Neurodiversity affirming practice: introduction and clinical application

Presenter: Sarah Pillar and Abby Chee

CliniKids, Telethon Kids Institute

What is neurodiversity? Why should we be using a neurodiversity affirming lens in our practices? What does it actually mean to use neurodiversity affirming practice?

Attend this masterclass and gain a better understanding of neurodiversity key concepts and practical applications.

There have been substantial cultural shifts over time in how we conceptualise, discuss, and support individuals with neurodevelopmental and/or neurological differences which impact on the ways individuals interact with or perceive the world. These cultural shifts have been influenced by social movements as well as research which has increased our understanding of neurodevelopmental and neurological conditions. There are increasing calls from the community for practitioners to have a full understanding of the neurodiversity model and for clinical goals and supports to be neurodiversity affirming. This masterclass will focus on supporting clinicians to gain a better understanding of neurodiversity affirming key terms and concepts, understanding how research supports and is being influenced by the neurodiversity model, and to understand how to apply neurodiversity affirming practices within clinical goal setting and support delivery. While neurodivergence includes a wide range of conditions, the presenters will focus on unpacking and apply the neurodiversity model through application to autism and will use autism case examples.

About this event:

This masterclass will include a presentation on recent research, clinical case examples, and include at least one group activity and handouts.

Key Learning Objectives

1. To understand neurodiversity key terms and concepts
2. To understand the research related to the neurodiversity model.
3. To understand how to apply neurodiversity affirming practice within clinical work, with a particular focus on autism.

This masterclass is designed for those with basic familiarity – attendees will be assumed to have a casual familiarity with topic area (e.g., one client).

Attendees will gain a practical understanding of how the neurodiversity model and neurodiversity affirming practice applies to their clinical work. Key areas of application will be discussed, including how a neurodiversity affirming view influences goal setting and support planning, delivery and monitoring.

Attendees will be able to bring the theoretical and practical knowledge back to their clinical setting and start to apply the neurodiversity paradigm to their clients and practice.

Duration & Format / Training Modalities

This workshop has approx. 2 hours CPD, and morning tea is included in your registration.

Doors open prior to the 10am start, and the expected finish is 12:30pm.

References – readings

1. Crompton, C. J., Ropar, D., Evans-Williams, C. V., Flynn, E. G., & Fletcher-Watson, S. (2020). Autistic peer-to-peer information transfer is highly effective. Autism , 24(7), 1704–1712.
2. Pellicano, E., & Houting, J. (2022). Annual Research Review: Shifting from “normal science” to neurodiversity in autism science. Journal of Child Psychology and Psychiatry, 63(4), 381–396.
3. Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice. Frontiers in Psychology, 12, 635690–635690.
4. Cherewick, M., & Matergia, M. (2023). Neurodiversity in Practice: a Conceptual Model of Autistic Strengths and Potential Mechanisms of Change to Support Positive Mental Health and Wellbeing in Autistic Children and Adolescents. Advances in Neurodevelopmental Disorders.
5. Baron-Cohen, S., Ashwin, E., Ashwin, C., Tavassoli, T., & Chakrabarti, B. (2011). The paradox of autism: Why does disability sometimes give rise to talent? In A. Pascual-Leone, V. Ramachandran, J. Cole, S. Della Sala, T. Manly, A. Mayes, et al. (Authors) & N. Kapur (Ed.), The Paradoxical Brain (pp. 274-288). Cambridge: Cambridge University Press.
6. Brown, H. M., Stahmer, A. C., Dwyer, P., & Rivera, S. (2021). Changing the story: How diagnosticians can support a neurodiversity perspective from the start. Autism, 25(5), 1171–1174.

AACBT student members have free tickets, but MUST book to reserve their place.

Non-members can join now and gain all of the other advantages of AACBT Membership!

There are no early bird rates for this event and please note that there are no door sales possible.

Please contact info@aacbt.org.au for more information.

COVID Safety:

Please note, the venue will be following all relevant Public Health Orders and checking delegates as per their obligations. Density, and mask requirements will be in line with relevant government guidelines. As per all events, please do not attend if you are unwell.

If you are required to cancel your attendance owing to a COVID isolation, please contact us for a full refund or ticket transfer.

Images: supplied; supplied