Promoting self-advocacy in the paediatric neurodivergent population
Tracks
2
ADHD
Advocacy
Autism (ASD)
Consent
Executive functioning
Neurodiversity
Social communication
| Friday, June 13, 2025 |
| 1:30 PM - 1:40 PM |
Overview
Linda Baker
Details
⏫ Skill-building session (extended)
⏲️ 1.30pm - 3.30pm
⌛ 120-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 1.30pm - 3.30pm
⌛ 120-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Ms Linda Baker
Neuro Flourish (previously Known As Adhd Done Differently)
Promoting self-advocacy in the paediatric neurodivergent population
1:30 PM - 3:30 PMPresentation summary
This skill-building session is designed for paediatric speech pathologists aiming to facilitate and enhance self-advocacy skills among neurodivergent individuals from pre-school to completion of secondary school.
The session’s objective is to equip speech pathologists with the knowledge and strategies necessary to empower both neurodivergent individuals and their families to confidently assert their needs, rights, and preferences.
The session will begin with an exploration of the concept of self-advocacy, including its importance in promoting independence and confidence. Attendees will gain a clear understanding of what self-advocacy entails and the role of the speech pathologist in fostering this skill.
The core components of self-advocacy—self-awareness, knowledge of rights, and communication—will be discussed in depth, with a focus on how speech pathologists can facilitate the development of these skills.
A key element of the session is understanding the hierarchy of advocacy, from external advocacy by others to the individual’s self-advocacy. Practical guidance will be provided on identifying where families and individuals are in this journey and how to progressively build self-advocacy skills.
Additionally, attendees will learn how to support clients through effective communication strategies, including the development of vocabulary, grammar, and pragmatic skills essential for self-advocacy. The session will also cover methods for setting and achieving self-advocacy goals in collaboration with families and educators, as well as individuals.
Attendees will receive a practical resource, the "Promoting Self-Advocacy in the Paediatric Neurodivergent Population" workbook, to aid in applying these strategies effectively in their everyday work.
The session’s objective is to equip speech pathologists with the knowledge and strategies necessary to empower both neurodivergent individuals and their families to confidently assert their needs, rights, and preferences.
The session will begin with an exploration of the concept of self-advocacy, including its importance in promoting independence and confidence. Attendees will gain a clear understanding of what self-advocacy entails and the role of the speech pathologist in fostering this skill.
The core components of self-advocacy—self-awareness, knowledge of rights, and communication—will be discussed in depth, with a focus on how speech pathologists can facilitate the development of these skills.
A key element of the session is understanding the hierarchy of advocacy, from external advocacy by others to the individual’s self-advocacy. Practical guidance will be provided on identifying where families and individuals are in this journey and how to progressively build self-advocacy skills.
Additionally, attendees will learn how to support clients through effective communication strategies, including the development of vocabulary, grammar, and pragmatic skills essential for self-advocacy. The session will also cover methods for setting and achieving self-advocacy goals in collaboration with families and educators, as well as individuals.
Attendees will receive a practical resource, the "Promoting Self-Advocacy in the Paediatric Neurodivergent Population" workbook, to aid in applying these strategies effectively in their everyday work.
Refrences
Gaddy, C., & Crow, H. (2023). A Primer on Neurodiversity-Affirming Speech and Language Services for Autistic Individuals. SIG 1 Language Learning and Education. https://doi.org/23814764000300140072
Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice. Frontiers in psychology, 12, 635690. https://doi.org/10.3389/fpsyg.2021.635690
Santhanam, S. P., & Bellon-Harn, M. L. (2022). Speech-Language Pathologist’s Role in Understanding and Promoting Self-Advocacy in Autistic Adults. American Journal of Speech-Language Pathology, 31(2), 649–663. https://doi.org/10.1044/2021_AJSLP-21-00223
Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice. Frontiers in psychology, 12, 635690. https://doi.org/10.3389/fpsyg.2021.635690
Santhanam, S. P., & Bellon-Harn, M. L. (2022). Speech-Language Pathologist’s Role in Understanding and Promoting Self-Advocacy in Autistic Adults. American Journal of Speech-Language Pathology, 31(2), 649–663. https://doi.org/10.1044/2021_AJSLP-21-00223
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Linda Baker, is a neurodivergent speech pathologist who has worked for over 20 years in the public and private healthcare sectors. She has experience as a clinician, clinical educator, clinical supervisor and a Learning and Professional Development Lead. Linda was awarded the Australian Allied Health Awards Speech Pathologist of the Year in 2022 and was awarded the best oral presentation at the 2024 Speech Pathology Australia Conference. Linda’s journey into ADHD education and advocacy began when her first child was diagnosed with ADHD. She attempted to navigate the complex terrain of ADHD support, faced with a scarcity of reliable information. Discovering ADHD doesn’t need to be “fixed” but embraced, this ignited the passion to enthusiastically celebrate the strengths and support the challenges of ADHD, offering her experiences to assist others in similar situations. This journey led to her own diagnosis and Linda now proudly identifies as an ADHDer.
From this, ADHD Done Differently emerged, which offers a free neuro-affirming parent/carer information/support group. It also conducts research, provides clinical supervision, training, education and downloadable printables for parents/carers, speech pathologists, allied health professionals and educators. Beyond her professional endeavours, Linda finds her greatest joy in being married to the love of her life, Gary and being a mum to three thriving multiply neurodivergent adolescents.
Linda’s unwavering commitment is to inspire and support people in embracing neurodiversity.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
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