Dr. Angela Marx, of Peace of Mind, LLC, presented on April 23rd 2020 during a DSAW webinar. We are summarizing the presentation here. Please access the recording of the webinar for further information.

Neurodiversity & Developmental Differences

Developmental Differences can cause disability, but Dr. Marx prefers not to call them “disorders”
High level definition of neurodivergence is all brains and minds work differently
People with developmental differences are neurodivergent
People without developmental differences are typically developing or neurotypical
Focus on accommodations and how to set up an environment for developmental differences

Mental Health

Focuses on social-emotional functioning and development
Everyone’s responsibility

Behavioral Health

Outward presentation of our mental health
Things we can observe and see
Focuses on symptoms

Neurodevelopmental Differences

Your child’s neurodevelopmental needs can impact their learning, behavioral, and emotional needs. Left side of the graphic lists difference in brain styles and the right side lists mental and behavioral health. Differences on the left side can impact behaviors on the right side.

On Diagnosis

Getting a diagnosis can be tricky
Important but not the be all end all
All children's develop at different rates
All children have “uneven” developmental profiles
- strengths and weaknesses
- Especially true for neurodivergent children
Early identification vs intervention
- Acknowledging the diagnosis early on is important, but there isn’t always something to be done right away
- intervention isn’t always necessary! Might just need support and accommodations

Co-occurring Differences

2 neurodevelopmental differences can occur at once (happens 83% of the time)
- dual diagnosis
- EX: motor developmental difference and speech and language difference
Medical and Physical health influences developmental and mental health
Focus on how the mind works not what the mind can’t do

Experts & Approaches

Lots of outdated information around this topic
Intervention and Treatment vs Promoting Healthy Development
- one isn’t better than the other
- Intervention and Treatment isn’t always needed
- Dr. Marx prefers Promoting Healthy Development
Intervention/ Treatment
- instances where this is necessary
  - professionals as experts
    - not every professional your child sees will be up to date
  - Focus on “treat” developmental difference, diagnoses, or disorders
  - Focus on “training” the child to act a certain way, match what we perceive as typical
Promoting Healthy Development
- Parents are the experts
- Not a right or wrong way to develop
- Support child’s unique development
- Supports emotional well being and relationships over skill acquisition

Promoting Healthy Development

All brains are wired towards growth and optimal development
- even if you did nothing
Focus on social-emotional needs and accommodations for developmental differences
Strive to understand unique brain and needs
All children need
- Freedom to play and learn
  - children lean through playing
  - children communicate through playing
  - children do not need to be taught how to play- natural party of their world
  - does not need to involve words or direct teaching
  - meet your child where they are at
  - you can engage with the child just by enjoying them and being yourself as their parent
- Sense of self and belonging
  - important for parents to understand masking
    - when a child changes natural personality to conform to social pressures
    - child notices they are doing something differently and feels the need to change
    - happens when people try to “train” them
    - causes confusion, communicates that their natural way of being is wrong
    - can also cause mental and behavioral health problems down the line
  - help your child understand their strengths and differences
  - Presume competence
    - the individual knows what is best for them
    - provide support
  - Accept who they are- fully whole human with a bright future
  - Help them build confidence
- Relationships and connections
  - learn sensory needs and interest to genuinely connect
  - collaborate to establish routines, rules, preferences
  - accommodate for unique communication needs
    - more than speaking words
  - Peers
    - not necessarily same-aged but same interest and social preferences
    - Connect to local resources

Examples of Accommodation/ Support

Different than providing a treatment
Not focused on changing anything
- Examples
  - if an individual does not prefer to use words or spoken language, you can learn how the child chooses to communicate (Augmentative and alternative communication)
  - Tap into their natural interests and accommodate their natural learning style - not forcing them to learn like everyone else, honoring processing speed
  - Setting up an environment to support the sensory needs of the child

Challenging & Difficult Behaviors

Who defines a difficult behavior?
- if not disrupting or hurting others don’t take them away
- if the behavior is hurting and disrupting others, it is most likely an outward expression of internal distress
  - not giving you a hard time but having a hard time
- No need to change all atypical behaviors
- Atypical behaviors serve a purpose for the child
Meltdowns/ Shutdowns
- Way to deal with overwhelm
- Discover stressors and remove them

Developmental Expectations

Expectation Gap
- when we assume that our child should be able to do something that their brain is not ready to do yet
  - Impulse Control/ Sharing & Turning Taking
    - Typically developed around age 5
  - Emotional & Behavioral Control
    - developing into adulthood
- Expect inconsistency and unpredictable behavior
- Respect child’s right to say “no”
  - not running the house but respecting their right to express what feels right for their brain and body

Other Influences On Behavior and Emotions

Rapid brain growth
Abilities are still emerging
Sleep requirements not being met
Hunger
Sense of safety
Body states and pain
Ups and downs of social and emotional growth
Growing power needs

Regulation

Expect to see behavioral dysregulation/difficulties
- all children can lost control in times of stress
Co-regulation
- sharing own calmness to help child calm down

When More Support May Be Needed

Sudden/ persistent changes from what is typical
Difficulties function or doing things the child has consistently been able to do
Increase and consistency in challenging behavior
- can’t be calmed or soothed in usual ways
Child saying that something is wrong or hurts
Physical symptoms
- stomach aches, sleep difficulties, appetite changes, fatigue

Supports

Medical Concerns
- Primary Care Provider
- Developmental Pediatrician
- Neurology
- Gastroenterologist
- Feeding/Swallowing
- Ear Nose and Throat
- Audiology
Therapies
- Occupational
- Physical
- Speech and Language
- Behavioral Treatments
- Massage, art, Equine
Mental Health
- Licensed Professional Counselor
- Psychologist
- Psychiatrist
Community-Based
- case manger
- Schools (psychoeducational/learning)
- Local resources