Neurodiversity affirming practice: The next frontier in culturally responsive practice?
Tracks
3
ADHD
Auditory processing
Autism (ASD)
Cultural responsiveness
Diversity, Equity and Inclusion (DE&I)
Dyslexia
Neurodiversity
Pragmatic language
| Saturday, June 14, 2025 |
| 10:30 AM - 10:40 AM |
Overview
Assoc Professor Sarah Verdon and Lucia Flint
Details
⏫ Skill-building session (extended)
⏲️ 10.30am - 12.30pm
⌛120-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 10.30am - 12.30pm
⌛120-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Assoc Professor Sarah Verdon
Charles Sturt University
Neurodiversity affirming practice: The next frontier in culturally responsive practice?
10:30 AM - 12:30 PMPresentation summary
Pervasive stereotypes and a scarcity of neurodiverse voices in both research and practice have led to a limited and ableist understandings of neurodiversity in many health and education contexts. The purpose of this session is to equipe speech pathologist with the skills and understanding to identify and support the rich and diverse presentations of neurodiversity within their clinical populations.
This skill building session, led by two neurodivergent speech pathologists, provides a step-by-step guide to understanding and mapping the features of neurodiversity that can exist among individuals. The following features of neurodiversity will be explored: auditory processing, sensory sensitivities, empathy, dyslexia/hyperlexia, pathological demand avoidance, monotropism, object permanence, executive functioning and mental health.
Each feature and its diverse presentations across ages and genders will be explored in relation to the latest E4BP evidence.
In this interactive session participants will be shown how to map the unique neurodiversity traits of their clients and how to match these features with neurodiversity affirming accommodations across the lifespan.
Participants will be provided with resources to support individuals, parents and carers to understand the features of their neurodiversity and clinical examples of neurodiversity affirming therapy in practice.
This skill building session, led by two neurodivergent speech pathologists, provides a step-by-step guide to understanding and mapping the features of neurodiversity that can exist among individuals. The following features of neurodiversity will be explored: auditory processing, sensory sensitivities, empathy, dyslexia/hyperlexia, pathological demand avoidance, monotropism, object permanence, executive functioning and mental health.
Each feature and its diverse presentations across ages and genders will be explored in relation to the latest E4BP evidence.
In this interactive session participants will be shown how to map the unique neurodiversity traits of their clients and how to match these features with neurodiversity affirming accommodations across the lifespan.
Participants will be provided with resources to support individuals, parents and carers to understand the features of their neurodiversity and clinical examples of neurodiversity affirming therapy in practice.
Refrences
Al-Beltagi, M. (2021). Autism medical comorbidities. World Journal of Clinical Pediatrics, 10(3), 15.
Barlattani, T., D’Amelio, C., Cavatassi, A., De Luca, D., Di Stefano, R., Di Berardo, A., ... & Pacitti, F. (2023). Autism spectrum disorders and psychiatric comorbidities: A narrative review. Journal of Psychopathology.
Bennett, M., Webster, A. A., Goodall, E., Rowland, S., Bennett, M., Webster, A. A., ... & Rowland, S. (2018). Establishing social inclusion the autism way: Denying the “They Don’t Want Friends” myth. Life on the autism spectrum: Translating myths and misconceptions into positive futures, 173-193.
Boyd, B. A., McDonough, S. G., & Bodfish, J. W. (2012). Evidence-based behavioral interventions for repetitive behaviors in autism. Journal of autism and developmental disorders, 42, 1236-1248.
Cherewick, M., & Matergia, M. (2023). Neurodiversity in practice: A conceptual model of autistic strengths and potential mechanisms of change to support positive mental health and wellbeing in autistic children and adolescents. Advances in Neurodevelopmental Disorders, 1-15.
Cooper, K., Russell, A. J., Lei, J., & Smith, L. G. (2023). The impact of a positive autism identity and autistic community solidarity on social anxiety and mental health in autistic young people. Autism, 27(3), 848-857.
D’Arcy, E., Girdler, S., Falkmer, M., Falkmer, T., Whitehouse, A. J., Wray, J., ... & Evans, K. (2021). Get it right, make it easy, see it all: Viewpoints of autistic individuals and parents of autistic individuals about the autism diagnostic process in Australia. Research in Autism Spectrum Disorders, 85, 101792.
Gesi, C., Migliarese, G., Torriero, S., Capellazzi, M., Omboni, A. C., Cerveri, G., & Mencacci, C. (2021). Gender differences in misdiagnosis and delayed diagnosis among adults with autism spectrum disorder with no language or intellectual disability. Brain Sciences, 11(7), 912.
Kernbach, J. M., Satterthwaite, T. D., Bassett, D. S., Smallwood, J., Margulies, D., Krall, S., Shaw, P., Varoquaux, G., Thirion, B., Konrad, K., & Bzdok, D. (2018). Shared endophenotypes of default mode dysfunction in attention deficit/hyperactivity disorder and autism spectrum disorder. Translational Psychiatry, 8, 133. https://doi.org/ 10.1038/s41398-018-0179-6
Kimber, L., Verrier, D., & Connolly, S. (2023). Autistic people's experience of empathy and the autistic empathy deficit narrative. Autism in Adulthood.
Mutluer, T., Aslan Genç, H., Özcan Morey, A., Yapici Eser, H., Ertinmaz, B., Can, M., & Munir, K. (2022). Population-based psychiatric comorbidity in children and adolescents with autism spectrum disorder: A meta-analysis. Frontiers in Psychiatry, 13, 856208.
Najeeb, P., & Quadt, L. (2024). Autistic well-being: A scoping review of scientific studies from a neurodiversity-affirmative perspective. Neurodiversity, 2, 27546330241233088.
Overton, G. L., Marsa-Sambola, F., Martin, R., & Cavenagh, P. (2023). Understanding the self-identification of autism in adults: A scoping review. Review Journal of Autism and Developmental Disorders, 1-21.
Pukki, H., Bettin, J., Outlaw, A. G., Hennessy, J., Brook, K., Dekker, M., ... & Yoon, W. H. (2022). Autistic perspectives on the future of clinical autism research. Autism in Adulthood, 4(2), 93-101.
Van Der Meer, J. M., Oerlemans, A. M., Van Steijn, D. J., Lappenschaar, M. G., De Sonneville, L. M., Buitelaar, J. K., & Rommelse, N. N. (2012). Are autism spectrum disorder and attention-deficit/hyperactivity disorder different manifestations of one overarching disorder? Cognitive and symptom evidence from a clinical and population-based sample. Journal of the American Academy of Child & Adolescent Psychiatry, 51(11), 1160-1172.
Wilkenfeld, D. A., & McCarthy, A. M. (2020). Ethical concerns with applied behavior analysis for autism spectrum" disorder". Kennedy Institute of Ethics Journal, 30(1), 31-69.
Yamamoto, T. (2022). The relationship between central fatigue and Attention Deficit/Hyperactivity Disorder of the inattentive type. Neurochemical Research, 47(9), 2890-2898.
Barlattani, T., D’Amelio, C., Cavatassi, A., De Luca, D., Di Stefano, R., Di Berardo, A., ... & Pacitti, F. (2023). Autism spectrum disorders and psychiatric comorbidities: A narrative review. Journal of Psychopathology.
Bennett, M., Webster, A. A., Goodall, E., Rowland, S., Bennett, M., Webster, A. A., ... & Rowland, S. (2018). Establishing social inclusion the autism way: Denying the “They Don’t Want Friends” myth. Life on the autism spectrum: Translating myths and misconceptions into positive futures, 173-193.
Boyd, B. A., McDonough, S. G., & Bodfish, J. W. (2012). Evidence-based behavioral interventions for repetitive behaviors in autism. Journal of autism and developmental disorders, 42, 1236-1248.
Cherewick, M., & Matergia, M. (2023). Neurodiversity in practice: A conceptual model of autistic strengths and potential mechanisms of change to support positive mental health and wellbeing in autistic children and adolescents. Advances in Neurodevelopmental Disorders, 1-15.
Cooper, K., Russell, A. J., Lei, J., & Smith, L. G. (2023). The impact of a positive autism identity and autistic community solidarity on social anxiety and mental health in autistic young people. Autism, 27(3), 848-857.
D’Arcy, E., Girdler, S., Falkmer, M., Falkmer, T., Whitehouse, A. J., Wray, J., ... & Evans, K. (2021). Get it right, make it easy, see it all: Viewpoints of autistic individuals and parents of autistic individuals about the autism diagnostic process in Australia. Research in Autism Spectrum Disorders, 85, 101792.
Gesi, C., Migliarese, G., Torriero, S., Capellazzi, M., Omboni, A. C., Cerveri, G., & Mencacci, C. (2021). Gender differences in misdiagnosis and delayed diagnosis among adults with autism spectrum disorder with no language or intellectual disability. Brain Sciences, 11(7), 912.
Kernbach, J. M., Satterthwaite, T. D., Bassett, D. S., Smallwood, J., Margulies, D., Krall, S., Shaw, P., Varoquaux, G., Thirion, B., Konrad, K., & Bzdok, D. (2018). Shared endophenotypes of default mode dysfunction in attention deficit/hyperactivity disorder and autism spectrum disorder. Translational Psychiatry, 8, 133. https://doi.org/ 10.1038/s41398-018-0179-6
Kimber, L., Verrier, D., & Connolly, S. (2023). Autistic people's experience of empathy and the autistic empathy deficit narrative. Autism in Adulthood.
Mutluer, T., Aslan Genç, H., Özcan Morey, A., Yapici Eser, H., Ertinmaz, B., Can, M., & Munir, K. (2022). Population-based psychiatric comorbidity in children and adolescents with autism spectrum disorder: A meta-analysis. Frontiers in Psychiatry, 13, 856208.
Najeeb, P., & Quadt, L. (2024). Autistic well-being: A scoping review of scientific studies from a neurodiversity-affirmative perspective. Neurodiversity, 2, 27546330241233088.
Overton, G. L., Marsa-Sambola, F., Martin, R., & Cavenagh, P. (2023). Understanding the self-identification of autism in adults: A scoping review. Review Journal of Autism and Developmental Disorders, 1-21.
Pukki, H., Bettin, J., Outlaw, A. G., Hennessy, J., Brook, K., Dekker, M., ... & Yoon, W. H. (2022). Autistic perspectives on the future of clinical autism research. Autism in Adulthood, 4(2), 93-101.
Van Der Meer, J. M., Oerlemans, A. M., Van Steijn, D. J., Lappenschaar, M. G., De Sonneville, L. M., Buitelaar, J. K., & Rommelse, N. N. (2012). Are autism spectrum disorder and attention-deficit/hyperactivity disorder different manifestations of one overarching disorder? Cognitive and symptom evidence from a clinical and population-based sample. Journal of the American Academy of Child & Adolescent Psychiatry, 51(11), 1160-1172.
Wilkenfeld, D. A., & McCarthy, A. M. (2020). Ethical concerns with applied behavior analysis for autism spectrum" disorder". Kennedy Institute of Ethics Journal, 30(1), 31-69.
Yamamoto, T. (2022). The relationship between central fatigue and Attention Deficit/Hyperactivity Disorder of the inattentive type. Neurochemical Research, 47(9), 2890-2898.
**********
Sarah is an Associate Professor in Speech Pathology at Charles Sturt University. She is a neurodiverse speech pathologist, early childhood researcher and mother of 3. Her research across 5 continents focuses on embracing the diversity of children from different cultures, languages, geographic areas, socioeconomic backgrounds and levels of ability to create equitable opportunities for all children to have a strong start to life and reach their full potential. Sarah represented Australia on the World Health Organisation Development Group for Autism Spectrum Disorder and oversaw the development of the Speech Pathology Australia national position paper and clinical guidelines for “Culturally responsive practice in speech pathology”. Sarah hosts the “Talking Children Podcast”, a podcast designed to support caregivers and educators to understand communication development and neurodiversity. Sarah also has her own speech pathology practice in rural NSW to provide much needed services to geographically isolated children with communication needs.
Ms Lucia Flint
NeuroBloom Speech Pathology
Neurodiversity affirming practice: The next frontier in culturally responsive practice?
10:30 AM - 12:30 PM**********
Lucia is a Speech Pathologist at NeuroBloom Speech Pathology.
She studied her Bachelor of Speech Language Pathology in Albury NSW.
Lucia was awarded first class honours for her research on parents and caregivers role in early intervention. Lucia’s honours research included a national survey of 435 Australian parents and caregivers.
Lucia presented her research at the Asia Pacific Society of Speech Language and Hearing Conference in Ho Chi Minh City, Vietnam.
Lucia was awarded the CSU First Nations Student Excellence Award in 2023, for her outstanding academic performance and honours research.
Lucia was born with a unilateral cleft lip and palate. Lucia has an instagram page @thecleftspeechie, where she shares posts about cleft and facial difference advocacy, neurodiversity and evidence based practice.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
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