Implementing the Divergent Minds Framework

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$300 or 5 monthly payments of $60

Implementing the Divergent Minds Framework

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Started Jul 8, 2023 at 11:00 AM EDT

This live, online (synchronous) course is for professionals who serve autistic and neurodivergent individuals and/or their families. It will encompass the different components of assessment and goal creation through the lens of neuroscience and the neurodiversity paradigm. You will learn how to conduct environmental assessments that include identifying sensory triggers, scaffolding supports to complete tasks, and strategies to meet individua emotional regulation needs. These strategies will provide you with information to develop individualized SMART goals that promote self-determination and self-advocacy.

Contact oswin.latimer@divergentminds.org for ADA accommodations.

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Learning Objectives

By the end of this course, you will be able to:

To define different neurotypes, their associated developmental stages, and describe why social emotional learning is the foundation for other learning.
Identify environmental elements that influence distress
To write culturally competent, neurodiversity-affirming SMART goals that promote self-determination and self-advocacy
To measure goal outcomes that include neurodivergent intersubjectivity

Course Agenda

Saturday, July 8, 2023
5.5 CE Hours
10:00 - 5:00 pm CST

Implementing the Divergent Minds Framework has been approved by NBCC for NBCC credit. Foundations
for Divergent Minds is solely responsible for all aspects of the program. NBCC Approval No. SP-4270.

Lesson 1

The FDM Framework

10:00 - 11:00 AM CST

This lesson defines the different neurotypes and their associated developmental stages as well as outlines how to challenge assumptions in evaluations.

Lesson 1 Learning Outcomes:

By the end of this lesson, you will be able to outline reasonable expectations regarding maturity and development.
By the end of this lesson, you will be able to evaluate planning for the future (e.g. do recommendations lead to optimal interdependence?).

Lesson 2

Ethics of Supporting Neurodiversity

11:00 - 11:45 AM CST

This lesson covers why assessment and goals should be individualized and when to refer out or seek support from other professionals. This lesson also details what this certification means and doesn’t mean as well as how to manage doubts and feelings of shifting philosophy.

Lesson 2 Learning Outcomes:

By the end of this lesson, you will be able to justify taking action versus “listening.”
By the end of this lesson, you will be able to differentiate between lagging skills/problem solving versus changing behavior.
By the end of this lesson, you will be able to educate adults supporting children to see themselves as part of the environment.

Lesson 3

Assessing Environment

12:00 - 1:00 PM CST

This lesson covers the basics of assessment.

Lesson 3 Learning Outcomes:

By the end of this lesson, you will be able to assess how the child is interacting with the environment.
By the end of this lesson, you will be able to demonstrate appropriate observation and support of the child in their environment.

Lesson 4

Setting Up Systems of Support

2:00 - 3:00 PM CST

This lesson provides an overview of setting up systems of support and accommodations.

Lesson 4 Learning Outcomes:

By the end of this lesson, you will be able to identify systems of support and describe common barriers to systems of support and accommodations.
By the end of this lesson, you will be able to determine practical environmental changes.
By the end of this lesson, you will be able to develop appropriate accommodations.

Lesson 5

Designing Neurodiversity-Affirming Goals

3:00 - 3:45 PM CST

This lesson provides an overview of specific, measurable, attainable, relevant, and timebased (S.M.A.R.T.) goals. Wraps up with a review of goals towards self-advocacy (e.g. scripting) and self-determination (e.g. collaborating on accommodations).

Lesson 5 Learning Outcomes:

By the end of this lesson, you will be able to interpret goals toward self-advocacy (e.g. scripting) and self-determination (e.g. collaborating on accommodations).
By the end of this lesson, you will be able to give original examples of specific goals in terms of who, what, when, where, and why.

Lesson 6

Measuring Neurodiversity-Affirming Goals

4:00 - 5:00 PM CST

This lesson details how to appropriately measure goals.

Lesson 6 Learning Outcomes:

By the end of this lesson, you will be able to define what to measure.
By the end of this lesson, you will be able to track meaningful outcomes (autistic traits) in a way that is acceptable to insurance.

Instructors

Oswin Latimer
(fae/they)

Oswin Latimer is an Autistic, Choctaw, Trans, Queer activist and educator with a long history of working against supremacism in faer disability justice work. Fae has extensive experience doing policy work in education, healthcare, and employment. Oswin also acts as an Autistic consultant and provides anti-ableist education and support for dismantling oppressive practices that particularly harm disabled, 2SLGBTQIA+, and BIPoC folx. Oswin has participated in many presentations, panels, documentaries and podcasts over the last decade. In addition to faer activism, Oswin is most proud of faer children, who range from elementary aged to young adult and who are all neurodivergent. Oswin has applied (and applies) faer work into advocacy for and alongside faer kids.

Picutre of a white man with dark brown hair and a goatee. His shirt is a light blue collared shirt, and he's outside in front of greenery.

Daniel Meisenheimer, LCSW
(he/him)

Daniel Meisenheimer is a Neurodiversity and LGBTQI+ affirming counselor, who specializes in supporting neurodivergent teens/adolescents and adults. As a licensed clinical social worker and neurodivergent parent of neurodivergent children, Daniel is passionate about providing parental support through consultation, therapy, and neurodiversity and autism acceptance education. He has extensive experience in crisis intervention as a case worker and counselor, and uses an individualized approach to supports, including EMDR, mindfulness, somatic exploration, and music/sound therapy.

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Maribel Holder, M.S., CCC-SLP
(she/her)

Maribel Holder is a certified Speech-Language Pathologist and founder of Logopedia Speech & Language Therapy, Inc, whose mission to provide a safe, accepting, nurturing, and supportive environment where clients can discover their "voice" (whatever shape or form that takes) and express themselves authentically. She holds a B.A. degree in Psychology from the University of Arizona, an M.S. in Speech, Language, and Hearing Sciences from San Francisco State University, and is currently in the process of pursuing a doctorate in infant and early childhood development. Maribel is a certified member of the American Speech-Language-Hearing Association (ASHA), the World Professional Association for Transgender Health (WPATH), and the International Society for Augmentative and Alternative Communication (ISAAC). She is also a certified Hanen® instructor and DIR Floortime® expert level clinician and training leader. In recognition of her commitment to learning, Maribel is a proud recipient of three ASHA Awards for Continuing Education (ACE).