VIDEOS

Are you trying to make your autism assessments more neuro-affirming — but still need to identify meaningful areas of support and write measurable goals? In this conversation, SLP Staci Neustadt and autistic retired occupational therapist Susan Golubock of Making Sense of Autism explore what changes when we stop beginning an autism assessment with “What can’t this person do?” and start asking better questions: • What can they already do? • What matters to them? • What is making this harder? • When is the skill easier to access? • What supports make a difference? • What does the autistic person actually want help with? We also talk about an important distinction for speech-language pathologists: demonstrating a skill during a standardized assessment doesn’t necessarily mean an autistic student can access and use that same skill in a busy classroom, during stress, or when processing demands increase. That difference can completely change the goals we write. If you’re an SLP, OT, educator, school psychologist, or other professional looking for practical ways to move toward neuro-affirming, strengths-based autism assessment without overlooking genuine support needs, this conversation is for you. 🎁 FREE RESOURCE: 8 Social Communication Behaviors We May Be Misunderstanding Get the free guide here: http://www.makingsenseofautism.com/social-skills Making Sense of Autism provides neuro-affirming autism education, assessment tools, professional training, and resources for SLPs and other professionals supporting autistic children, teens, and adults. #NeuroAffirming #AutismAssessment #SpeechTherapy #SLP #AutisticStudents #SocialCommunication #StrengthsBased #AutismSupport For our $17 course, Changing To A Neuro-Strengths-Based Support for Autism Framework, go here: https://www.makingsenseofautism.com/neuro-strengths-in-autism Learn the Neuro-Strengths-Based Support for Autism Framework: understanding how the autistic brain experiences the world to create support that builds on strengths, not deficits. Follow us here: https://www.instagram.com/making.sense.of.autism https://www.facebook.com/making.sense.of.autism https://www.pinterest.com/makingsenseofautism/

Struggling with teaching autistic clients communication without encouraging masking? We explore the fine line between supporting social skills and self-advocacy. Learn a key question to shift towards awareness in your next session. For our $17 course, Changing To A Neuro-Strengths-Based Support for Autism Framework, go here: https://www.makingsenseofautism.com/neuro-strengths-in-autism Learn the Neuro-Strengths-Based Support for Autism Framework: understanding how the autistic brain experiences the world to create support that builds on strengths, not deficits. Follow us here: https://www.instagram.com/making.sense.of.autism https://www.facebook.com/making.sense.of.autism https://www.pinterest.com/makingsenseofautism/

How do you teach social skills to autistic students "without teaching masking"? Many Speech-Language Pathologists want to provide neuro-affirming social communication therapy, but aren't sure where the line is between supporting communication and teaching an autistic client to perform neurotypical social behaviors. In this conversation, speech-language pathologist Staci Neustadt and autistic retired occupational therapist Susan Golubock explore what autistic masking can look like—and what we can teach instead. We talk about: * What autistic masking means * The difference between social communication support and teaching masking * Why eye contact, facial expressions, body language, and other “expected” social behaviors shouldn't automatically become therapy goals * How to approach communication differences with curiosity instead of correction * Why knowing a social rule on a pragmatic language assessment doesn't necessarily mean a client can access or use that information during real-life communication * How to build self-awareness and self-advocacy * How to think differently about neuro-affirming social communication goals One of the biggest shifts? Instead of asking: “What social skill does this autistic student need to learn?” Try asking this question you'll learn about at the end of the video. Neuro-affirming social communication therapy isn't about teaching autistic clients to look more neurotypical. It's about helping them understand themselves, understand communication differences, recognize where misunderstandings may happen, explore options, and advocate for what works for them. If you're an SLP, OT, educator, or other professional trying to move away from compliance-based social skills therapy, this conversation will give you a different way to think about assessment, goals, and intervention. Want help putting this into practice? Our Neuro-Affirming Social Communication & Soft Skills course walks you through supporting self-awareness, body awareness, emotional awareness, communication, and self-advocacy, without making masking the goal. Enroll in the course today: https://www.makingsenseofautism.com/social-communication-profile Because we don't want our clients leaving therapy knowing how to mask better. We want them leaving therapy understanding themselves better and knowing how to advocate for what they need. Are you new to us? Start here.... $17 course, Changing To A Neuro-Strengths-Based Support for Autism Framework, go here: https://www.makingsenseofautism.com/neuro-strengths-in-autism Learn the Neuro-Strengths-Based Support for Autism Framework: understanding how the autistic brain experiences the world to create support that builds on strengths, not deficits. Follow us here: https://www.instagram.com/making.sense.of.autism https://www.facebook.com/making.sense.of.autism https://www.pinterest.com/makingsenseofautism/

If you’re an SLP trying to move away from traditional social skills therapy but wondering **what to teach instead**, this conversation is for you. Many speech-language pathologists are rethinking goals around eye contact, turn-taking, staying on a non-preferred topic, and performing “expected” social behaviors—but removing those goals leaves an important question: **What does neuro-affirming social communication therapy actually look like?** In this video, Staci Neustadt, MS, CCC-SLP, and Susan Golubock, autistic retired occupational therapist and founder of Making Sense of Autism™, explore practical ways SLPs can support autistic social communication without teaching masking or requiring autistic clients to communicate in neurotypical ways. We discuss: * Perspective-taking that starts with understanding the autistic person’s perspective * Identifying individual communication styles and processing needs * Recognizing communication differences instead of labeling them as deficits * Building self-awareness and body awareness as foundations for social communication * Teaching self-advocacy so clients can communicate what they need * Moving beyond rehearsed social scripts toward meaningful, two-way communication If traditional social skills therapy no longer aligns with how you want to support autistic clients, this video will help you understand **what can replace it—and where to start.** Subscribe to Making Sense of Autism™ for practical, neuro-affirming autism education and social communication strategies for SLPs and other professionals supporting autistic individuals. For our $17 course, Changing To A Neuro-Strengths-Based Support for Autism Framework, go here: https://www.makingsenseofautism.com/neuro-strengths-in-autism Learn the Neuro-Strengths-Based Support for Autism Framework: understanding how the autistic brain experiences the world to create support that builds on strengths, not deficits. Follow us here: https://www.instagram.com/making.sense.of.autism https://www.facebook.com/making.sense.of.autism https://www.pinterest.com/makingsenseofautism/

This video explains the neuro strength-based framework and how to understand autistic students' statements about not wanting friends by simplifying social interactions. For our $17 course, Changing To A Neuro-Strengths-Based Support for Autism Framework, go here: https://www.makingsenseofautism.com/neuro-strengths-in-autism Learn the Neuro-Strengths-Based Support for Autism Framework: understanding how the autistic brain experiences the world to create support that builds on strengths, not deficits. Follow us here: https://www.instagram.com/making.sense.of.autism https://www.facebook.com/making.sense.of.autism https://www.pinterest.com/makingsenseofautism/

This video explores the common statement "I don't want friends" from autistic individuals, explaining it often stems from social interactions being overwhelming, and offers strategies to make social environments easier. For our $17 course, Changing To A Neuro-Strengths-Based Support for Autism Framework, go here: https://www.makingsenseofautism.com/neuro-strengths-in-autism Learn the Neuro-Strengths-Based Support for Autism Framework: understanding how the autistic brain experiences the world to create support that builds on strengths, not deficits. Follow us here: https://www.instagram.com/making.sense.of.autism https://www.facebook.com/making.sense.of.autism https://www.pinterest.com/makingsenseofautism/

What should you do when an autistic student says, "I don't want friends"? Should you stop teaching social skills? This is one of the hardest questions speech-language pathologists, occupational therapists, educators, and autism professionals face. In this conversation, autistic retired occupational therapist Susan Golubock explains why "I don't want friends" often doesn't mean what we think it means. Instead of assuming a student lacks motivation, we explore the hidden barriers that may be making friendship feel overwhelming, confusing, or emotionally unsafe. You'll learn: ✔ Why some autistic students say they don't want friends ✔ The hidden barriers traditional assessments often miss ✔ How to write neuro-affirming social communication goals ✔ The one question every therapist should ask before creating a social skills goal If you've ever wondered why your social communication goals aren't working, it's probably not because your client isn't trying. It's because traditional assessments don't show you what's actually getting in the way. That's exactly what we teach inside our Neuro-Affirming Social Communication Course. Learn our complete Neuro-Affirming Social Communication Framework here: https://www.makingsenseofautism.com/social-communication-profile Subscribe for weekly videos on: • Neuro-affirming autism therapy • Autism assessments • Social communication • Speech therapy • Executive functioning • Emotional regulation • Strengths-based support #Autism #SpeechTherapy #SLP #AutismAssessment #SocialCommunication #NeuroAffirming #AutisticStudents #SocialSkills For our $17 course, Changing To A Neuro-Strengths-Based Support for Autism Framework, go here: https://www.makingsenseofautism.com/neuro-strengths-in-autism Learn the Neuro-Strengths-Based Support for Autism Framework: understanding how the autistic brain experiences the world to create support that builds on strengths, not deficits. Follow us here: https://www.instagram.com/making.sense.of.autism https://www.facebook.com/making.sense.of.autism https://www.pinterest.com/makingsenseofautism/

If a student scores low on the Social Pragmatics Checklist, does that automatically mean a "social communication deficit"? Not necessarily — and treating it that way can send you straight toward goals your student dreads working on. In this conversation, Staci sits down with Susan Galabach (retired OT, autistic, and originator of the neuro-strengths-based framework) to unpack what tools like this actually measure — and what they leave out. We talk about: Why a low score often means a barrier, not a deficit What's really happening behind behaviors like avoided eye contact or skipped greetings Why "just repeat it until it's automatic" doesn't work the way we assume The difference between teaching a skill and teaching it in a way that protects mental health How masking factors into pragmatic performance — and why that matters for scoring If you're an SLP who gives pragmatic/social skills assessments and wants to interpret the results through a neuro-affirming lens instead of a deficit lens, this one's for you. 🎁 Grab our free guide — 8 Social Communication Behaviors (and What They Actually Mean): https://www.makingsenseofautism.com/social-skills Subscribe for weekly conversations on neuro-affirming assessment, autism-informed therapy, and understanding the autistic brain. #neuroaffirming #speechlanguagepathology #autismassessment #pragmaticlanguage #SLP #autisticaffirming For our $17 course, Changing To A Neuro-Strengths-Based Support for Autism Framework, go here: https://www.makingsenseofautism.com/neuro-strengths-in-autism Learn the Neuro-Strengths-Based Support for Autism Framework: understanding how the autistic brain experiences the world to create support that builds on strengths, not deficits. Follow us here: https://www.instagram.com/making.sense.of.autism https://www.facebook.com/making.sense.of.autism https://www.pinterest.com/makingsenseofautism/

How do you help autistic clients stay regulated during therapy? If you've ever wondered why one therapy session goes beautifully while the next ends in dysregulation, this video is for you. In this conversation, speech-language pathologist Staci Neustadt and autistic occupational therapist Susan Golubock share the three neuro-affirming strategies they use in every therapy session to help autistic clients feel safe, engaged, and ready to learn. You'll discover: ✅ Why regulation begins before the therapy session starts ✅ A simple check-in that helps clients advocate for what they need ✅ How predictable structure supports regulation without becoming rigid ✅ Why feedback and feedforward strengthen learning, confidence, and self-awareness Rather than focusing on managing meltdowns after they happen, you'll learn how to intentionally create therapy sessions that help prevent dysregulation while honoring autistic strengths, communication, sensory needs, and autonomy. Whether you're a speech-language pathologist (SLP), occupational therapist (OT), physical therapist (PT), psychologist, teacher, or other professional supporting autistic individuals, these strategies can be implemented in your very next session. 📥 FREE Working Agreement Visual Download the visual we use in our therapy sessions: https://www.makingsenseofautism.com/give-and-take 🔔 Subscribe for weekly neuro-affirming autism resources, therapy strategies, and practical tools: https://www.youtube.com/channel/UC6bdTiPSoD-ECoTlrNzsyhg For our $17 course, Changing To A Neuro-Strengths-Based Support for Autism Framework, go here: https://www.makingsenseofautism.com/neuro-strengths-in-autism Learn the Neuro-Strengths-Based Support for Autism Framework: understanding how the autistic brain experiences the world to create support that builds on strengths, not deficits. Follow us here: https://www.instagram.com/making.sense.of.autism https://www.facebook.com/making.sense.of.autism https://www.pinterest.com/makingsenseofautism/