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NEURODIVERSITY AFFIRMING PRACTICE IN ACTION

Lauren Mallow, MA, CCC/SLP

DIR Training Leader Expert

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NEURODIVERSITY AFFIRMING PRACTICE

“Neurodiversity is a term that that means that brain differences are naturally occurring variations in humans. The neurodiversity perspective sees brain differences rather than brain deficits. Instead of viewing differences as "disordered" or needing to be "cured," a neurodiverse perspective sees differences as welcome variants of the human population. When we remember that brain differences are natural and welcome, it reduces stigma and increases acceptance.” –Playspark.com

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OTHER CONSIDERATIONS:

Person First Language emphasizes the idea of separation between an individual and their disability. For example, "I am a person with Autism."

Identity First Language emphasizes that disability is an aspect of one's identity that does not need separation. For example, "I am Autistic."

Neurodivergent refers to having a brain that functions in ways that diverge from the societal standards of "normal."

Neurotypical refers to having a style of brain functioning that falls within the dominant societal standards of "normal."

Neurodivergence is a broad term that can refer to several different diagnoses or symptoms. Some diagnoses that fall into neurodivergence are Autism, Dyslexia, ADHD, Traumatic Brain Injury, Epilepsy, and Cerebral Palsy.

-PlaySpark.com

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LANGUAGE MATTERS

Instead of this…	Try this…
“Rigid” or “Self-directed”	Feels safest when in control
“Nonfunctional play skills”	ALL PLAY IS FUNCTIONAL
“Obsessions”	Passions
“Transition problems”	“Needs support in transitions because…”
Mild, Moderate, Severe labels	Description of Support Needs (low, moderate, high)
“Noncompliant”	Emerging self advocacy skills

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SHIFTING OUR LENS

Won’t 🡪 Can’t

Whole body listening 🡪 Any body Listening

Attention Seeking 🡪 Connection Seeking

Adult Led🡪 Child led

Control 🡪 Connection

“Planned ignoring” 🡪 Get curious!

Medical model 🡪 Social Model

And most important… LISTENING!!

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DISABILITY IS NOT A BAD WORD

Phrases like “special needs” or “differently abled,” while well-intended, do the opposite of their goal. By avoiding the word “disabled,” we are inherently implying that being disabled is negative.
Being disabled is not negative or positive, it just IS! It is part of the human experience.
Avoiding the term can actually be hurtful to disabled people who benefit from supports to live

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MOVE AWAY FROM MEDICAL MODEL, EMBRACE SOCIAL MODEL

*Wording obtained from Erin Human©

Medical Model	Social Model
The person is disabled by the abnormalities and deficits of their own body and/or brain.	The person is disabled by their environment and its physical, attitudinal, communication, and social barriers.
Disabled people are broken, abnormal, or damaged versions of human being and should be fixed, cured, and/or prevented.	Disabled people are normal, valid varieties of human being and should have equal rights and access to society, just as they are.
Since the disabled person’s impairments prevent them from functioning normally, they need caregivers and professionals to make decisions for them. The disabled person is an object of charity and receiver of help.	Since the disabled person is inherently equal, they have a right to autonomy, choice, and free and informed consent in their own lives.
The disabled person should adjust to fit into society, since they are the one who is not normal. Being part of society means rising above disability.	The disabled person should be supported by society, because they are equal and have a right to inclusion. Their community should adjust its own barriers and biases.

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GET CURIOUS!

Always wonder why
“All behavior is communication”
Focus on what supports the individual needs to be successful
What Individual Differences could be affecting development and/or behaviors?

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HOW CAN WE PUT THIS INTO PRACTICE?

Use a strengths-based lens
Presume Competence
Respect bodily autonomy
Value emotional regulation and connection, not compliance
Relationships are prioritized
Intrinsic motivation over rewards
Seek to understand Individual Differences
Cultivate felt safety

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HOW TO SPOT A NEURODIVERSITY AFFIRMING THERAPIST!

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MORE THAN JUST A SEAT AT THE TABLE

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“Autists are the ultimate square pegs, and the problem with pounding a square peg into a round hole is not that the hammering is hard work. It's that you're destroying the peg.”�

― Paul Collins (author of Not Even Wrong: Adventures in Autism)

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BUFFALO HEARING AND SPEECH CENTER

Non-for-profit organization
Early Childhood Education
Audiology Clinic
Speech Language Clinic Services
Literacy, Social, OT programs
School contracts

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ALL BODY LISTENING AT CIRCLE TIME

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THERAPY SPACES

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WHAT IS DIRFLOORTIME®?

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THE DIRFLOORTIMEⓇ MODEL

Developmental

Describes development from the perspective of the individual
Allows for each person to be respected and guided in their own personal developmental journey

�Individual Differences

Describes the unique ways each person takes in, regulates, responds to, and comprehends the world around them

�Relationship-Based

Describes how relationships fuel our development
DIR harnesses the key affective (emotional) aspect of these relationships to promote development

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�DIR and Floortime- What is the Difference and How are they related? �

“DIR is a comprehensive framework for understanding human development and DIRFloortime (aka Floortime) is the application of the DIR framework into practice. Some think of DIR as the philosophy and DIRFloortime as the way to put this philosophy into action. DIR gives us the understanding of how development happens and DIRFloortime gives us ways to promote that development. “ -ICDL.com

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WHAT IS THE DIRFLOORTIME PHILOSOPHY?

All development occurs through emotionally meaningful, affectively charged, relationships

Strength-based

Neurodiversity-affirming

Process over product

Parents are the cornerstone

Developmental- Inside- out (bottom up) approach

Individual Differences are the norm- no two people are alike

Surface behaviors and compliance are deemphasized

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ASSESSMENT IN ACTION- “D”

https://www.icdl.com/dir/fedcs

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ASSESSMENT IN ACTION- “I”

Individual Differences- Sensory Processing and Integration, Praxis (motor-planning), Communication, motor abilities, visual spatial processing, auditory processing, trauma, environmental factors, and anything else that makes an individual unique.

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ASSESSMENT IN ACTION- “R”

Self reflection- What are my Individual Differences? What are my FEDCs? What are my tendencies under stress? What is my communicating and relating style?
Goodness of fit- How does my developmental profile interact with the individual’s developmental profile who I am serving?
What do I need to be aware of to best support this relationship?
Attunement
Affect as a tool

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DIRFLOORTIME STRATEGIES

Follow the child’s lead

Attune

Affect (Communication-Action-Affect)

Co-regulate

Anticipation

Gestural communication

Wait-Watch-Wonder

Change your body position to get on your child’s level

Less Language, Longer Latency (Meaningful Language)

Playful obstruction

Rhythm and pacing

Environmental supports

Self reflection

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VIDEO EXAMPLE

What Neurodiversity Affirming practices do you see? What DIRFloortime strategies?

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REFERENCES AND RESOURCES

ICDL- International Council on Development and Learning – ICDL.com
Engaging Autism- Stanley Greenspan M.D., Serena Weider PH.D
Mona Delahooke (author, child phycologist)- Beyond Behaviors, Brain-Body Parenting
Affect Autism- affectautism.com (Daria Brown)
Amanda Binns- http://speechlanguagematters.com/
ASAN- Autistic Self Advocacy Network- https://autisticadvocacy.org/
Powerfully You- Amy Lewis- https://www.powerfullyyou.org/
https://www.meaningfulspeech.com/- resource for GLL
Evidence-Base for DIRFloortime: A White Paper. This is a comprehensive paper examining the research base for DIR by Dr. Diane Cullinane. It includes many of the studies cited on this page plus a chronological perspective on the development of the research. If you are interested in the research, this is a great resource. https://drive.google.com/file/d/1tmSDM1KsPMwAfr-6jjkAMamW6Y7C_f5b/view

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SOCIAL MEDIA

PlaySpark

Fidgets.and.Fries

Speechdude

Sensory.slp

Thechildledslp

Theadhdtoolkit

Rebeccaschool_ny

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LOCAL

Buffalo Hearing and Speech Center- askbhsc.org

Neurodiversity Network Of WNY (NeurodiversitynetworkofWNY.org) – Adriana Ragland

Connecting kids (connectingkidsot.com)- Kathy Flentge

Rooted Beginning (rootedbeginnings.org) - Kate Coffman