.   Connect with Dr. Hancock: Summit Center Office Home Page Phone: (925) 708-6296 Links and Related Resources: Autism Spectrum Disorder How to Initiate a Special Education Assessment Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault Episode 14: Pursuing and Pushing for a Special Education Assessment with Educational Attorney Leejanice Toback   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.

With the onset of the COVID-19 pandemic last year, our children and teens were faced with a huge transition. But now that schools are slated to reopen fully this fall, they are faced with yet another transition. Today’s discussion is a wonderful gift for parents who may be concerned about their teens reentering in-person schooling, especially if they have social challenges.   On the show today is Dr. Elizabeth Laugeson, founder and director of the UCLA PEERS Clinic dedicated to providing parent-assisted social skills training. The best part about PEERS and Dr. Laugeson’s work is that it is evidence-based, which means that research shows it works to help young people have more successful social interactions.    Right now, many students are anxious and may not feel equipped to deal with the social demands of returning to school. They have been safely tucked away at home learning behind a screen and keyboard. So what can we do as parents and caregivers to better prepare our teens for the unique social demands of adolescence after a pandemic? Listen on for Dr. Laugeson’s examples, strategies, and even the language for teens to use when in different social situations.   Show Notes: [2:48] - For many, online learning was a struggle but for some, it was a gift. [3:25] - Because of the pandemic, kids have been socially isolated. We need to teach them friendship making skills. [4:15] - Parents need to think about where their kids are going to make friends. Extracurricular activities provide opportunities to connect with kids with similar interests. [5:51] - A lot of parents want to get their kids away from gaming and screens, but Dr. Laugeson has a different approach. [7:06] - Dr. Laugeson explains that some teenagers will revert back to parallel play which doesn’t develop relationships. [8:37] - How should teens initiate initial conversation? Dr. Laugeson creates a scenario and how socially successful people initiate interactions. [11:00] - We tend to get a feeling based on others’ behaviors that we are accepted into an interaction. Some teens struggle to read these cues. [12:33] - We need to help our kids by instructing them how to engage rather than just putting them into social situations. [13:24] - As kids build up social competence, they gain confidence and feel less social anxiety. [15:17] - Dr. Laugeson is the founder and director of the UCLA PEERS Clinic and she explains what the program is about and how it started. [16:19] - PEERS is evidence-based which is very important in social skills training. [17:54] - Parents need to be “smart consumers” when it comes to finding mental health services and social skills groups for their children. [19:23] - Parents and caregivers are educated on what their teens in social skills programs need to work on to be successful. [21:35] - Bullying rates are high and are particularly high for students with learning differences. [22:56] - The common advice to those being bullied is to ignore, walk away, or tell an adult. Dr. Laugeson explains why these strategies do not work. [24:18] - The reality is every kid gets teased. It is the reaction you have that determines if you are socially successful. [25:03] - Dr. Laugeson discusses what actually does work when being teased. [26:35] - When it comes to rumors and gossip, every instinct we naturally have is wrong. [28:52] - What needs to happen instead, is to take control of the rumor. Act amazed that anyone would believe or care about that rumor. [30:04] - Dr. Laugeson describes the “spread the rumor about yourself” strategy. [31:47] - In addition to helping students with strategies, Dr. Laugeson also provides examples and non-examples as well as effective language to use in situations. [33:52] - One of the first steps in changing reputation is to lay low for a while. Because of the pandemic, everyone has been laying low. Dr. Laugeson gives the steps in changing one’s reputation. [36:00] - Entering school again is a great opportunity for a fresh start. About Our Guest: Dr. Elizabeth Laugeson is an Associate Clinical Professor in the Department of Psychiatry and Biobehavioral Sciences at the UCLA Semel Institute and is a licensed clinical psychologist. Dr. Laugeson is the Founder and Director of the UCLA PEERS Clinic, which is an outpatient hospital-based program providing parent-assisted social skills training for individuals with Autism Spectrum Disorder and other social impairments from preschool to adulthood. She is also the Training Director for the UCLA Tarjan Center for Excellence in Developmental Disabilities (UCEDD) and Program Director for Dissemination, Outreach, and Education at the prestigious UCLA Autism Center of Excellence. Having trained thousands of mental health professionals, educators, and families in the PEERS method, Dr. Laugeson is dedicated to developing and testing evidence-based treatments to improve social skills across the lifespan, and disseminating these empirically supported programs across the globe. As one of the only empirically supported social skills programs for youth with autism, her program is currently in over 70 countries and has been translated into over a dozen languages. Connect with Dr. Laugeson: UCLA Semel Institute PEERS Home Page Facebook  |  Instagram  |  Twitter Links and Related Resources: Bully Proofing Strategies for Teens with Autism Spectrum Disorder and Other Social Challenges What Is Social Thinking? 5 Tips for Fostering Social Emotional Development in Twice Exceptional Children   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.