Ep. 29: Writing Neurodiversity Affirming Therapy Goals
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What is neurodiversity affirming goal writing and why does it matter?
What's up everyone and welcome to Making the Shift.
We're an SLP couple from California with three boys and a passion for finding better ways to support autistic kids.
I'm Chris. You might know me as speech dude. I'm a Neurodivergent High School SLP and the creator of the Dynamic Assessment of Social Emotional Learning, and I specialize in crafting neurodiversity affirming IEPs through my online course.
And I'm Jesse, a sensory integration trained SLP, owner of a top-rated clinic in Los Angeles, and the creator of the Inside Out Sensory Communication Programs for Parents and Therapists. Join us weekly to learn neurodiversity affirming ways to support social, emotional development, and regulation in autistic kids.
Are you ready to make the shift?
Let's do it. Hello everyone! Welcome to Making the Shift. This is a popular topic today.
This will be a fun topic. There's gonna be a lot to learn, high energy, and you'll walk away with a smile. Uh I do wanna say that this might be an episode where you can get your journal out and uh Take some notes.
Notebook.
Notebook. I say that as if I have a journal.
Yeah. Your personal journal.
I was thinking about that. There was a recommendation on this podcast that I listened to and they said this is gonna be something you're gonna wanna get your journal out and write this down. And I was like, Well, I don't own a journal, but I'm just gonna remember it because this is good stuff. And then I woke up the next day going, Oh my gosh, I forgot every single thing that person said. And that's my life.
And that's why you need executive functioning supports.
I need uh goal for that.
Okay, so I just learned that I'm twenty three weeks pregnant. And this and I posted this today, the size of the baby. When I looked up the size of the baby, it said a Furby.
Oh you remember Furby's? Of course.
But they're not like they weren't your play toy. You were too old for them, I'm sure.
But my generation You know it. Well, my generation would happen. It was like one of the first toys that had sold out and people were Um, you know, taking extras, buying them and selling them on eBay.
Of Furby's?
Yeah, that was like the beginning kind of time of When online auctioning was going on.
So I saw that and the f this memory came up and it was like, this has gotta be the worst feeling I've ever had in my life. Also very embarrassing, but this is I was in fourth grade. My best friend and I had just gotten Furby's and we wanted to treat them like our own children, obviously. So we decided to take them to the mall and where I grew up, as you know. It's not close. I lived in a village and the mall was a thirty minute bus ride, but our parents would let us take the bus on our own because it was such a safe town. So we go to the mall, we spend all day at the mall with our Furbies and then we come home, but we want to take our Furbies to the playground.
We want to be good
parents. So we go to the playground for like hours and then it's getting dark. So we both start, you know, she walks home and I walk home. And this is in the days of no cell phones, obviously. So I get home. And I'll never forget this. My mom was sitting on my dad's lap at the dining table crying.
Oh my God. Because
she was like, Where were you? The last bus came in hours ago. I went by the bus stop, but you weren't there. And Um I was like
I
was like I was With my Burby, like at the playground. So I feel like Furbies have a bad memory for me. Oh
gosh, Furbies do.
She probably wouldn't remember that.
But wasn't Furby like the singer of the Black Eyed Bees?
How can therapists identify and incorporate appropriate accommodations before writing goals?
I'm just kidding. So we're
gonna give a shout out to Connor, our oldest son, because he was really excited to watch tonight's episode. We'll see if he made it.
All sorts of good stuff. So our topic tonight is on neurodiversity affirming goal writing. We are going to give you some tips, ideas, and things to get your wheels moving um to really um help guide that process. So we hope that you find some of this valuable. Of course, as I mentioned, um this is one of those ones where you can maybe take some notes and get some good things or come back to the episode.
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Chapters
8 chapters
1
What is neurodiversity affirming goal writing and why does it matter?
0:08–4:02
2
How can therapists identify and incorporate appropriate accommodations before writing goals?
4:02–7:31
3
What are common pitfalls to avoid when inheriting non‑affirming IEP goals?
7:31–11:57
4
Which specific goal categories work best for younger autistic students?
11:57–16:09
5
How do multimodal communication and Gestalt language processing shape goal design?
16:09–22:55
6
What self‑advocacy and perspective‑taking goals look like for middle and high school students?
22:55–31:25
7
How can self‑regulation and co‑regulation goals be written to respect neurodivergent needs?
31:25–33:52
8
Where can listeners find concrete goal examples and templates for their practice?
33:52–34:10
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)