Most clinicians were trained to document deficits. Here's how to write autism reports that are clinically rigorous, affirming, and still qualify clients for services.

Your autistic student scored low on the CELF Pragmatics Checklist. Now what? Many SLPs want to avoid writing goals that teach masking, compliance, or neurotypical social behaviors. In this conversation, we explore what pragmatic language assessments may be measuring, what they may be missing, and how to create more neuro-affirming supports and goals for autistic students.

Many autism assessments tell us what an autistic student can or cannot do—but not why. Learn how a neuro-affirming assessment approach helps therapists identify strengths, barriers, triggers, and emerging skills that lead to better goals and more meaningful support. Watch the full conversation with an autistic OT and Neurodivergent SLP.

Many autistic individuals struggle with social communication, but what if the real challenge isn't social skills? Discover how body awareness, sensory processing, regulation, and safety impact communication, eye contact, and connection. Learn why therapists, teachers, and parents may need to look beyond traditional social skills approaches.

You’re Seeing the Whole Child… Now What? Last week, we talked about why autism assessments must look at the whole child — not just test scores, deficits, or isolated skill areas. If you haven’t read that yet, start there. Because this week builds on it. Seeing the whole child is the first step. But then comes the deeper question: Are we building on the right foundation? You can write holistic reports. You can identify strengths and stressors. You can move beyond comparison t

Standardized assessments help determine services — but they were never designed around autistic neurology. In this week’s video, we explore what those scores don’t tell us and why looking at the whole child changes everything.