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Dr. Wright is a clinical and developmental psychologist with expertise in psychological assessment. He is a Clinical Associate Professor and Director of the PhD Program at NYU, as well as the Founding Director of the NYU Center for Counseling and Community Wellbeing, and is focused on social justice issues in the mental health space broadly. He’s conducted research specifically in tele-assessment with children and adolescents and authored the only book on the topic, Essentials of Psychological Tele-Assessment. Widely cited and consulted with on evidence-based psychological assessment practice, having first authored a recent article on Evidence-Based Clinical Psychological Assessment and authoring the Handbook of Psychological Assessment, the most widely used text on assessment in the field.
SPEAKER DISCLOSURES:
Financial: Dr. Jordan Wright is paid by Parallel Learning.
Non-Financial: No relevant non-financial disclosures exist.
LEARNING OUTCOMES:
- Clearly define neurodiversity.
- Describe how the mismatch between neurodivergent students' brains and their environment contributes to difficulties.
- List three strategies for improving neurodivergent students' executive functioning skills.
TIME-ORDERED AGENDA:
5 min: Introduction
10 min: What is neurodiversity
10 min: How schools/classrooms expect neurotypical levels of executive functioning and undermine neurodivergent kids
20 min: Upskilling neurodivergent kids' executive functioning
10 min: Q&A
5 min: Wrap up
Alexa Kelly is a speech-language pathologist in the Atlanta area. She holds a Master of Science in Communication Sciences and Disorders from Armstrong State University (ASU), where she also earned their Bachelor of Science in the same field. Her professional experience spans various settings, from outpatient clinics to public schools, where she has worked with diverse populations including pediatric and adult clients. As of 2023, Alexa owns a mobile speech therapy clinic called Brain Positive Therapy, where she promotes neurodiversity-affirming care to individuals of all ages. She was inspired to create her clinic because of her experience as someone with ADHD and Autism herself. Alexa uses a holistic trauma-informed approach to care, so that clients can feel at ease communicating about their experiences and their needs. Alexa has been recognized with the ASHA Distinguished Early Career Award by the American Speech-Language-Hearing Association in September 2023. She is also a published writer, with her work being published in the March/April 2024 edition of The ASHA Leader. Her writing targets advocacy for neurodivergent individuals and promoting a social model of care over the medical model.
LEARNING OUTCOMES:
- Identify common signs of burnout in neurodiverse individuals
- Summarize how neurodiverse individuals are at higher risk of mental health comorbidities
- Describe the pillars of trauma-informed care
- Summarize three ways in which providers can advocate for a neurodiverse individual’s mental health needs.
10 min: Introduction and Background
15 min: Introduce the concept of neurodiversity and the mental health comorbidities associated with neurodivergence
15 min: Discuss the common signs of burnout amongst neurodivergent individuals
15 min: Discuss trauma-informed care and how this can be used for advocacy
5 min: Q & A
Rachel Archambault M.A. CCC-SLP is an award-winning speaker and consultant for trauma-informed care as well as a licensed speech-language pathologist (SLP). She collaborates with service providers (SLPs, doctors, PT/OT, etc.), parents, businesses (schools, hospitals, universities, rehab), and communities to incorporate trauma-informed care into their setting.
In 2018, Rachel was an SLP at Marjory Stoneman Douglas High School in Parkland, FL when an internationally publicized traumatic event happened at her workplace. After wondering how she could better work with her students (and self) who had undergone trauma, she found trauma-informed care. Her lived experience of trauma in combination with her profession allow her to bridge the gap for SLPs and other service providers who want to learn about and implement trauma-informed care in any setting. Rachel is a neurodivergent SLP, (PTSD & ADHD) and advocates for mental health trainings for SLP.
Rachel uses her unique journey to help put a face to trauma for healthcare providers, parents, and universities.
Non-Financial: Rachel Archembault, MA, CCC-SLP is a member of ASHA, ASHA SIG 20, FLASHA, and CHAT Advisory Board.
- Recall the 6 pillars of trauma-informed care
- Describe three ways trauma impacts the brain/body
- Identify when students or self might be dysregulated
10 min: Introduction and What is Trauma?
15 min: What is Trauma-Informed Care?
15 min: How Can We Be Trauma-Informed as Providers?
20 min: Trauma-Informed Videos and Case Studies
As always, please reach out with any questions or suggestions.
In order to receive a certificate of completion and/or be reported to ASHA for CEUs, learners will be expected to:
- Attend the entire live webinar
- Attendance will be tracked through Zoom reports
- Be sure to join with the email address attached to your registration
- No partial credit will be awarded
- Complete and submit a self-assessment evaluation within 3 business days.
Parallel Learning strives to provide evidence-based content for its participants. Should a participant have concerns with the quality or content of a course, please contact support@parallellearning.com. All complaints need to be provided in writing and will be addressed in 30 days.