I often get asked about my opinion of specific programs and whether they are Neurodiversity Affirming or not.

Here’s the thing. Neurodiversity Affirming Practice isn’t a binary thing. It’s not a simple ‘yes’ or ‘no.

(And I’m also not across every program and therapy approach!)

Neurodiversity Affirming Practice does have some core components and I want you to feel capable of weighing up programs, resources, and approaches on your own. Clinical/professional judgement… no shortcuts.

Well, OK here’s a little shortcut. I’m very much into supporting professionals by turning complex ideas into straightforward tools and resources. So… here’s a guide to whether a behaviour program or approach leans more towards being ND Affirming, or whether it leans more away from this.

Signs that a behaviour program/resource/approach is aligned with Neurodiversity Affirming Practice

• Children are viewed as whole humans, deserving of understanding and support
• Children are held in positive regard, under the assumption that they’re doing the best they can at any moment with the tools and skills they have, within the context of that moment
• Children’s behaviours are understood in terms of the deeper, complex, layered reasons behind them
• Attempts to change the child’s behaviour focus on what will be most helpful, supportive and compassionate for the child
• Behaviours that a child exhibits that are ‘different’ to neurotypical children or different to ‘expected’ behaviours are fine – e.g. hand-flapping as a stim – these don’t need to be changed
• Strategies to support behaviours focus on changing the environment and the people around the child to ensure a most-supportive situation, therefore reducing the incidence of challenging behaviours
• Behaviour support plans are created collaboratively with the child

Signs that a behaviour program/resource/approach is not aligned with Neurodiversity Affirming Practice

• Children are viewed as needing to be controlled by grown ups, and needing to be ‘taught lessons’
• Children are viewed as being intentionally difficult or doing challenging behaviours on purpose
• Children’s behaviours are understood in terms of the immediate preceding triggers (what happened right before the behaviour)
• Attempts to change the child’s behaviour focus on what will be helpful or make life easier for the people around the child
• Behaviours that a child exhibits that are ‘different’ to neurotypical children or different to ‘expected’ behaviours are the target for behaviour change – e.g. trying to stop a child from hand-flapping as a stim
• Strategies to change behaviours focus on reacting to the child’s behaviours (often by punishing or shaming the child)
• Behaviour support plans are created about and to children, but exclude them from the process

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Next time you wonder whether a behaviour support approach or program, my hope is that you can use these guidelines as a filter to help you evaluate it, ask questions, and ideally proceed with Neurodiversity Affirming-aligned approaches when you support neurodivergent children.

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Join over 140 other therapists to learn more with me about affirming ways to support your autisic clients/students. Gain knowledge, practical ideas & confidence that your strategies and approaches are aligned with best, neurodiversity affirming practice!

 With me, autistic ADHDer speech therapist & professional educator, Adina!