Fostering inclusivity helps people thrive in a diverse world. One vital aspect of inclusivity is neurodiversity—the recognition and acceptance of neurological differences such as autism, ADHD, dyslexia and more. By embracing neurodiversity, we create environments that value different ways of thinking, learning and working.

Consider these ways to support neurodiverse individuals in the workplace:

Respect different communication styles

To better accommodate neurodiverse colleagues, vary your communication style and the channels you use. For example, some individuals may prefer written communication and extra time to process information. When working on group projects, provide multiple channels for feedback and consider presenting ideas in visual and text formats.

Advocate and leverage strengths

Stand up for your neurodiverse coworkers by challenging stereotypes and misconceptions, advocating for their needs and celebrating their unique strengths. Neurodiverse individuals often bring creativity, attention to detail, innovation and unique problem-solving skills; acknowledge and applaud these contributions. If you see or hear something potentially harmful or offensive, address it.

Avoid sensory overload

Sensory overload can be a significant issue for neurodiverse individuals. This can include bright lights, loud noises and strong smells. Be mindful when engaging with your neurodiverse colleagues by offering to collaborate in a quiet workspace and reducing visual clutter.

Foster psychological safety

Take time to learn about neurodiversity and the unique challenges faced by those with these conditions. If you have a neurodiverse team member, listen, learn and seek to understand their experiences and perspectives. Model and promote empathy, curiosity and open dialogue so people feel comfortable being themselves without fear of judgment or stigma.

While recently giving a presentation on counseling clients with autism spectrum disorder (ASD), I had a more than professional concern: I am on the spectrum as well. Not that far along, true, but still on it, and if you were not to suspect this meeting me, it is only because a lifetime of learning to function successfully in the neurotypical world has borne fruit. As an autistic clinician, I offer these insights to help colleagues better understand and effectively support neuroalternate clients. (Note: “Neuroalternate” is a term I have personally coined and will be used in place of the clinical term “neurodivergent” for the purposes of this article.)

What is the Neuroalternative Experience?

The neuroalternate experience is like listening to someone who is not a native speaker of your language; while you may understand them, it takes extra effort. In contrast to a richly diverse and kinetic environment, what we prefer, long for, and even need is one that is straightforward, structured, predictable, and low in stimulation. Any deviation from this is unwelcome, stressful, and overloads our circuits. Social rituals and expectations appear strange and nonsensical, and the cues that accompany them are perplexing and inscrutable. There seems no good reason to pay attention to them (despite often getting us, obviously, into hot water).

Direct Communication: Clarity Over Social Rituals

From a neuroalternate perspective, communication the way we want it is direct and straightforward, even blunt. There’s no need for niceties. Just say what you mean, mean what you say, and get on with it. Keeping up with a group conversation is like keeping your eyes on each ant in a swarm of ants. Sarcasm, double meanings, plays on words, idioms, and colloquialisms can go over our heads. Thus, we can sometimes come across as painfully earnest in conversation. True, we don’t enjoy the misunderstandings resulting from all this, but it’s hard for us to see what to do about them. That’s where counseling comes in.

Key Considerations for Clinicians Working with Neuroalternate Clients

Drawing from my clinical experience and personal perspective as an autistic counselor, here are key insights for working with neuroalternate clients.

1. Don’t try to make them into someone they’re not and can’t be. By the time they get to us, most clients are already beaten up by years of expectations they cannot meet and have failed at, leaving them feeling excluded and often ashamed.
2. Remember that neuroalternates do have a need for human relationships. However, after repeated collisions with the neurotypical world, isolation becomes preferable to pain.
3. Accept that to the neuroalternate, relationships built purely on social interactions – hanging out, chatting, bantering – will likely be unrewarding. Likewise, acknowledge that acquiring an instinctive feel for social cues will not happen. It would be like trying to get someone who is color-blind to see color.
4. Use concepts from physical objects to engage. Neuroalternates are drawn to concrete things, so progress can be made on this basis. Think of signals or gauges; if we know what they mean, we can react even if we do not understand the processes behind them. Thus, identifying social cues and learning how to respond to them must be framed in terms of reading instruments that tell the operator to take specific actions. To a neurotypical, this may come across as mechanistic and off-putting; however, it is something the neuroalternate mind can embrace and work with.
5. Be quiet, calm, and patient, and let the client approach you. Buy-in – the alliance – is even more critical than with other clients, since change can feel especially threatening to the neuroalternate client’s sense of self. Reassure them that you will help them learn to cope with the world only as much as they need to yet still remain themselves.

In conclusion, think of a brick wall, with the neurotypical as the bricks and the neuroalternate the mortar. Stacking the bricks on top of one another would result in a wall that is easy to push over. Likewise, mortar by itself does not a wall make. But with mortar to hold the bricks in place, you get a strong and lasting wall. We need each other.

About the Author

James P. Bruner is the high school ASACS counselor in Vicenza, Italy. He has been with ASACS since 2001 and served at three sites in Germany prior to moving to Italy. He grew up in the Upper Ohio Valley and will eventually move with his wife to be with their family in Oklahoma. His interests are in anything that’s alive, any kind of machinery, and any kind of science – frankly, just about anything.

Autism Acceptance Month celebrates the unique strengths of individuals with autism spectrum disorder (ASD) while promoting understanding and support for their needs. ASD affects 1 in 36 children and an estimated five million adults in the U.S. Many face co-occurring mental and physical conditions, requiring holistic care to support their overall wellbeing.

Why acceptance matters

Acceptance creates opportunities and builds a sense of belonging. When individuals with autism are accepted and supported:

• Early intervention becomes possible. Diagnosing autism early enables access to therapies, such as Applied Behavior Analysis (ABA), that improve communication and social skills, promoting independence and meaningful connections.
• Barriers are broken down. Approximately 85% of adults with autism are unemployed or underemployed. Increased awareness and support can help overcome challenges in education, employment and healthcare, creating opportunities for inclusion and success.

Why co-occurring conditions matter

Co-occurring conditions often significantly impact the lives of individuals with ASD.

• Physical health conditions, such as gastrointestinal issues, epilepsy and sleep disorders, affect approximately 50 – 70% of children with ASD.
• Mental health conditions, like anxiety, depression and attention-deficit hyperactivity disorder (ADHD), impact up to 80% of adults with ASD.

Addressing these co-occurring conditions in tandem with ASD improves quality of life, strengthens relationships and promotes greater independence.

How you can make a difference

• Learn: Educate yourself about autism and co-occurring conditions.
• Advocate: Promote participation in schools, workplaces and communities.
• Amplify: Celebrate the strengths and perspectives of individuals with ASD.

Together, we can create a world that embraces neurodiversity, fosters acceptance and empowers individuals with ASD to thrive.

Visit MagellanHealthcare.com/Autism-Resources for more information and helpful resources.

Fostering inclusivity helps people to thrive in a diverse world. One vital aspect of inclusivity that often goes unnoticed is neurodiversity—the recognition and acceptance of neurological differences. By embracing neurodiversity, we can foster inclusive and thriving environments that celebrate unique minds and promote the success of all individuals. Here are some tips to support neurodiverse individuals.

1. Avoid sensory overload – Sensory overload can be a significant issue for neurodiverse individuals. This can include bright lights, loud noises and strong smells. Be mindful when engaging with neurodiverse individuals by suggesting quieter environments and reducing visual clutter.

2. Adapt your communication – To better accommodate neurodiverse individuals, vary your communication style. This may include:

• Avoiding using ambiguous or figurative language.
• Offering advance notice for any changes in plans or routines.
• Using visual aids, charts or diagrams to supplement verbal instructions and enhance understanding.

3. Foster empathy and understanding – Take time to learn about neurodiversity and the unique challenges faced by individuals with conditions such as autism, ADHD, dyslexia and others. Listen, learn and seek to understand the experiences and perspectives of neurodiverse individuals.

4. Be an advocate – Stand up for neurodiverse individuals by challenging stereotypes and misconceptions, advocating for their needs and celebrating their unique strengths. If you see or hear something potentially harmful or offensive, address it. Your support will not go unnoticed.

How can I learn more about neurodiversity?

Find more information and helpful resources at MagellanHealthcare.com/Autism-Resources, including online and tech-enabled resources to help neurodivergent individuals navigate daily life and empower parents, families and caregivers to support children on their journeys.

Sources:
• Forbes
• The Pink News

About 1 in 36 children in the U.S. has been diagnosed with autism spectrum disorder (ASD), according to the Center for Disease Control and Prevention.[1] Getting an ASD diagnosis is a life-changing event for families that can trigger feelings of panic, fear and distress. You may be uncertain or confused about what to do next and how to navigate your new reality. Here are nine tips to help you and ensure your child lives their best life.

1. Do your homework—Learn everything you can about ASD and how it may affect your child throughout their life, including the laws and rights that you and your child have under the Individuals with Disabilities Education Act. The knowledge you gain will help you be an effective advocate for your child.
2. Become a voice for your child—As a parent, you are your child’s first, strongest and lifelong advocate. No one knows your child better than you do. You are the best qualified person to shape your child’s situation in the most caring way and speak out when it comes to their well-being and ensuring that they have the supports they need to flourish.
3. Seek help—The autism community is full of parents and professionals willing to help others in their ASD journeys. Allowing others to help can lighten your load, help you become a better advocate and protector for your child, and make the sometimes difficult journey more enjoyable. Seek out support groups, teachers, therapists, social workers and others for help.
4. Give help when you can—If you can, helping other parents on their ASD journeys can help you to put things in perspective, feel more positive about your own circumstances and create a sense of belonging. Helping others has shown to lower levels of stress and anxiety, which improves overall well–being.
5. Express yourself—As human beings, we need connection. Sharing your feelings with someone you trust, such as your partner or spouse, parents and/or siblings, can be liberating and go a long way in deepening your relationships, and improving your physical and mental well-being, making you a better person, parent and family member.
6. Make self-care a priority—Spending most of your time caregiving can quickly lead to burnout. Proper hydration, a healthy diet and sufficient sleep can help you cope best with daily challenges. Finding time for activities that are fun and fulfilling, such as going to the gym, going for walks and meeting friends, can help you recharge and be the best parent you can be.
7. Find the right providers—While it is important that your child’s providers use evidence-based practices and keep abreast of treatment options, it is also important that they are culturally aware and respect your ideas and traditions. Each cultural group has its own customs, thoughts and taboos regarding physical and mental health care. Find a doctor who not only speaks your language, but is also sensitive to your cultural, religious and personal beliefs.
8. Foster healthy eating habits—Children with ASD often experience issues such as insomnia, eczema, constipation, diarrhea, behavioral outbursts and more. If your child has any of these issues, you might want to see if it is a reaction to foods that are not good for their system or if their intestines are out of balance. Healthy eating habits can make a big difference in the lives of children with ASD.
9. Nurture your child’s strengths—Children improve faster when they work on strengths. Focusing on your child’s strengths, not weaknesses, puts them on the path to their personal best, allows them to develop and excel in things they’re good at, and can greatly improve their self-esteem and well-being. It can also foster a better parent-child relationship.

Magellan Healthcare is committed to improving all lives affected by autism. Visit our Autism Acceptance website for:

• Free resources that increase awareness, celebrate differences and support inclusion.
• Online and tech-enabled resources to help children with autism navigate daily life and empower parents, families and caregivers to support them on their journeys.

Sources:

[1] https://www.cdc.gov/ncbddd/autism/data.html

What is neurodiversity?

 Everyone’s brain is different and develops in its own way. Neurodiversity refers to diversity in the ways in which people experience the world, be it at school, at work or in social settings. Neurotypical individuals’ brain functions are considered “usual” or “expected by society.”

Understanding neurodivergence

Individuals naturally approach thinking in various ways. Neurodivergent individuals’ brains are unique and their behaviors or responses differ from what is expected socially, physically or verbally. Approximately 15-20% of the population is neurodivergent. Some of the most prevalent conditions among individuals who identify as neurodivergent are:

Myths and facts about neurodiversity

 Understanding neurodiversity and the specific challenges neurodivergent individuals face is crucial for creating inclusive and supportive environments. By educating ourselves, we can dismantle stereotypes and stigmas that inadvertently affect others.

Myth: Neurodiversity is the same as ASD.

Fact: Neurodiversity includes ASD, as well as other neurological conditions, such as ADHD, dyslexia, dyspraxia, intellectual disabilities, Tourette’s syndrome, obsessive- compulsive disorder (OCD) and other mental health conditions.

Myth: All neurodiverse individuals are the same/similar.

 Fact: All individuals, whether neurotypical or neurodiverse, are unique in their learning and experiences. Recognizing the diversity within neurodiverse individuals is key to developing inclusive environments.

Myth: Neurodivergent individuals lack communication skills. 

Fact: Like neurotypical individuals, neurodivergent individuals have diverse communication styles. Many communicate effectively in their own unique ways. Tailoring communication strategies to diverse styles fosters inclusivity and supports personal growth.

Myth: Neurodivergent individuals choose not to engage in forming relationships.

Fact: Many neurodivergent individuals genuinely desire connections with others but often feel sadness or a sense of isolation when faced with difficulties in forming those connections. Nonetheless, they can have authentic, enduring relationships, particularly when others are accepting and mindful of their differences.

Myth: Neurodivergent individuals have little chance of succeeding in school, at work or in their communities.

Fact: With equitable opportunities and tools, neurodivergent individuals can be just as successful as others.

Famous neurodivergent personalities

 Many well-known individuals are neurodivergent and have made extraordinary contributions to our world.

• Benjamin Banneker—Self-taught African American mathematician, astronomer and inventor who was appointed by President George Washington to assist in the surveying and planning of Washington, DC
• Simone Biles—African-American gymnast who has won numerous Olympic and World Championship medals and is considered one of the greatest gymnasts of all time
• Tim Burton—American filmmaker, artist, writer and animator known for his unique and imaginative film style, including “Edward Scissorhands” and “The Nightmare Before Christmas”
• Lewis Carroll— English writer, mathematician and photographer who is best known for his literary works, particularly “Alice’s Adventures in Wonderland” and “Through the Looking-Glass”
• Bill Gates—Co-founder of Microsoft and a leading figure in the development of personal computing
• Thomas Jefferson—One of the Founding Fathers of the United States, principal author of the Declaration of Independence, and third president of the United States
• Michaelangelo—Italian Renaissance sculptor, painter, architect and poet who is renowned for masterpieces like the Sistine Chapel ceiling and the statue of David
• Nikola Tesla—A Serbian-American inventor who made significant contributions to the development of alternating current (AC) electrical systems and other inventions
• Emma Watson—English actor and model known for her role as Hermione Granger in the “Harry Potter” film series and being an advocate for women’s rights

Neurodiversity involves acknowledging and valuing the diverse ways our brains work. Neurodivergent individuals experience, interact with and interpret the world in distinctive ways. When we appreciate and celebrate neurodiversity, we cultivate inclusive communities that allow neurodivergent individuals to thrive.

 How can I learn more about neurodiversity and neurodivergence?

Find more information and helpful resources at MagellanHealthcare.com/Autism-Resources, including online and tech-enabled resources to help neurodivergent individuals navigate daily life and empower parents, families and caregivers to support children on their journeys.

Sources:

• Debunking Myths About Neurodiversity in the Workplace | by Stephanie Barnes | Medium
• Debunking The Neurodiversity Myths – eLearning Industry
• Famous Neurodiverse Individuals – CASS (casscounselling.co.uk)
• Successful People with Neurodivergent Disabilities – Student News (manchester.ac.uk)

As October comes to a close, so does the monthly observance known as National Disability Employment Awareness Month. This year’s theme selected by the Office of Disability Employment Policy was “Advancing Access and Equity.” According to the Autism Society, adults with Autism are represented in every field of employment.

In this Q&A article featuring Dr. Amy Latta, a psychologist advisor for Magellan Healthcare, we explore the question – is Autism a disability?  Dr. Latta shares her thoughts on this question below.

Q: Is autism considered a disability (from social, legal, and medical viewpoints)?

Dr. Latta: The medical and legal perspectives both view Autism as a disability. The disability is created when the individual’s impairments (social communication and social interaction, as well as restricted interests, behaviors, or activities) interfere with daily functioning.

In contrast, a social perspective views the individual with Autism as “neurodivergent”  or having a brain style that is simply different from the average or “neurotypical” person in society.  From this perspective, Autism is not a disability. The disability is created by society’s lack of acceptance of an individual with a different or “neurodivergent” brain style. Within this framework, as society becomes more inclusive of persons with Autism and adapts better to their needs, the disability fades.

Q: How do you discuss neurodivergence with a child with autism?

Dr. Latta: If you ask a group of children to draw a person enjoying something fun, do you think all the pictures will look the same? Would anyone’s drawing be the “right” drawing or the “wrong” drawing? That is neurodivergence. It means everyone’s brain functions differently. There is no right or wrong way.

Q: Please briefly outline state government disability benefits people with autism can take advantage of.

Dr. Latta: Social Security Administration’s (SSA) administers the Social Security Income (SSI) program, which provides financial assistance to children and adults with Autism. In order to meet eligibility for SSI, there are income limits and medical requirements (e.g., symptoms of Autism need to be severe enough).

Q: How does getting disability benefits differ for children and adults (especially for parents with teens about to turn 18 – do they need to go through the process of conservatorship before the 18th birthday or will their child need to show financial responsibility, such as a job or paying rent, to get the full amount of disability)?

Dr. Latta: A child (under age 18) with Autism may qualify for Social Security Income (SSI) if the symptoms of Autism are severe enough and the parents’ income does not exceed the income limit. The income limit increases with each additional child under age 18 in the family.

Once a child with Autism turns 18, the parents’ income is no longer counted (even if the child is living at home) in the calculation for SSI benefits.

If a child is going to turn 18 and needs help making life decisions as an adult, the family may want to consider providing support to the child after age 18 through guardianship, conservatorship, or power of attorney. Guardianship and conservatorship are more involved legal processes so the family will want to start this process six months before the child turns 18.

Guardianship: A trusted adult is court-ordered by a judge to make decisions on behalf of the individual. There are full and partial guardians. A full guardian can make decisions about all areas of an individual’s life. A partial guardian can make decisions about select areas of an individual’s life.

Conservatorship: A trusted adult is court-ordered by a judge to make decisions about financial affairs only.

Power of Attorney: Is a legal document that authorizes a trusted adult to make decisions about the individual’s property, finances, or medical care. Under a POA, the individual still retains the right to make decisions on his or her behalf.

Applied behavior analysis

Applied behavior analysis (ABA) is a science-based therapy that can help individuals with behavioral, developmental and social challenges. It is rooted in the principles of behaviorism and focuses on reinforcing positive behaviors while reducing negative ones. In this article, we will explore who can benefit from ABA, who can provide ABA therapy, how to access ABA therapy and more.

Who can benefit from ABA?

ABA therapy can be beneficial for a variety of individuals, including those with autism spectrum disorder (ASD), developmental disabilities and learning disorders. ABA therapy can help with communication skills, social skills and behavior management. It can also improve adaptive living skills.

Who is qualified to deliver ABA?

ABA therapy is delivered by what is generally known as a Board-Certified Behavior Analyst (BCBA). These professionals have a master’s or doctoral degree and have passed a certification exam. BCBA’s also have extensive training and experience in the principles of ABA therapy. There are also professionals who can provide ABA therapy under the supervision of a BCBA and are commonly referred to as:

• Board Certified Assistant Behavior Analysts (BCaBAs)—Have completed a bachelor’s degree and have passed a certification exam.
• Registered Behavior Technicians (RBTs)—Have completed a minimum of 40 hours of training and have passed a competency assessment.

In addition to these professionals, ABA therapy teams may also include speech-language pathologists, occupational therapists and physical therapists. These professionals work together to provide a comprehensive approach to ABA therapy, addressing your child’s unique needs and goals.

How are ABA services accessed?

Accessing ABA services is a multi-step process:

1. A diagnosis and recommendation for ABA therapy is made by a medical doctor (MD) or a healthcare-related PhD.
2. Parents contact their health plan or an ABA provider to begin the process of securing insurance authorization to conduct an assessment.
3. An ABA provider works with parents to ensure insurance approval is granted before the assessment begins.
4. A BCBA conducts the assessment. If the child is deemed a suitable candidate for ABA therapy, the BCBA submits treatment recommendations to the health plan.
5. Once the health plan approves the recommendations, ABA therapy can begin.

Insurance coverage for ABA therapy may vary depending on the specific diagnosis. It is always prudent to check with your health plan to determine which diagnoses are covered. This process ensures your child receives the proper care and the health plan covers the cost of ABA therapy consistent with the terms of your coverage.

What are other pathways to ABA?

In addition to accessing ABA therapy through health insurance authorization, you can explore:

• State-funded programs which provide services and support to individuals with developmental disabilities. They can also help you identify ABA providers and may cover the cost of therapy for eligible children.
• Local school districts that offer Individualized Education Plans (IEP). Schools may have in-house ABA providers or work with outside agencies to provide services to children in need.
• Out of pocket, or private pay, allows you to choose your own ABA provider and have more control over the type and frequency of therapy sessions.

It is important for you to explore all options and choose the pathway that best meets your needs and the needs of your child.

How are goals developed and how is progress measured?

Goals for ABA therapy are developed based on your child’s unique needs and abilities. A BCBA will conduct an assessment to identify areas of strength and areas for improvement. Once goals are established, progress is measured through data collection and analysis. This information is used to adjust treatment plans as needed. Progress reports are shared with you and other professionals involved in your child’s care.

 What does ABA look like?

ABA sessions are typically conducted one-on-one with a BCBA, RBT or BCaBA. ABA sessions are highly structured and tailored to meet your child’s specific needs. A typical ABA session is comprised of three main components.

1. Goal implementation—During sessions, the therapist works with your child to help them achieve their goals which are developed based on their unique needs and abilities.
2. Behavior plan implementation—Behavior plans are developed to address specific behaviors your child is struggling with. Therapists use positive reinforcement strategies to increase positive behaviors and decrease negative ones.
3. Family/caregiver training and support—Family and caregivers play a key role in the success of ABA therapy. During ABA sessions, therapists work with family and caregivers to provide training and support. Family and caregivers learn the core principles of ABA, along with strategies to help reinforce positive behaviors at home and manage challenging behaviors. By working together, the therapist, your child and you can achieve positive outcomes and promote meaningful change.

Where can ABA take place?

ABA therapy can be delivered in your child’s natural settings, including home, school and the community. Therapy can also take place in clinics. The therapist will collaborate with you and other professionals to determine the most appropriate setting for your child.

Interested in learning more about ABA?                              

• Find and watch the recording of our webinar, “What is Applied Behavior Analysis (ABA) and how can it help my family?” here.
• Visit the following websites:
  • Centers for Disease Control and Prevention (CDC)—Learn about early signs of ASD, severity levels and how they are defined, types of testing available and more.
  • Autism Speaks—Learn the signs of autism and become familiar with the typical developmental milestones that your child should be reaching at all ages.