MAKING SENSE OF AUTISM®
FOR SLPs · ONE-HOUR COURSE
You dropped the eye-contact goals.
So what goes on the report now?
What to Target Instead:
The Neuro-Affirming Shift for SLPs shows you, starting with what's working for each autistic student.
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Annual Goals
Student will maintain eye-contact
Will demonstrate whole body listening
Student will follow 2-step directions
Start with what's working →
01
THE PROBLEM
You know what you don't want to target anymore.
You've stopped writing eye-contact and whole-body-listening goals. But the IEP is due and the team still expects compliance targets, so you're left guessing what to put in their place.
Most of us were trained to find deficits and fix them. Letting go of that feels right, and it can also feel like stepping off a ledge. You care about doing right by your students. You just need something solid to stand on.
02
THE FRAMEWORK
Four quadrants. Strengths come first.
The Neuro-Strengths Based Support for Autism Framework gives every observation a place. You start with what's working, then name what's getting in the way.
start here ↓
Strengths
Potential Strengths
Barriers
Triggers
03
WHAT YOU GET
$17
What you'll walk away with
How to start with what's working for any autistic student or client
You'll spot strengths you've been walking past, and they become the base for your goals
Where everything you observe belongs
Strengths, Potential Strengths, Barriers, and Triggers give every observation a place.
How to look past behavior to the need underneath it
Behavior is communication. You'll learn to read what it's telling you.
How to explain your approach to your IEP team
You go from "I think this is right" to "I know why this is right, and I can explain it."
Walk into your next IEP meeting knowing what to target and why.
Who made this
We're Susan Golubock, an autistic occupational therapist, and Staci Neustadt, a speech-language pathologist. We were trained the same way you were, to find the deficit and drill the skill. We were trained the same way you were, to find the deficit and drill the skill. For me, the compliance and reaction approach never felt right. I felt like I was bribing kids, then reacting when they got upset. Now I understand what they need to thrive and how they learn best.
We built the Neuro-Strengths Based Support for Autism Framework because good clinicians kept telling us the same thing. They'd outgrown the deficit model and needed a way of working that holds up in an IEP meeting and on a full caseload.
“My biggest 'ah ha' moment was that I need to collaborate more WITH my autistic client instead of making choices for them."
PT, grandparent of a child with autism and ADHD
"My 'aha' moment while listening was realizing how important it is to tie activities to something that really matters to the client. I appreciate the content being presented from the lens the autistic individual."
SLPA
“I found it helpful to learn about supporting and targeting potential strengths instead of attempting to "change" them. I want to better serve my autistic clients and build on what they can do and this helped me do that.”
OT
Ready to start with what's working?
For $17 and one hour, you get a clear way to see your autistic students and goals you believe in.
Questions? Reach us at info@makingsenseofautism.com or 720.295.4851