[Bonus Episode] Neurodiversity Affirming Ways to Prevent Dysregulation - Sensory Mini Course Day 3
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What is the purpose of Day 3 of the Sensory Mini‑Course and how does it differ from the previous days?
What's up everyone, and welcome to Making the Shift for Autistic Kids.
We're an SLP couple from California with four boys. And we're here every week to bring you neuro-affirming tips, tricks, and tools. Are you ready to make the shift?
Let's do it!
Welcome everyone to day three, our last day together. Tell me if the chat in the chat if you have been here for all three days. I feel like a lot of you have. Okay, I just, I have this feeling. Yes. Okay, we got a lot of yeses. Amazing. Okay, this is so great. You guys have carved out the time to be here. every day for three whole days. And I hope that what you've gotten so far has been really valuable for you. I cannot wait to get in to what we are going to be talking about today. And today we are really going to be blending two very important topics. sensory and nd affirming care and i know that we had asked you who considers themselves to be a neurodiversity affirming therapist we had an overwhelming response to how many of you guys said yes you are so today is going to be really great for you because you're going to learn even more sensory strategies and we're going to be specifically tying them into how can we do these things in neurodiversity affirming ways we know that there's a lot of other
sensory based therapy that's not neurodiversity affirming just because it is a sensory based approach does not make it a neurodiversity affirming approach so today is going to be awesome
How do the hosts recap the key concepts from Days 1 and 2 (challenging behaviours, decoding dysregulation, reactive strategies)?
So let's just do a quick recap over some of the awesome things that we have talked about this week. On the first day, we went through challenging behaviors and getting to what is at the root of these challenging behaviors. We know that we are not going to be able to truly make a long-term difference in the child's life. We're not gonna be able to break past that behavior unless we know why it's happening. And we gave you guys our decoding dysregulation checklist, which you guys use for your homework on day one in order to really break down some of the behaviors that you are seeing in your kids. I hope that was valuable for you. We talked about how there are two different approaches to being able to help our kids to stay more regulated throughout the day.
and in your sessions, wherever it is that you see them. One being sensory strategies that we are using in the moment. So we consider this more of the reactive approach. This child's dysregulated, now what can we do approach? So this would be kid comes into your session, they're dysregulated, what can we do type of approach? And that's what we covered yesterday. It was tons of strategies you can use with your clients more reactively. And today we are going to be talking about how can we use sensory strategies proactively. We talked about a kid's cup being full and how can we prevent it from getting to the point where it is overflowing throughout the day. And we know that we can't always prevent dysregulation, but we know that there are a lot of ways that we can prevent dysregulation.
We also talked about how knowing how to use both of these approaches are going to be key for you. I truly don't believe one is better than the other. I mean, ideally, can we be more proactive? Absolutely, but inevitably not. Kids are kids. Humans are humans. There will always be times when we are dysregulated, when our kids are dysregulated, and we need to know what we can do in the moment when that happens as well. We talked about our two different sensory buckets yesterday, which is our sensory all day, everyday kids, our break a sweat kids, how we can help them come into a more balanced state of regulation during your session. And then we also talked about our kids who we may not peg as a sensory kids because they come in and they might appear to be well-regulated, but in reality, they might be understimulated.
So we talked about how we can give them little boots back Boots. What phonological process
is
that? Little boosts of sensory throughout the session in order to bring them into a more regulated state. So tell me in the chat.
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Chapters
8 chapters
1
What is the purpose of Day 3 of the Sensory Mini‑Course and how does it differ from the previous days?
0:08–1:46
2
How do the hosts recap the key concepts from Days 1 and 2 (challenging behaviours, decoding dysregulation, reactive strategies)?
1:46–4:39
3
Why is a neurodiversity‑affirming approach essential even when using sensory‑based therapy?
4:39–17:22
4
What is the “seesaw” analogy and how does it illustrate regulation vs. dysregulation in therapy?
17:22–30:36
5
How can SLPs use proactive sensory strategies to keep a child’s “cup” from overflowing?
30:36–42:09
6
What real‑world examples does Rebecca share for preventing dysregulation in school settings?
42:09–53:49
7
How do therapists avoid the “point‑of‑no‑return” exhaustion and stay effective after a session?
53:49–59:48
8
What next steps and resources (scholarships, certification program, PDH credits) are offered to listeners?
59:48–1:03:33
Speakers
2 identifiedMore from The NeuroAffirm Podcast
Ep. 125 How to Run Successful Social Groups
Ep. 124 Building Rapport Isn’t Enough...How Therapists Become Part of the Intervention
Ep. 123 Not Seeing Progress in Speech Therapy? Start Here.
Ep. 122 Screen Time Considerations for Autistic Kids
Ep. 121 The Biggest Sensory Mistakes SLPs Make
Ep. 120 Why Anxiety is So Common in Autism (And What Actually Helps)