Starting Early Strengthening Neurodiversity
Social Justice ABA Series: Starting Early, Strengthening Neurodiversity by Jagmeet Kaur Sangha & Ben VanHook
The terms neurodiverse and neurodivergent are used more frequently and interchangeably in today’s academic and workplace settings however there is a distinction between the terms. As detailed by the presenters, Jagmeet Kaur Sangha and Ben VanHook, neurodiverse refers to the uniques way that each of our individual brains function while neurodivergent is a classification of brain functioning that differs from what is generally considered “normal” or “neural-typical” (i.e., autism, ADHD, dysgraphia, etc.). Over the years, the neurodivergent population has been subjected to practices, interventions, and environments that have not fostered their ability to thrive and reach their fullest potential. Presenter Ben VanHook recounts from his personal experience the ever-present stigma around being “different” has only been perpetuated by situations like pulling students out of class. There are a number of ways in which we can celebrate the talents and abilities of those who are neurodivergent and also reframe how we respond to the needs of others.
How we respond to such needs was the general theme throughout the Professional Learning Community (PLC) that followed Jagmeet and Ben’s presentation. PLC members discussed a number of ways to reframe our practice. The topic of compliance was discussed and how there is often an undertone in clinical practice that the client needs to adjust or comply. On the contrary, the PLC discussed a number of ways in which clinicians can set up environments for the client to be successful; these include but are not limited to using a client's strengths to generalize to new skills, capitalizing on novel teachable moments, offering choice and being flexible in choice making in an effort to honor a client’s autonomy. Clinician flexibility was also a hot button issue. The members of the PLC were vulnerable and open to discussing the many ways in which they could be less rigid when it comes to not requiring a plan for everything, making space for organic novel situations, and letting go of the need to control or contrive every aspect of a session.
As behavior analysis evolves alongside our ever-changing world, the PLC offered insight into how to teach others without being forceful or using coercion. For this to happen, being open to having conversations about alternatives in an effort to facilitate autonomy and self-determination is imperative. Clinicians should also be aware of when our own judgments are creeping in - what are the barriers that show up for us? Other people? What can we do to show compassion? Be of service? Help to reduce barriers? As clinicians we can look to social validity measures to guide our practice as these measures may provide us with information regarding the client’s lived experience. ABA is a people centric practice. If we are not putting the client first, perhaps we should ask ourselves, “Are we doing ABA?”
As a wise behavior analyst once said…
“I learned one very important thing: the student is always right. He is not asleep, not unmotivated, not sick, and he can learn a great deal if we provide the right contingencies of reinforcement. But if we don’t provide them, and provide them soon, he too may be inspired to say, “Good-bye!” to formal education.”
Fred Keller, 1968
