Neurodiversity Q+A

Neurodiversity is a concept that highlights and embraces the idea that neurological differences are natural and should be recognized and respected just like any other human variation. It emphasizes the diversity of human brains and the idea that there is no one "normal" or "typical" brain. The concept of neurodiversity suggests that neurological differences, such as those associated with autism, attention deficit hyperactivity disorder (ADHD), dyslexia, and other neurological conditions, should be accepted and appreciated as a part of the natural spectrum of human diversity. 

Advocates of the neurodiversity movement often promote the understanding that these neurological differences are not inherently "disorders" but rather variations in the human genome that contribute to the richness of human society. The movement seeks to promote inclusivity, accommodation, and support for individuals with different neurological makeups, aiming to create a more accepting and accessible society for people with diverse neurological profiles. This includes advocating for accommodations in educational settings, workplaces, and other environments to ensure that individuals with neurodiverse conditions have equal opportunities for success and well-being. 

A neurodiversity-affirming approach is a perspective or philosophy that recognizes and respects the natural variations in neurological functioning among individuals. It involves acknowledging the diverse ways in which people's brains work and promoting an inclusive and accommodating environment for individuals with neurodiverse conditions. This approach is based on the principles of the neurodiversity movement, which advocates for the acceptance and celebration of neurological differences. 

Some key components of a neurodiversity-affirming approach include: 

• Acceptance: Acknowledging that neurological differences are a natural part of human diversity and not inherently negative or pathological. 

• Respect: Treating individuals with neurodiverse conditions with respect and dignity, valuing their unique perspectives and contributions. 

• Inclusivity: Creating inclusive environments that accommodate the needs and preferences of individuals with diverse neurological profiles, ensuring equal opportunities and access to resources. 

• Accommodations: Implementing accommodations and support systems in various settings, such as education, workplaces, and communities, to enable neurodiverse individuals to thrive and reach their full potential. 

• Education and awareness: Promoting education and awareness about neurodiversity to foster understanding and reduce stigma, fostering a more inclusive and empathetic society. 

By adopting a neurodiversity-affirming approach, APL endeavors to build a more equitable learning environment that values the contributions and strengths of all individuals, regardless of their neurological differences.  

Supporting neurodiverse students in the classroom involves creating an inclusive and supportive environment that accommodates their unique needs. APL provides these by: 

• Understanding individual needs: Our staff get to know each student's specific strengths, challenges, and preferences. We work closely with the student, their family, and any specialists to understand how they learn best. 

• Clear and consistent routines: Classroom teams at APL establish a predictable daily schedule and consistent routines to help students feel secure and understand what to expect. We use visual schedules, calendars, and/or timers to help them anticipate transitions and activities. 

• Sensory considerations: We are mindful of sensory sensitivities. APL has created a sensory-friendly classroom by minimizing unnecessary noise, providing a quiet space for students to retreat to if needed, and allowing the use of sensory tools like fidget toys or headphones. 

• Clear communication: Our staff use clear, concise language and provide visual supports such as written instructions, diagrams, or pictures to aid comprehension. Teachers break down tasks into smaller steps, and use concrete examples when explaining abstract concepts. 

• Flexible teaching methods: Teachers use various teaching strategies and materials to accommodate diverse learning styles. We offer alternative ways for students to demonstrate their understanding, such as through visual aids, technology, or hands-on activities. 

• Positive reinforcement and feedback: Staff provide specific, constructive feedback and praise students for their efforts and achievements. We encourage their strengths and interests, and create opportunities for them to succeed and build confidence. 

• Peer support and social skills development: At APL we believe every student is a peer model. We foster a supportive peer environment by promoting understanding empathy among classmates. Our clinicians and teachers provide social skills training and structured activities to help students with autism develop social and communication skills. 

• Collaboration with specialists: Our teams work closely with one another, and outside specialists, to develop individualized plans that ensure a student's needs are being met effectively. 

• Empathy and patience: Our staff approach student behaviors with curiosity as opposed to punishment.  We strive to respect every student’s individual differences and provide support without judgment or stigma. 

• Professional development: All APL staff participate in training sessions and workshops to enhance their understanding of autism and effective teaching strategies. We stay up to date with the latest research and best practices for supporting neurodiverse students. 

No, to put it simply, we do not believe neurodivergence needs to be cured. Neurodivergence has always been a part of and enriches the human experience. Different individuals interact with their environments in ways that get their needs met; our job is to teach our students the most efficient and socially effective ways of getting their needs met. 

Because of ABA’s adaptation of a healthcare or medical model where ABA is the “treatment” for autism, ABA teaches autistics to act neurotypical, which means that it tries to make them look and behave like non-autistic people. This can result in the suppression of their natural and harmless autistic traits, such as stimming, special interests, and communication styles. This can also cause internalized ableism, identity confusion, and loss of self-acceptance. Many of these individuals were subjected to harsh and intense treatments to stop behavior from occurring that teachers, parents and other adults felt was “maladaptive”. Unfortunately, all behavior has a purpose to the individual engaging in the behavior and an external lens of what is appropriate or not appropriate didn’t take into account the reason why the person was engaging in the behavior in the first place.  

Medical model ABA has also been disrespectful to the autistic community, which is composed of people who have lived experiences and insights into autism. This ABA often ignores or dismisses the voices and opinions of autistic adults, who are the best experts on their own needs and preferences. This ABA also fails to respect the diversity and individuality of autistic people, who have different strengths, challenges, and goals. 

Behavior analysis isn’t Lovaas. It isn’t EIBI; it isn’t DTT. Applied behavior analysis is the science of behaviorism (I.e., the science of how all living organisms learn) applied to socially significant behavior. It’s a much bigger science, one of proven concepts that explain how we learn. Unfortunately, due to being confined to a medical model style of thinking and the introduction of private equity in our field the standards for care have been affected. At APL, our care is reflective of our core values and doesn’t just look at what a funding source may require. We want to see our students thriving, making gains, and accessing new environments, skills and opportunities. We do not train for compliance, we train for problem solving, social awareness and conflict resolution.  

In addition, we take a pragmatic approach to serving our students. We use restorative justice and collaborative problem solving as additional tools in our toolbox.  

Traditionally, in-home ABA services are designed to address a variety of skill deficits in order to fill in the developmental gaps between a neurodivergent individual and their typically developing peers. At APL, our ABA services are less broad and more specific; we’re looking to address skill deficits that the student needs to access their education in a minimum of a small group environment. For example, we might target the student’s ability to persevere through more difficult tasks, advocate for a break or another unmet need or engage in replacement behaviors in lieu of challenging behaviors.