This is part two of our conversation with Dr. Jack Naglieri, an emeritus professor at George Mason University and senior research scientist at the Devereux Center for Resilient Children. Dr. Naglieri is best known for developing the Naglieri Nonverbal Ability Test and the Cognitive Assessment System (CAS).

Emily and Jack talk about the history and evolution of intelligence testing, exploring how traditional methods like the Stanford-Binet and WISC have influenced our understanding of intelligence for over a century. Dr. Naglieri shares his critical perspective on the limitations and biases of these tests, particularly their reliance on verbal content and the implications for equitable assessment.

They also talk more about the PASS theory (Planning, Attention, Simultaneous, and Successive processing), which forms the foundation of the CAS, and how this theory, based on brain function, can provide a more accurate and inclusive measure of cognitive abilities. The CAS was designed to evaluate these processes, and offers insights into students' strengths and weaknesses, which can help identify learning disabilities and giftedness.

This conversation challenges traditional views on intelligence testing and offers new perspectives on how to measure and understand cognitive abilities in a fair and scientifically grounded manner. Feel free to download a free copy of PASS Theory of Intelligence and the CAS2.

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Dr. Jack A. Naglieri, Ph.D., is Emeritus Professor at George Mason University and Senior Research Scientist at the Devereux Center for Resilient Children. His main interest is the development of psychological and educational tests and the implications these approaches have for accurate and equitable assessment.

He has published about 25 books, 50 tests and rating scales, and approximately 300 research papers. Jack is the author of tests used for identification of gifted students, including the Naglieri Nonverbal Ability Test. He partnered with Dina Brulles and Kim Lansdowne to coauthor the Naglieri Tests of General Ability Verbal, Quantitative and Nonverbal, and the book, Understanding and Using the Naglieri General Ability Tests: A Call to Equity in Gifted Education (Brulles, Lansdowne & Naglieri, 2022).

Dr. Naglieri has received many awards for his extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with equitable scientific practice.

BACKGROUND READING

PASS Theory of Intelligence and the CAS2

Jack’s website

The Naglieri General Ability Tests

As part of our two-part series, we are speaking with Dr. Jack Naglieri, an emeritus professor at George Mason University and senior research scientist at the Devereux Center for Resilient Children. Dr. Naglieri is renowned for his work in intelligence testing and the development of the Naglieri Nonverbal Ability Test.

In this episode, part one of the interview, he and Emily talk about his insights on the evolution and misconceptions surrounding intelligence assessment. They delve into the history of intelligence testing, highlighting the limitations and biases inherent in traditional methods. He describes the experiences that led him to question the validity of verbal-based intelligence tests, and ultimately inspired his development of nonverbal assessment tools. Dr. Naglieri describes how and why his tests aim to measure thinking rather than knowing, and how it provides a more equitable approach to assessing intelligence.

They discuss the PASS theory of intelligence, and how it forms the foundation of the Cognitive Assessment System (CAS), a tool designed to measure these processes and offer a nuanced profile of an individual's cognitive strengths and weaknesses.

They cover much more as well, it’s an enlightening conversation about how we measure intelligence. Look for part two of the chat in episode 230. Feel free to download a free copy of PASS Theory of Intelligence and the CAS2.

Our courses in the Neurodiversity University are 50% off right now, for a limited time. Click here, and use the promo code SUMMER24.

Dr. Jack A. Naglieri, Ph.D., is Emeritus Professor at George Mason University and Senior Research Scientist at the Devereux Center for Resilient Children. His main interest is the development of psychological and educational tests and the implications these approaches have for accurate and equitable assessment.

He has published about 25 books, 50 tests and rating scales, and approximately 300 research papers. Jack is the author of tests used for identification of gifted students, including the Naglieri Nonverbal Ability Test. He partnered with Dina Brulles and Kim Lansdowne to coauthor the Naglieri Tests of General Ability Verbal, Quantitative and Nonverbal, and the book, Understanding and Using the Naglieri General Ability Tests: A Call to Equity in Gifted Education (Brulles, Lansdowne & Naglieri, 2022).

Dr. Naglieri has received many awards for his extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with equitable scientific practice.

BACKGROUND READING

PASS Theory of Intelligence and the CAS2

Jack’s website

The Naglieri General Ability Tests

On this episode, we talk about tech ideas that help neurodivergent people. Parker Klein and Joe Steilberg, the co-founders of the notes and organization app Twos, join Emily Kircher-Morris to discuss the benefits of writing things down and how technology can help people stay organized. They share their personal experiences with ADHD, and how their app is helping neurodivergent people take control of their lives. They also talk about the integration of incentives and gamification in their app to motivate users to stay organized. The conversation explores the social component of Twos, and the importance of clarity and peace of mind that comes from staying organized.

Takeaways

• Writing things down can improve organization and help with memory

• Technology can provide tools and features to make writing things down more efficient and enjoyable

• Incentives and gamification can motivate users to stay organized and form good habits

• Sharing thoughts and goals with others can provide a sense of community and support

• Listing out tasks and goals can bring clarity and peace of mind

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Parker Klein and Joe Steilberg are the co-founders of Twos - an app developed to help people stay organized with to-do lists, reminders, events and more. Parker used to work at Google and left his job to pursue Twos full-time. Joe is a natural-born salesman with ADHD. They are both on a mission to help people write things down and stay organized.

BACKGROUND READING

Get the Twos app

Twos on Twitter/X

Parker on Twitter/X

Joe on Twitter/X

Twos on YouTube

Twos on Instagram

Parker on Instagram

Joe on Instagram

You often hear people reference their own OCD, but there’s far more to it than just the desire to be orderly or neat. Today, Emily Kircher-Morris explores the topic of obsessive compulsive thinking patterns, their impact on individuals, and the importance of discussing mental health with children. Jessica Whipple, author of 'I Think I Think a Lot,' shares her personal experiences with OCD and the coping strategies she has developed. The conversation also highlights the significance of representation in children's literature and the role of books in teaching coping skills. If you’re curious about OCD, this episode will help.

Takeaways

• Obsessive compulsive disorder (OCD) is characterized by obsessive thinking and compulsive behaviors, which can manifest in various ways such as contamination fears, taboo thoughts, and perfectionism.

• Children's literature plays a crucial role in representing diverse experiences, teaching coping skills, and reducing stigma around mental health and neurodivergence.

• Exposure and Response Prevention (ERP) can be an effective treatment for OCD, helping individuals manage their thoughts and behaviors.

• It is important to have open conversations with children about mental health, providing them with the tools to understand and cope with their emotions and experiences.

Sign up for the Educator Hub now, the window for registration closes Sunday night, June 2, at 11:59pm pacific time. We’d love for you to join us!

Jessica Whipple is an acclaimed published author who writes for adults and children. Her book, I Think I Think a Lot, was inspired by her own OCD and was published by Free Spirit Publishing, and illustrated by Josée Bisaillon. Her poetry for adults, which often includes themes of mental health and parenting, has been published both online and in print. Her poem Broken Strings was nominated for a 2023 Pushcart Prize. To read some of her work, click on her link (below) or find her children's picture books anywhere books are sold.

BACKGROUND READING

Jessica’s website

Instagram

Twitter/X

There’s a new term circulating in the neurodiversity community, AuDHD. Today, Emily Kircher-Morris is talking with Mattia Maurée, a neurodivergent individual with both ADHD and autism. They talk about how the two diagnoses blend together, one side desiring routine and sameness, while the other seeks novelty and change. They also discuss the challenges of receiving accurate diagnoses, the impact of stigma on neurodivergent individuals, how career pathways are affected, Mattia’s personal experiences of being misunderstood and judged, and the importance of community. The conversation covers many other subjects as well, and it’s all part of episode 226.

Takeaways

• ADHD and autism can coexist in individuals, with one part of them desiring routine and sameness while the other seeks novelty and change.

• Receiving accurate diagnoses for neurodivergent individuals can be challenging, as the symptoms of different conditions can overlap and mask each other.

• Stigma and misunderstandings surrounding neurodivergent individuals are pervasive and can lead to discrimination and mistreatment.

• Being twice exceptional, with both ADHD and autism, can result in unique challenges and experiences, including being misunderstood and judged by others.

• When Pathological Demand Avoidance (PDA) is a factor, it can lead to difficulties in regulating the nervous system, and can have a significant impact on daily life.

• Finding a career that aligns with one's interests and strengths is crucial for neurodivergent individuals.

• Community support and understanding are essential for neurodivergent individuals to thrive and feel deeply understood.

Click here to go to our Facebook post, where you can nominate a colleague (or yourself) for a free membership to the Neurodiversity University Educator Hub!

Mattia Maurée is an AuDHD coach and host of the AuDHD Flourishing Podcast. Creative outlets in music and the arts became Mattia's refuge through a childhood full of unpredictability. Confronting trauma sparked an interest in the topic, and it led to their Autism diagnosis in their 30’s, as well as finding somatic neurodivergent-friendly methods of working through depression and anxiety. They now share their experiences to give hope to queer, trans, and neurodivergent youth and young adults through coaching, and embrace the philosophy of “feel better first.”

BACKGROUND READING

AuDHD Flourishing website

AuDHD Flourishing podcast

TikTok

Traditional talk-based therapy is sometimes less effective for neurodivergent people. On this episode, Emily Kircher-Morris welcomes ADHD-er and licensed social worker Chris Nealy, to discuss the effectiveness of experiential therapy for neurodivergent individuals. They talk about some of the different forms of experiential therapy, like applied theater, equine facilitated psychotherapy, and technology-based interventions. These forms of therapy focus on nonverbal communication and body language, allowing for more effective communication and engagement. They also discuss how experiential therapy has helped improve relationships and understanding within families.

Takeaways

• Experiential therapy, which focuses on nonverbal communication and body language, can be highly effective for neurodivergent individuals.

• Applied theater and equine facilitated psychotherapy are examples of experiential therapy interventions that have shown positive results.

• Technology-based interventions, such as video modeling and incorporating personal interests like gaming, can also be effective in experiential therapy.

• Experiential therapy can help improve relationships and understanding within families by providing a different perspective and facilitating communication.

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Chris is a licensed social worker and military veteran service provider in the state of North Carolina. As a person with ADHD, he fully embraces the strengths and challenges of executive functioning differences experienced by those affected by ADHD and Autism. Chris enjoys helping others recognize their potential in personal, social, academic, and professional arenas. ADHD/Autism have huge impacts on intimate relationships as well, and Chris provides support for parents and couples who are navigating the hurdles of loving someone with these qualities.

BACKGROUND READING

Chris’s practice

Triple Play Farm

“Buck,” the film

This week, Emily Kircher-Morris sits down with Jessica Sinarski, a mental health counselor who merges neuroscience with education and family dynamics. They dig into the complex relationship between trauma and neurodivergence, underscoring the critical need for trauma-responsive practices and a strengths-based perspective in supporting neurodivergent people. They explore how trust and early life experiences shape brain development, and the profound impact these factors have on individuals throughout their lives. They talk about creating neurodiversity-affirming and trauma-informed environments within schools, and discuss the often overlooked 'hidden senses' that are crucial in supporting neurodivergent students. All of that, packed into episode 224.

Takeaways

• Understanding the intersectionality between trauma and neurodivergence is crucial in supporting neurodivergent individuals.

• Being trauma-responsive means using awareness of trauma to act accordingly and respond appropriately.

• A strengths-based approach recognizes that no part of the brain is bad and focuses on supporting and celebrating individual strengths.

• Schools should strive to be neurodiversity-affirming and trauma-informed, integrating a brain-based perspective and understanding the hidden senses.

• Building trust and maintaining trusting relationships is essential in supporting neurodivergent individuals who have experienced trauma.

To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions.

If you see value in rethinking education and building a stronger classroom, consider joining the Neurodiversity University Educator Hub! It’s a group built for educators, and we’ll open registration again soon! Sign up to be alerted, and join us for the learning, sharing, and fun!

Mental health professionals, get on the list and we’ll notify you when we open our upcoming community, the Neurodiversity University Therapist Hub.

Jessica Sinarski, LPCMH, is an author, educator, and the founder of BraveBrains. She partners with school districts and child welfare agencies around the world, translating neuroscience into actionable steps for kids and adults alike. Jessica ignites both passion and know-how in audiences through her books, training, and deeply trauma-informed resources.

BACKGROUND READING

New book

BraveBrains website

Amazon author page

New book on Audible

Instagram

Facebook

LinkedIn

Twitter/X

YouTube

Today we’re tackling the challenge of decoding ADHD in children. Emily Kircher-Morris chats with Drs. Yael Rothman and Katia Fredriksen about the cultural and socioeconomic factors that influence the diagnosis, the disparities in diagnosis rates among different racial and ethnic groups, and the impact of stigma. They also explore the benefits of early diagnosis and intervention, and of recognizing and leveraging the strengths often inherent in ADHD. They touch on a host of other subjects as well, on episode 223.

Takeaways

• Cultural and socioeconomic factors influence the diagnosis and management of ADHD in children, leading to disparities in diagnosis rates among different racial and ethnic groups.

• Early diagnosis and intervention are beneficial for children with ADHD, as it helps with de-stigmatization, self-esteem, and self-advocacy.

• ADHD individuals have unique strengths, such as creative thinking, hyperfocus, and resilience, which can be leveraged for success.

• Having conversations with children about their diagnosis is important for their understanding and self-acceptance.

• Parents should take time to process information, ask questions, and prioritize their own mental health throughout the diagnosis and management process.

To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions.

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Because you asked, the music at the end is Claude Debussy’s Clair de Lune.

Dr. Katia Fredriksen and Dr. Yael Rothman are pediatric neuropsychologists at a private practice, where they complete assessments with children and adolescents with a wide range of conditions that impact learning, behavior, and/or socioemotional functioning. They recently published the first book of their Different Thinkers series, designed to provide elementary-age children with a resource to understand their diagnosis, manage the associated difficulties, and appreciate the many strengths that come along with their profiles. Their first book, Different Thinkers: ADHD, focuses on the diagnosis of ADHD.

Dr. Fredriksen trained at Princeton University and the University of Massachusetts Boston. She lives with her family in Arlington, Virginia. Dr. Rothman trained at the University of Michigan and Ferkauf Graduate School of Psychology. She lives with her family in Washington, D.C.

BACKGROUND READING

Website

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Different Thinkers: ADHD