Neurodiversity Affirming
Trainings

On Demand Trainings:

Our on-demand trainings available upon request at hello@allneurotypes.com. Each training is $5, though please don’t hesitate to let us know if this cost is prohibitive and we will be happy to discuss an alternative arrangement.

If you require a certificate of completion for continuing education, please email us.

Intersectional Autistic Identities -Dr. Rae Zhang and Sam Brandsen
We discuss some of the unique barriers faced by autistic individuals who are also marginalized in other areas (for example, based on race, cultural background, gender identity, financial resources, intellectual disability, etc). Multiply marginalized autistic individuals face diagnostic disparities, higher rates of mis-diagnosis, and often don’t feel fully welcome in the broader Autistic community. 

Learn how to create spaces which are accessible and inclusive of all neurodivergent individuals. Likewise, we include material outlining what the neurodiversity movement can learn from other cultures (with a particular emphasis on Indigeneous cultures1 and, respectively, Singaporean and Chinese cultures.) 

Respecting All Support Needs -Dr. Sam Brandsen and Jenna Meehan, M.S., OTR/L
What do you do for children with ‘higher’ support needs or those who seem to be ‘fine’ one day and yet not the next? This presentation focuses on how clinicians can best support two important (and often under-discussed!) groups of neurodivergent individuals:

a.) Neurodivergent individuals with higher support needs, including those with intellectual disabilities, those who may require additional assistance with daily living/personal care, and neurodivergent individuals who are non-speaking and/or non-verbal. 

b.) Neurodivergent individuals with a “spiky” distribution of support needs or who are “twice exceptional”. For example, some children may require less support than average in many situations at school or home, but might have extensive support needs in other areas such as executive functioning. Unfortunately, these children are more likely to have their support needs called into question or dismissed. 

Learn strategies for how to best meet children’s support needs while fostering self-advocacy skills in children. 

Echolalia, Gestalt Language, and (a little) AAC -Janelle Fenwick, M.S., CCC-SLP
Children who repeat back words or phrases shared by others are using ‘echolalia’. Unfortunately, there are many myths surrounding echolalia and its importance to language development.

When we talk language development, most people think of analytic language learners. Analytic language learners start by saying single words and then slowly expand on this language until they are telling entire stories! On the other hand, we have gestalt language learners. These learners start by learning larger ‘chunks’ of language (“gestalts”). Over time, these ‘chunks’ are broken down and re-combined.

Join us in exploring the importance of echolalia, how to best model language for gestalt language learners, and augmentative and alternative communication (AAC) considerations for all neurodivergent individuals (including gestalt language learners).

Understanding “Challenging Behaviors” -Dr. Sam Brandsen and Janelle Fenwick, M.S., CCC-SLP
Neurodivergent children are often described as having many “challenging behaviors”. These interactions are frequently labeled as “attention seeking” or the child is viewed as being “defiant” or “throwing a tantrum”. Viewing children and experiences from this perspective sets adults up for providing ‘punishment’ or ‘correction’ over understanding and empathy. We present an alternative model for understanding these interactions based on unmet needs.

We explore common sources for ‘challenging behaviors’: anxiety, trauma history (including more subtle types of trauma), chronic pain, sensory overwhelm, and stress. And provide guided support through identifying these sources through in-depth scenarios.

Finally, learn co-regulation strategies, relaxation strategies and other techniques to help parents, clinicians, teachers, and students empathetically and compassionately support children.

All Play is Functional -Dr. Sam Brandsen and Janelle Fenwick, M.S., CCC-SLP
 The phrase “autistic play” might bring to mind images of a child repetitively lining up or sorting objects. Often, this style of play (and other common types of autistic play) are not well understood and may be perceived as “non-functional”: leading parents and clinicians to push children to change their natural play style.

We describe the need for all types of play to be understood and embraced, and additionally outline some of the unique benefits of more stereotypically autistic forms of play.

We enhance this understanding of autistic play by introducing the theory of monotropism (intense, single-minded focus) as well as common ways in which autistic children show care and connection (sometimes called the “neurodivergent love languages”.)