In this episode, Amy Zembriski discusses the concept of autistic inertia, which refers to the challenges autistic individuals face in initiating, stopping, or switching tasks. She emphasizes the importance of understanding the disconnect between intention and action, advocating for early executive function support for autistic children. Through personal anecdotes and insights from a research article by Buckle and colleagues (2021), she highlights the need for tailored strategies to assist neurodiverse individuals in navigating their daily lives and achieving their goals.

Takeaways

• Autistic inertia is a significant challenge for many autistic individuals.
• Understanding the lived experiences of autistic adults is crucial for effective support.
• Executive function supports should be provided early, not just when children are older.
• The disconnect between intention and action can lead to frustration for autistic individuals.
• Recognizing both strengths and challenges in neurodiversity is essential for holistic support.

Resources & References:

Social Media
Instagram: @amyz.theslp

TikTok: @amyz.theslp

Contact information

info@speechtherapyconnectionsllc.com

Schedule a Parent & Professional Coaching Call
https://tidycal.com/amyztheslp

Blog
https://amyztheslp.com/blog/

References
Buckle, K. L., Leadbitter, K., Poliakoff, E., & Gowen, E. (2021). "No way out except from external intervention": First-hand accounts of autistic inertia. Frontiers in Psychology, 12, 631596.

In this episode, Amy Zembriski discusses the critical role of executive function in supporting AAC users, particularly in the context of neurodiversity. She emphasizes the importance of self-regulation, attention, and impulse control in effective communication.

Takeaways

• Executive function is crucial for AAC users' communication.
• Self-regulation must be prioritized for effective AAC use.
• Modeling without expectations may not be sufficient.
• Reflection strengthens executive function networks in the brain and helps AAC users become successful

  Resources & References:

  
  Social Media
  Instagram: @amyz.theslp

  TikTok: @amyz.theslp
  

  Contact information

  info@speechtherapyconnectionsllc.com

  Schedule a Parent & Professional Coaching Call
  https://tidycal.com/amyztheslp

  
  Blog
  https://amyztheslp.com/blog/

  
  References
  Coffman, J. L., Ornstein, P. A., McCall, L. E., & Curran, P. J. (2008). Linking teachers' memory-relevant language and the development of children's memory skills. Developmental Psychology, 44(6), 1640–1654.

  Zelazo, P. D. (2020). Executive function and psychopathology: A neurodevelopmental perspective. Annual Review of Clinical Psychology, 16, 431–454.
  

In this episode, Amy Zembriski discusses the critical role of executive function in supporting autistic children, particularly those who are gestalt language processors. Through a detailed case study, she illustrates the challenges faced by a child in social interactions and emphasizes the importance of emotional regulation, co-regulation, and self-advocacy. The conversation highlights the need for explicit support and strategies to help children navigate social situations and develop meaningful connections with their peers.

Takeaways

• Executive function is crucial for supporting autistic students and supporting development of social skills
• Discomfort and co-regulation can, and should be a part of the learning process to help autistic children build their frustration tolerance in meaningful contexts
• If your goal is to teach your client self-advocacy skills, developing self-awareness is important
  
  Resources & References:
  
  Social Media
  Instagram: @amyz.theslp
  TikTok: @amyz.theslp
  

  Contact information
  info@speechtherapyconnectionsllc.com
  

  Schedule a Parent or Professional Coaching Call
  https://tidycal.com/amyztheslp
  
  Blog
  https://amyztheslp.com/blog/
  

  References
  Huang, Z., Wang, F., Xue, L., Zhu, H., & Zou, X. (2024). Relationships between sensory processing and executive functions in children with combined ASD and ADHD compared to typically developing and single disorder groups. Brain Sciences, 14(6), 566.

  
  Kenworthy, L., Anthony, L. G., Naiman, D. Q., Cannon, L., Wills, M. C., Luong-Tran, C., Werner, M. A., Alexander, K. C., Strang, J., Bal, E., Sokoloff, J. L., & Wallace, G. L. (2014). Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum. Journal of Child Psychology and Psychiatry, 55(4), 374–383.
  
  Siller, M., Hutman, T., & Sigman, M. (2013). A parent-mediated intervention to increase responsive parental behaviors and child communication in children with ASD: A randomized clinical trial. Journal of Autism and Developmental Disorders, 43(3), 540–555.
  
  
  

In this episode, Amy Zembriski discusses the intersection of executive function and the Natural Language Acquisition (NLA) framework, emphasizing the importance of child-led therapy and the meaningfulness of echolalia. She explores how understanding executive function can enhance language development for gestalt language processors and autistic children. The conversation highlights the need for explicit supports, self-awareness in communication, and individualized strategies to foster effective communication and learning.

Takeaways

• Child-led therapy and echolalia are both meaningful
• Explicit supports to help gestalt language processors make progress does not equate to compliance-based methods
• Self-awareness is crucial for both children and communication partners.

Resources & References:

Social Media
Instagram: @amyz.theslp

TikTok: @amyz.theslp

Contact information

info@speechtherapyconnectionsllc.com

Blog
https://amyztheslp.com/blog/

References
Blanc, M., Blackwell, A., & Elias, P. (2023). Using the Natural Language Acquisition Protocol to support gestalt language development. Perspectives of the ASHA Special Interest Groups.

de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105–134.

Siller, M., Hutman, T., & Sigman, M. (2013). A parent-mediated intervention to increase responsive parental behaviors and child communication in children with ASD: A randomized clinical trial. Journal of Autism and Developmental Disorders, 43(3), 540–555.

Torske, T., Nærland, T., Øie, M. G., Stenberg, N., & Andreassen, O. A. (2018). Metacognitive aspects of executive function are highly associated with social functioning on parent-rated measures in children with autism spectrum disorder. Frontiers in Behavioral Neuroscience, 11, 258.

Venker, C. E., McDuffie, A. S., Ellis Weismer, S., & Abbeduto, L. (2012). Increasing verbal responsiveness in parents of children with autism: A pilot study. Autism, 16(6), 568–585.

Xie, F., Pascual, E., & Oakley, T. (2023). Functional echolalia in autism speech: Verbal formulae and repeated prior utterances as communicative and cognitive strategies. Frontiers in Psychology, 14, 1010615.

Takeaways

• Executive function is crucial for self-directed goals.
• Emotional regulation is foundational for effective communication as dysregulation can block access to language
• Metacognition enhances awareness of one's own thinking.
• Executive function skills can be developed through intentional practice.
• Support for executive function should be a priority in therapy with autistic children

References & Resources:

Social Media
Instagram: @amyz.theslp

TikTok: @amyz.theslp

Contact information

info@speechtherapyconnectionsllc.com

Schedule a Parent or Professional Coaching Session

https://tidycal.com/amyztheslp

Blog
https://amyztheslp.com/blog/

References
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

Melogno, S., Pinto, M. A., & Di Filippo, G. (2017). Sensory and physico-psychological metaphor comprehension in children with autism spectrum disorder: A preliminary study on the outcomes of a treatment. Brain Sciences, 7(7), Article 85.

Wolfer, P., Baumeister, F., Rudelli, N., Corrigan, G., Naigles, L. R., & Durrleman, S. (2024).