Ep. 30: Everyday Regulation Tips to Improve Engagement & Communication
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What is the purpose of the Making the Shift podcast and who are the hosts?
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 Jessie, 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. We hope you had a great Thanksgiving. We had a whirlwind of a few weeks. We went to ASHA, which was in New Orleans. Got to meet
a lot of new people and a lot of new faces, and we were in a new town that neither of us had been in, so that was cool.
It was, but it is hard to be pregnant, A, in New Orleans.
Yeah.
because you were happy to be sober and be just at ASHA. Like the conventions are so huge. So much walking.
Yeah, I know. I just, you're right. And being pregnant there was, it took a toll on me walking down some of those streets.
I bet it did. Considering I was putting all my body weight on you.
Walking down bourbon street with bourbon.
And then we went straight, we got back and then we drove down to Mexico and
For a couple of days, got to enjoy that as well.
Yeah. And we didn't have, I never told anyone, I think, what we actually did on Thanksgiving, where we went. Do you remember? To Benihana.
How did the ASHA conference in New Orleans influence the hosts’ perspective on regulation?
A Benihana Thanksgiving. Jack's first time. It was so funny.
Yeah, we got to do some fun stuff. So while we were in New Orleans, we collaborated and connected and learned some new things, went to some great sessions, a couple on neurodiversity affirming stuff. We followed it up with just like three days total in Mexico. And during our time there, we listened to some podcasts ourselves, read some books, talked about some future adventures so we can keep our wheelhouse spinning up in these brains of ours. So
we
got to relax, but we also did what we love best, which is this stuff.
Yeah, that's true. So some of you may know that yesterday I did a free workshop for SLPs. It was called the Sensory SLP Workshop. And in that workshop, we just had the chat flooded with questions that... We didn't have time to answer all of them. And I thought that this would be great to bring some of these questions to our show tonight. And then you can hear both of our perspectives on how we would answer these, considering we both have very different work settings. I'm in private practice, Chris is in the schools. So what we're doing is a lot of the questions were surrounding specific topic areas. So instead of reading you guys these page, literally pages and pages of questions, we're We're just going to kind of condense this into the big topics that were asked, and then hopefully most of those questions will be answered.
And, you know, I feel like the questions that were asked are probably the same questions that are amongst many other individuals out there. So
I
feel like we'll be covering some ground and answering some questions that most people have. Yeah, they're all great questions.
Definitely. So the first question I wanted to start with was about why we shouldn't use sensory tools as reinforcement.
Okay.
Or I think the question was more along the lines of, you know, how do I approach professionals who do that? And why should we not do that? And I know I've talked about this. I don't know if it's been on this show or on social media only, but I will tell you, there was this little girl I was seeing and I observed her in the school. She was in kindergarten. And her one-on-one aid was using sensory as a reinforcement, meaning she had a token board.
Why should sensory tools NOT be used as reinforcement in the classroom?
And when she got a certain number of tokens, then she was allowed to have access to her sensory bin of all of her tools and toys and equipment.
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Chapters
8 chapters
1
What is the purpose of the Making the Shift podcast and who are the hosts?
0:08–2:12
2
How did the ASHA conference in New Orleans influence the hosts’ perspective on regulation?
2:12–4:54
3
Why should sensory tools NOT be used as reinforcement in the classroom?
4:54–7:52
4
How can therapists align compliance‑based and neurodiversity‑affirming approaches?
7:52–11:30
5
What strategies help children who need constant movement stay regulated at school?
11:30–14:45
6
How much sensory activity should be built into a therapy session?
14:45–17:27
7
How do high‑school SLPs teach sensory processing to neurotypical and neurodivergent students?
17:27–20:28
8
Where can listeners access the Sensory SLP Workshop and Inside Out certificate course?
20:28–22:58
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)