Today we’re tackling the challenge of decoding ADHD in children. Emily Kircher-Morris chats with Drs. Yael Rothman and Katia Fredriksen about the cultural and socioeconomic factors that influence the diagnosis, the disparities in diagnosis rates among different racial and ethnic groups, and the impact of stigma. They also explore the benefits of early diagnosis and intervention, and of recognizing and leveraging the strengths often inherent in ADHD. They touch on a host of other subjects as well, on episode 223.

Takeaways

• Cultural and socioeconomic factors influence the diagnosis and management of ADHD in children, leading to disparities in diagnosis rates among different racial and ethnic groups.

• Early diagnosis and intervention are beneficial for children with ADHD, as it helps with de-stigmatization, self-esteem, and self-advocacy.

• ADHD individuals have unique strengths, such as creative thinking, hyperfocus, and resilience, which can be leveraged for success.

• Having conversations with children about their diagnosis is important for their understanding and self-acceptance.

• Parents should take time to process information, ask questions, and prioritize their own mental health throughout the diagnosis and management process.

To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions.

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Because you asked, the music at the end is Claude Debussy’s Clair de Lune.

Dr. Katia Fredriksen and Dr. Yael Rothman are pediatric neuropsychologists at a private practice, where they complete assessments with children and adolescents with a wide range of conditions that impact learning, behavior, and/or socioemotional functioning. They recently published the first book of their Different Thinkers series, designed to provide elementary-age children with a resource to understand their diagnosis, manage the associated difficulties, and appreciate the many strengths that come along with their profiles. Their first book, Different Thinkers: ADHD, focuses on the diagnosis of ADHD.

Dr. Fredriksen trained at Princeton University and the University of Massachusetts Boston. She lives with her family in Arlington, Virginia. Dr. Rothman trained at the University of Michigan and Ferkauf Graduate School of Psychology. She lives with her family in Washington, D.C.

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Different Thinkers: ADHD

Our guest is Jane Singleton, an executive function coach and consultant, and she talks with Emily Kircher-Morris about the development of executive functioning skills through different life stages, and how it impacts individuals. They talk about the importance of practicing these skills early on, to prepare for the increasing demands of independence. You’ll pick up strategies for parents to help their children build executive functioning skills, including asking questions, creating a safe space for planning, and celebrating small wins. A healthy skill set includes recognizing the significance of self-reflection, collaboration between home and school, and reframing struggles and failures as necessary tools for growth. Executive Function Growth Throughout Life, straight ahead on episode 222.

Takeaways

• Executive functioning demands naturally increase with the level of independence required at each life stage.

• Practicing executive functioning skills at a young age prepares individuals for the challenges of adulthood.

• Parents can support their children by asking questions, creating a safe space for planning, and celebrating small wins.

• Self-reflection and reframing struggles and failures as learning opportunities are essential for growth.

• Collaboration between home and school is crucial for supporting neurodivergent individuals.

To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions.

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Jane Singleton is the founder and executive coach at Launchpad for Life, LLC and specializes in helping clients understand their cognitive and emotional strengths and weaknesses, communicate more effectively, and build their self-awareness in order to meet academic, career, and life goals. She is an educational leader and specialist in analyzing cognitive profiles, creating behavioral interventions, and coaching families and individuals through life transitions.

Jane als has significant experience with team coaching with the goal of creating alignment of curriculum and protocols as it relates to inclusion, strategic priorities and academic outcomes. She has developed customized training for organizations on topics such as: executive functioning, growing and self-esteem and motivation, and parenting like a coach, as well as a variety of topics on neurodiversity. Jane is an International Coaching Federation (ICF) certified executive coach, a lifelong learner and an inclusion advocate for people with disabilities.

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In episode 221, Emily talks with Brad Wright, a Neurodivergent Educator and Administrator, and author of the Infinity Blast series of middle grade books featuring neurodivergent characters. They discuss his work as an educator and how it influenced his decision to write fiction for young people. It’s important for educators to be educated about neurodiversity and provide accurate information to children. Brad also talks about the evolution of neurodivergent characters in children's literature and the role they play in the lives of young people. There is a need for more diverse and authentic characters in literature.

Takeaways

• Educators should be educated about neurodiversity and provide accurate information to children.

• The representation of neurodivergent characters in children's literature has evolved, but there is still a need for more diverse characters.

• Authentic portrayal of neurodivergent traits is important to provide a nuanced understanding of different types of brains.

• Neurodivergent children should hold onto their special interests and stay true to themselves, as they will find their people and become fully actualized individuals.

To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions.
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Bradley Wright is an author, educator, and administrator at an independent school. In his earlier years, he was a professional ballet dancer. Brad grew up in Seattle but has been slowly migrating southward with stops in Portland, Eugene, San Francisco, and now Los Angeles where he lives with his family. His current writing project is the Infinity Blast series for middle grade readers. Books one and two are out now. Book three will be released Spring 2025.

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We’re talking STEM today, and Emily Kircher-Morris is joined by Dr. Arash Zaghi, a professor in the Department of Civil and Environmental Engineering at the University of Connecticut, to discuss the importance of neurodiversity in STEM fields. They talk about the need for diverse perspectives and ways of thinking to solve complex problems in science and engineering. There’s a value in different types of contributions, such as creative ideas and detailed execution plans, and a need to shift the focus from deficits to strengths. They also discuss the importance of creating a sense of belonging for neurodivergent students in academia and the need for faculty to be more supportive and inclusive.

Takeaways

• Neurodiversity in STEM fields is crucial for solving complex problems and creating innovative solutions.

• The focus should shift from individual skills to the true meaning of diversity, bringing together different perspectives and ways of thinking.

• Creating a sense of belonging is essential for the success of neurodivergent students in STEM fields.

• Faculty should be more supportive and inclusive, valuing diverse contributions and providing options for different types of learning and assessment.

• Neurodivergent individuals should embrace their strengths and bring their whole selves to their academic and professional pursuits.

To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions.

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Arash E. Zaghi is a Professor in the Department of Civil and Environmental Engineering at the University of Connecticut. His research is focused on engineering education, emphasizing the role of neurodiversity in fostering creativity within the engineering workforce, as well as strength-based approaches to diversity. Arash’s interdisciplinary work aims to develop personalized tools for middle-school students with dyslexia to engage in STEM, leveraging AI, neuroscience, and education research. Professor Zaghi was diagnosed with ADHD at 33, and his dedication to neurodiversity in engineering education has earned him multiple recognitions, including from Prism Magazine of the American Society of Engineering Education. He holds a PhD in Civil Engineering from the University of Nevada, Reno and is a strong advocate of neurodiversity in STEM education. He hosts the Square Pegs podcast, where he further explores these themes.

Square Pegs Podcast via Spotify

In this episode of the Neurodiversity Podcast, Emily Kircher-Morris answers questions submitted by members of the Neurodiversity Podcast Advocacy and Support Group on Facebook. The questions cover a range of topics including listening to the podcast with children, supporting processing speed issues, managing low self-esteem, diagnosing ADHD in older age, the overlap between cognitive giftedness and autism, exploring masking, and managing chores and responsibilities for individuals with a PDA profile. The episode provides insights, strategies, and resources for parents and individuals navigating neurodiversity.

To submit questions for our next AMA, join the Neurodiversity Podcast Advocacy & Support Group on Facebook!

Jen Merrill, creator of Laughing at Chaos and author of If This is a Gift, Can I Send It Back?, shares her experience as a parent of a twice-exceptional child and discusses the challenges and benefits of homeschooling. She emphasizes the importance of self-care for parents of gifted and twice exceptional children.

Takeaways

• Parents of gifted and twice exceptional children need to prioritize self-care to better advocate for their children and maintain their own well-being.

• Twice exceptional children can be both intellectually gifted and face other challenges that make life difficult for them and their families.

• Homeschooling can provide personalized education and allow children to pursue their passions at their own pace.

• Homeschooling can have financial and career implications for parents, and it requires careful management of family dynamics.

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Jen Torbeck Merrill is an Illinois-based writer, musician, marketing project manager, and gifted family advocate.The mom of two boys, she homeschooled her twice-exceptional teen through high school while happily sending his younger brother off to his high school every morning. Those days now in the past, she is settling into the somewhat quieter life of an empty-nester. She is a music educator by trade, with degrees in music education and flute performance.

Long before she picked up a flute as a child, however, Jen wanted to be a writer, something that didn’t happen until she opened a Blogger account in 2006 and never looked back. Since that time, her writing has focused more on gifted families and advocacy. Her book, If This is a Gift, Can I Send It Back?: Surviving in the Land of the Gifted and Twice-Exceptional, struck a nerve with families who suspected Jen was living in their closet. Her second book, on the needs of gifted parents and self-care, is in progress; it is taking significantly longer than anticipated because the author herself struggles mightily with self-care and has been spending a lot of time banging her head on the keyboard and hyperventilating in writerly frustration. In the meantime she continues to blog at Laughing at Chaos.

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Often, neurodivergent people have a completely different communication experience than neurotypicals. They respond differently to regulation, attention, and motivation, and often parents struggle when trying to improve connections with their kids. Linda Murphy is the author of The Declarative Language Handbook, and we present an encore of our conversation from 2023, with ideas on how to reframe communication and break down barriers.

To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions.

Amanda Morin’s The Empathetic Edge podcast can be found here, bookmark it!

Linda Murphy is a speech language pathologist and RDI Consultant. She co-founded the “Peer Projects Therapy From the Heart” clinic in Beverly, Massachusetts, and has authored several books and numerous articles during her career. Linda has enjoyed working with individuals with social learning differences for over 25 years.

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Dr. Donna Henderson joins Emily Kircher-Morris to talk about the changes in the assessment process for autism, the importance of empowering therapists to diagnose autism, and the need for equity in masking. Their conversation also explores the double empathy problem and the challenges of balancing unmasking with the needs of neurodiverse individuals in educational settings. They also discuss the PDA profile and its place within the autism spectrum. That’s all waiting for you on episode 216.

Takeaways

• The assessment process for autism is evolving, with a shift towards understanding subjective experience rather than relying solely on test scores.

• Therapists are adapting by relying less on formal tests and more on interview skills and understanding inner subjective experiences.

• Empowering therapists to diagnose autism is important for identifying and supporting individuals who may have been missed in the past.

• Masking and camouflaging are complex behaviors that can have both benefits and drawbacks, and it is important to find a balance that respects individual needs and promotes equity. Pathological Demand Avoidance (PDA) is not simply about avoiding demands, but rather an overriding biological drive for autonomy.

• Misdiagnosis and labeling are common for PDAers, leading to potential negative consequences, especially for minority boys.

• Understanding the core features of PDA, such as difficulty coping with demands, a wide variety of coping mechanisms, and challenges with social hierarchy, is crucial for accurate diagnosis and support.

Dr. Donna Henderson has been a clinical neuropsychologist for over 30 years. She is passionate about identifying and supporting autistic individuals, particularly those who camouflage, and she is co-author (with Drs. Sarah Wayland and Jamell White) of two books: Is This Autism? A Guide For Clinicians and Everyone Else and Is This Autism? A Companion Guide For Diagnosing. Dr. Henderson provides neuropsychological evaluations and consultations for children, adolescents, and adults who would like to understand themselves better. She is a sought-after lecturer on the less obvious presentations of autism, autistic girls and women, PDA, and on parenting children with complex profiles. She also provides case consultations and neurodiversity-affirmative training for other healthcare professionals.

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