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< Back Alma Patricia del Angel, MD Chief Medical Officer & Developmental Behavioral Pediatrician Dr. A Patricia Del Angel graduated from medical school at the Universidad Autonoma de Tamaulipas. She did her pediatric residency training at Lincoln Hospital and Mental Health Center/New York Medical College, where she also served as chief resident. In addition, she completed a fellowship in child development-behavioral pediatrics at King Drew Medical Center in Los Angeles, and received her specialist certification in infant mental health from the Early Childhood Center at Cedars Sinai in Los Angeles. Dr. Del Angel has most recently served as a pediatrician at People’s Clinic in Austin and as a developmental-behavioral specialist in the pediatric residency program at UTMB Austin. Previously, Dr. Del Angel was the clinical director of the Southwest Area Children’s Hub in Los Angeles for thirteen years. She is a fellow of the American Academy of Pediatrics. Dr. Del Angel is the proud aunt to two neurodivergent children. ap.delangel@acn-sa.org (210) 435-1000

< Back Wishlist Empowering families, one gift at a time. Explore our wish list! The spirit of giving is alive, and you have the power to brighten someone's day in the most meaningful way. We invite you to join us in making a difference by selecting a gift from our carefully curated Amazon Wish List. Every item on this list holds the potential to bring joy and comfort to the lives of those we serve at Autism Community Network. From educational tools that spark curiosity to sensory items that soothe, your thoughtful gesture can create a positive impact that lasts far beyond the moment. How to contribute: Visit our Amazon Wish List Choose an item that resonates with you. Complete your purchase, and it will be sent directly to us. Experience the joy of knowing you've made a positive difference! Your gift, no matter how small, has the potential to make a big impact. Let's get started

< Back Spurs coach Gregg Popovich's support of autism acceptance reached global audience Tom Orsborn Apr 20, 2024 Spurs fan Martin Krøger, although 5,300 miles away in Denmark, had the sense coach Gregg Popovich's comments after a recent game in support of autism acceptance were made for his benefit. "If I could ever thank that man in person, this would be at the top of my list of things to thank him for," Krøger, a 50-year-old IT consultant, wrote on X, formerly Twitter. Krøger was diagnosed with Asperger's syndrome, a form of autism, when he was 48. "Forget the wins and the titles, that's just a game," Krøger wrote after hearing the NBA's all-time winningest coach's message of inclusion. "Seeing people for who they are and using your platform for doing good works, that's what really matters in the end." After wearing Nike custom Air Force 1 sneakers sporting a colorful infinity symbol with the words "Inclusion" and "To The Max" during a home game against Philadelphia on April 7 as part of the NBA's efforts to promote Autism Acceptance Month, Popovich spoke about the need to value those living on the autism spectrum. "We're just trying to bring some awareness to autism," he said. "I didn't even realize it was that prolific. I guess it's one out of every 37 children is diagnosed with autism, and that's a lot more than I think I knew. But it's a malady I think is misunderstood in some ways. It's like it's a 'bad thing' or that person is the 'other'. Now, that person is just different and really deserves our attention, our support and a realization they have other advantages, or advantages is the wrong word, but other traits that make them special. "So giving them love and support is really important and hopefully people will understand they need to be included. They can't be put aside as 'others'. They need to be included and supported." Autism advocates applauded the empathy and support shown by Popovich, 75. "It’s absolutely wonderful," said Tiffany Fresher, CEO of the Autism Community Network, a San Antonio nonprofit that works to "maximize the potential of children with autism by providing early diagnosis for those with limited access and educating and empowering the community to support them," according to its website. Autism spectrum disorder, or ASD, is a condition that ranges from mild to serious and is typically marked by social awkwardness, communication difficulties, repetitive behaviors and other problems. According to the Centers for Disease Control and Protection, autism affects one in every 36 children and one in 45 adults in the United States. Popovich and other NBA coaches embraced Autism Acceptance Month in response to an effort by Utah Jazz assistant coach Scott Morrison and his wife Susanne to raise awareness after their son Max was diagnosed with autism in 2022. "Before the season started, we just knew we wanted to do something to try and help or contribute," Morrison told USA Today. "And we had the idea to just maybe tap into the handful of coaches I knew just to see who would be interested in wearing the shoes as a way to highlight autism." Gregg Popovich and other coaches across the league wore custom Nike Air Force 1 shoes for a pair of games as part of an NBA-wide initiative to raise awareness for autism. The sneakers were signed by the coaches and auctioned off to raise funds for the To The Max Foundation, a nonprofit founded by the Morrisons to support autistic individuals and their families. Dr. Melissa D. Svoboda, director of the autism program at the Children’s Hospital of San Antonio, said it was "amazing" to hear Popovich draw attention to autism. But she said his comments also reinforced her belief the public still needs more education about autism. "When I first started my training, I told people I was going to work with autistic children, and they were like, 'Artistic? Like they draw?' " Svoboda said. "Nobody knew what autistic meant. Thank goodness, fast forward, fifteen, twenty years later and now it is so much more common, but you still have people like coach Popovich saying, 'Oh, I didn’t know it was this common.' "It’s so common that there is this real big movement toward neurodiversity, which is really what he is getting at, that maybe (autism) is a spectrum of normal, especially with some of these higher functioning individuals. Some people may call them quirky, but they have a place here. There are some amazing things they do that other people don’t have as a skill set. And it really is about inclusion and support to make sure everybody, no matter ability or disability, finds a placed and a meaning in what they want to do." The Autism Community Network works toward fulfilling that goal by helping families gain a better understanding of autism. "When somebody in the family has autism, everyone is dealing with autism in their family," Fresher said. "We are trying to teach them their child’s strengths and how to communicate with their child and how to reduce stress in their family...to help the family better communicate with the child, so the child’s stress is reduced as well." Svoboda is hopeful that during Autism Acceptance Month people "on the more severe end of the spectrum who require a lot of support" aren't forgotten. "A lot of this neurodiversity movement is centered on people at the higher end of the spectrum, but I think we have to make sure we are including everybody on every part of the spectrum," she said. Krøger, the Danish Spurs fan who praised Popovich's comments on X, was also diagnosed with attention deficit hyperactivity disorder (ADHD), along with Asperger's syndrome. Asperger's syndrome is a condition on the autism spectrum with generally higher functioning. People with the condition may be socially awkward and have an all-absorbing interest in specific topics, according to the website for the Nationwide Children's Hospital. "It was a life-changing experience, suddenly realizing I could now let go of all of the guilt and anger I'd carried around with me since childhood," Krøger wrote to the Express-News in a direct message on X about his diagnosis. "I came to accept that while I was in fact different from most of the people around me, that did not mean there was something wrong with me. I was simply that: different." Krøger wote that being "very open" about his diagnosis with family, friends and colleagues has been a freeing experience. "People deserved to know how much hard work goes into just living with someone like me or into living with children with the same difficulties," he wrote. " It's been very heartening to see the reactions my wife and I have gotten from people we know. Still, I'm able to mask my neurodivergence somewhat when I'm out in the world and so I still get to hear how people talk about 'everyone wants a diagnosis for their kid these days' and questioning the validity of the difficulties facing us. "That's why Pop's comments moved me. Being the son of a no-nonsense coach in that same gruff but caring mold, it's probably no surprise I already hold him in high regard. It just means so incredibly much to people like me that a man of his stature takes the opportunity to educate folks on something as simple but meaningful as remembering to include us, even though we're a bit different. "His reminder that we need love and support really hit home for me, knowing that while I'm fortunate in that regard, I know too many who weren't as lucky as me." To see the article on the San Antonio Express News website visit https://www.expressnews.com/sports/spurs/article/popovich-s-support-autism-acceptance-reached-19396018.php . Previous Next

Caregiver Ambassador Program (CAP) ACN offers a Caregiver Ambassador Program designed to connect new and more practiced autism caregivers. Through the program, participants are able to share resources, discuss best practices, and learn from each other’s experiences. This program provides support, guidance, and education to families who are new to autism caregiving. Additionally, it helps experienced caregivers stay up-to-date with the latest research and advancements in autism care. 02 What do I ask my ambassador? Feel free to ask you ambassador anything you think might help. If you are unsure about where to go to sign up for Medicaid waiver programs, or if you need help with finding a great place for haircuts, our CAP's will share with you what has worked best for them and other resources they may have heard about. All CAP's are familiar with ACN's services and can get you to the right place if they don't have an answer. 01 How CAP works. The Caregiver Ambassador Program pairs families new to our herd with caregiver volunteers of our organization. The program helps give families and caregivers a friend who has experienced similar circumstances, successes and struggles and is further along on their autism journey. 03 What else do ambassadors do? CAP's are volunteers for the organization and may be found representing our ACN family at special events and resource fairs handing out swag and educational/promotional information. CAP's are leaders of the herd, families who have a special passion to support other autism families in any way possible. How to start: Contact our CAP Team. Autism Community Network wants to pair you with the right ambassador. Whether you are a grandparent, father or mother, we have someone who can keep it real with you, guide you to real answers, and celebrate real victories! Request An Ambassador

< Back Pediatric Autism Communication Therapy Improved Long-Term Child Outcomes Catherine Aldred Mar 27, 2023 Despite Autism being an enduring condition affecting 2% of people globally, evidenced intervention to improve the developmental impairments is limited. Paediatric Autism Communication Therapy (PACT) is currently the only scientifically evidenced early social communication intervention to demonstrate long-term improved child social communication outcomes into middle childhood. The PACT intervention has shown long-term improvement of autism core symptoms within randomised clinical trials (RCTs). PACT relatively low-intensity approach is referenced in UK national guidance for the new autism care pathway from pre- to post-diagnosis and education support. The evidence base Within the NICE recommendations for intervention and support for autistic development in early childhood, only two interventions met the evidential criteria set by NICE for inclusion.PACT was one of these (the other was JASPER). These two therapies were described as “social communication interventions” and their evidence was the basis for the NICE recommendation to services to consider social communication intervention for autism intervention. Both these therapies work with parents or teachers, and have evidence to improve autistic children’s social engagement, adaptation, communication, and in the case of PACT, autism symptoms. No other therapies were considered to have evidence of effectiveness. Recent independent reviews (e.g. Sandbank et al 2020) have reached similar conclusions. These findings should therefore guide evidenced commissioning of services in autism. How does Paediatric Autism Communication Therapy work? Parents or caregivers are guided through the six steps of PACT by a certified professional using video feedback techniques delivered in 12 alienate week sessions for six months and monthly maintenance sessions for a further six months. Caregivers send a video of a 10-minute interaction or play with their child to the therapist before each video feedback session. PACT builds on existing skills by sharing and analysing the best video clips identifying new strategies and techniques, summarised in an individual written programme for 30-minute daily practice between sessions. How is PACT different from other interventions? PACT has some unique distinguishing differences from other parent-mediated interventions. Firstly, it is the only intervention to use effective video- feedback methods with parents and caregivers and to use them within a modern developmental science-based model to optimise the social communication environment for the neurodivergent child. Secondly, PACT is the only intervention that has shown long-term sustained effectiveness in high-quality clinical trials in improving child autism outcomes for six years after the end of intervention. The Paediatric Autism Communication Therapy Trial An RCT of PACT delivered pre-school demonstrated significant endpoint effects to reduce symptom severity on ADOS Calibrated Severity Score (CSS) and ADOS-2 total algorithm score (Pickles et al. 2016; Carruthers et al. 2021). At follow-up, six years after the endpoint, treatment effects on child symptoms, adaptive outcomes, and child initiations with a parent were significantly sustained (Pickles et al. 2016). Furthermore, a mechanism study of the long-term impact identifies the ‘active processes’ by which interventions achieve their effects and provides insights into causal processes in development. PACT Trial Methods: Of 152 children randomised to receive PACT or treatment as usual between 2-5 years of age, 121 (79.6%) were followed 5-6 years after the endpoint at a mean age of 10.5 years. Assessors, blind to the intervention group, measured Autism Diagnostic Observation Scale Combined Severity Score (ADOS CSS) for child symptoms and Teacher Vineland (TVABS) for adaptive behaviour in school. PACT Trial Results: The treatment effect on child dyadic initiation with the caregiver (Dyadic Communication Measure for Autism, DCMA) was sustained through the follow-up period. Increased child initiation at the treatment midpoint mediated the majority (73%) of the treatment effect on follow-up ADOS CSS. A combination of midpoint child initiations and the direct effect of treatment also mediated the near- significant effect on follow-up TVABS. PACT Implementation The scalability of early evidence-based intervention is a global health priority. A not-for-profit social enterprise IMPACT CIC (Interaction Methods for Paediatric Autism Communication Therapy), established in 2017, disseminates PACT through a cascading ‘train the trainer’ model and implementation trials. Implementation trials test the feasibility, cultural acceptability and equal easy access to PACT in different contexts, including middle and low- economic settings. PACT video feedback methods are ideally adapted to online videoconference implementation. Pilot testing of online PACT has proved acceptable, feasible and accessible to families; further large-scale trials are in progress. Conclusions: Early social communication intervention can improve child social engagement with long-term generalised outcome effects on developmental. One thousand professionals have received PACT training, cascading PACT in twenty-six countries with six international implementation trials. Implications for autism services PACT is universally acceptable and feasible for implementation in different countries and cultures, enhancing autism care pathways from early identification and pre-diagnostic to post-diagnostic and education support. PACT training is available for professionals with appropriate training and qualifications and a minimum of two years of experience in autism. Please visit the website www.pacttraining.co.uk for more information on PACT training. Previous Next

Building Relational Trust and Sense of Safety Between you and your Child Time AM Breakout Session - 10:00 AM Presenter/Facilitator Anna Paola Smith, LCSW, PACT Accredited Provider Brenda Orozco, LMSW Back to Course List < Back About the Course When children feel safe in their relationships, they’re more able to learn, communicate, and grow. This session explores how stress, trauma, and the world around them can uniquely impact autistic children—and how parents and caregivers can be a calming, empowering presence. Grounded in evidence-based Pediatric Autism Communication Therapy (PACT) strategies, this presentation will give families tools to support emotional safety, strengthen connection, and build everyday moments of trust that help children thrive. Objectives Participants will be able to explain how stress and trauma can uniquely affect autistic children’s nervous systems, communication and relationships. Participant will explain how secure, affirming relationships with primary caregivers support regulation, communication, and confidence in autistic children. Participant will be able to identify and integrate specific Pediatric Autism Community Therapy strategies that promote relational safety and trust. Anna Paola Smith, LCSW, PACT Accredited Provider Brenda Orozco, LMSW Anna Paola Smith attended The University of Texas at Austin where she received her BA in Psychology and her Masters degree in Social Work. She has had the opportunity to work with children and families in the school, hospital, and clinical settings. Anna Paola's interests lie in family systems and how the development of one child may impact the entire family unit. She started a sibling support group at Autism Community Network to provide siblings a safe space to share their own experiences. Anna Paola also provides routine follow-ups for caregivers after their child receives an autism diagnosis and is a bilingual Pediatric Autism Communication Therapy Accredited Practitioner, supporting families impacted by autism through dyadic coaching. Anna Paola is part of an interdisciplinary diagnostic team that uses a strength-based approach to address the unique presentation of the child and family. Speaker Disclosure: Ms. Smith receives a salary from Autism Community Network. Brenda Orozco received her Bachelor of Arts in Social Work from St. Edward's University and a Master of Social Work from Texas State University. She has extensive experience providing case management services to children with disabilities and their families. Brenda specializes in working with uninsured and underinsured individuals to coordinate resources to address their health needs. Her desire in working with clients has always been to show them how to navigate systems and how to advocate for themselves. Brenda enjoys being active in her church community, planning family fun nights, and learning about automative/home repairs. Speaker Disclosure: Ms. Orozco has no pertinent information to disclose.

< Back Legacy Giving Secure the future; leave a lasting legacy through giving. Have you ever imagined the impact you could have on the world, even beyond your lifetime? Legacy giving is a powerful way to leave behind a lasting imprint, ensuring that the causes you hold dear continue to thrive for generations to come. What is Legacy Giving? Legacy giving, also known as planned giving, is a heartfelt commitment to support a cause that resonates with you well into the future. By including Autism Community Network in your estate plans, you're building a bridge between your values and the transformative work we do. Why Choose Legacy Giving? Impactful Transformation: Your legacy gift will contribute to sustained change in areas that matter most to you. Perpetuating Your Values: It's an opportunity to uphold your beliefs and create a better world aligned with your vision. Preserving Your Memory: Your generosity will be remembered, and your legacy will inspire others to follow in your footsteps. Financial Benefits: Some legacy gifts offer tax advantages that can benefit your estate and loved ones. How Can You Get Involved? Leaving a legacy is easier than you might think. You can choose from various options, such as bequests, charitable trusts, life insurance policies, and more. It's a personal decision that reflects your values and goals. If you're ready to shape the future through legacy giving, please fill out our legacy giving interest form, and we will set you up with one of our legacy giving partners to help you on your way. Your legacy is a testament to the change you wish to see in the world, and we're honored to be a part of that journey. Let's get started

Make Referral If you observe early signs of autism or developmental differences in your patients, we're here to help. Submit a referral using the button below to connect families with supportive, neurodiversity-affirming services. Click Here Why Refer to ACN Specialized Early Childhood Diagnostics ACN is dedicated to providing expert care for our families. Our physician, clinicians, and educators have 228 years of combined experience in supporting autistic and/or developmentally different children and families. They provide interdisciplinary and comprehensive play-based evaluations for children ages 0-5. Families who come to ACN receive same-day results and personalized recommendations that are tailored to the specific needs of the entire family. Neurodiversity-Affirming & Trauma-Informed Care ACN is guided by our Experts by Experience Board , a growing group of autistic adults who assure that our practices are in alignment with neurodiversity-affirming care and are responsive to the expressed needs of the community we serve. We work hard to build environments and relationships that feel safe and that honor different kinds of minds. At ACN, we believe that every child has gifts to give and deserves to be understood strengths-based lens. Family-Centered Care At ACN, we believe that parents are the experts in their children. Families are involved every step of the way. We tailor our diagnostic and therapeutic experiences to the specific needs and motivations of each child and family. Our innovative and evidence-based therapies are parent-mediated, which means they empower families! We invite families to join our “herd” through involvement in quality-of-life programs, including SibSHOPS, FAMJAMS, Caregiver Support Group, and Coffee and Connections. Families involved with ACN have a sense of COMMUNITY and a place to call HOME. Mission-Driven, Outcome-Focused As a nonprofit, at ACN our priority is clinical excellence and lasting impact- not profit. Our clinical, educational and quality of life programming is dedicated to creating long-term positive outcomes, or BIG Futures, for the children and families we serve. Our mission is to create a community that recognizes and celebrates the value of our neurodiverse community members and understands the role we can all play in creating an inclusive world. When to Make a Referral This downloadable guide helps providers recognize early signs of autism in young children, including social communication differences, repetitive behaviors, and sensory preferences. It’s also designed to be shared with families—offering clear, compassionate language to support understanding and early action. Use it as a reference tool and a conversation starter for timely referrals to ACN. Download Guide Resources for Families Help families access the full range of ACN’s supportive services—from diagnostic evaluations and quality of life programs to community events and caregiver trainings—by connecting them to our team today. Refer a Family

Sensory Safety: Fostering Relationships to Support Social-Emotional Development in Children Time AM Breakout Session - 10:00 AM Presenter/Facilitator Dr. Carrie Alvarado, PhD, OTR, PACT Accredited Provider and PACT UK Associate Adrienne T. Gaither, OTR, C-SIPT, C/NDT, PACT Accredited Provider Back to Course List < Back About the Course This session explores how sensory and relational safety work hand-in-hand to form the foundation of emotional wellbeing and learning readiness in children. Participants will gain an understanding of how neurodevelopmental differences can impact sensory processing and increase vulnerability to sensory trauma, often affecting a child’s ability to feel safe, connected, and regulated. Through a trauma-informed and developmentally appropriate lens, attendees will learn actionable strategies—such as coregulation, responsive caregiving, and predictable routines—that promote both sensory and relational safety, supporting deeper social-emotional growth and resilience in all learning environments. Objectives Participants will define sensory and relational safety and describe their interconnectedness in creating a foundation of wellbeing and learning readiness in children. Participants will explain the foundational neurodevelopmental differences that can impact sensory processing and create a vulnerability for sensory trauma, influencing a child’s ability to feel safe and connected in various contexts. Participants will apply trauma-informed, developmentally appropriate strategies that buffer these vulnerabilities and support sensory and relational safety through predictable routines, coregulation and responsive caregiving. Dr. Carrie Alvarado, PhD, OTR, PACT Accredited Provider and PACT UK Associate Adrienne T. Gaither, OTR, C-SIPT, C/NDT, PACT Accredited Provider Dr. Carrie Alvarado is the Chief Operating Officer of Autism Community Network (ACN) and holds a PhD in Infant and Early Childhood Development with a focus on Infant Mental Health and Developmental Disorders. She is the creator and director of the Earliest Connections Clinic, which provides early diagnosis and therapeutic intervention for high-risk infants and toddlers, and she leads ACN’s DIRFloortime and PACT programs, offering intensive, dyadic coaching through in-vivo and reflective video feedback. Her research centers on sensoriaffective integration, attachment, and the optimization of parent-mediated interventions via telepractice; she developed the Sensoriaffective Interactional Attunement Scale (SAIAS) and is currently working on the Emotional Intelligence and Praxis in Play Scale (EIPPS). Dr. Alvarado was the first accredited PACT practitioner in the U.S., serves as an Associate with PACT UK, and is a DIR®Floortime™ Certified Expert Clinician and Assistant Faculty for the Profectum™ Foundation. She has held leadership roles with STAR Institute, Fielding Graduate School of Psychology, and UT Health’s OTD Program. Carrie is a passionate innovator and connector, deeply committed to empowering families and clinicians alike. She is also the proud mother of three daughters, wife of 24 years, devoted animal lover, Huberman Lab fan, and a proud family member to several beautifully neurodiverse relatives who continue to inspire her work and life. Speaker Disclosure: Dr. Alvarado receives a salary from Autism Community Network. Adrienne Gaither, Chief Program Officer at Autism Community Network (ACN), is a licensed pediatric occupational therapist with over 25 years of experience supporting children and families. A graduate of The University of Texas Health Science Center at San Antonio, Adrienne has practiced in nearly every pediatric OT setting and has served as a vital member of ACN’s team since 2009. She is a Pediatric Autism Communication Therapy (PACT) Accredited Practitioner and a core part of ACN’s interdisciplinary diagnostic team, using a strengths-based, neurodiversity-affirming lens to support children’s development. Adrienne holds specialty certification in the Sensory Integration and Praxis Tests (SIPT), has advanced training in Neurodevelopmental Treatment (NDT), and played a key role in the development of Morgan’s Wonderland, particularly in designing the park’s Sensory Village. In addition to her work at ACN, she serves as a Program Director and Sensory Consultant for Kinetic Kids, Inc., a local nonprofit offering sports and recreation to children with special needs. Outside of work, Adrienne enjoys time with her husband, two children, and two dogs, as well as running, singing, and traveling. Speaker Disclosure: Ms. Gaither receives a salary from Autism Community Network.

< Back Engage Gifted and 2e Learners by Embracing Their Tendencies Julie Skolnick Mar 18, 2021 I recently found an old report card. Maybe I should say ancient — it was from the second grade! It would have been funny — the clear statements of my abilities juxtaposed with my distractibility — except that the teacher focused on changing my behavior rather than igniting my intellect. This is the song often sung about gifted and twice-exceptional (2e) learners. Twice exceptional refers to people identified as gifted with a concurrent learning difference or disability. I know all too well the tendency for grownups to feel as though they must wait for behavior to “get under control” before they can challenge or enrich learners. I know this from the countless client individualized education plans, teacher emails, and neuropsychological reports I’ve read, as well as from conversations and consultations with hundreds of parent clients. The first-quarter comments in second grade for me were juxtaposed like this: Julie reads above grade level. Julie needs to challenge her energies and spend more time concentrating on her studies. There are no suggestions to fan the flames of my reading passion or engage my “energies” to develop talent or provide a challenge. The sheer lack of elaboration on my strength is fascinating to me. It felt like it was an “obviously Julie is smart” moment, “we don’t have to address that — it’s the behavior that is the problem.” What a beautiful way to encapsulate the gifted and 2e learner’s experience — where strengths are ignored or overlooked to focus on deficits and behavior. When struggles are magnified and prioritized over strengths, we plant seeds of doubt about the very thing that defines the gifted child’s essence. The following critique turns gifted characteristics on their head, as though having unique and strong opinions about topics is a bad thing. She distracts others. Can be very out-spoken and strong willed. She has the ability to do better. (sic) I actually laughed out loud at that one. Guess what, second-grade teacher? I haven’t changed! The purpose of this article is to share why it’s so important to celebrate and encourage gifted tendencies rather than squelch our gifted and 2e kids’ essence because they are difficult to harness. Can you imagine if I took my teacher’s advice and stopped pushing back or challenging ideas? I certainly would not have become a lawyer, let alone have created a business to challenge and reframe gifted and 2e parenting and education. What I do all day long is push back against systems and teach advocacy to positively reframe and lift up the 2e person’s experience. So often adults try to meld children into someone convenient for them and their adult situation. I’m certain it would have been easier for my second-grade teacher had I conformed . But I ask myself, why would a teacher — who is there to teach — ever want someone to sit and face forward? That child is not learning; that child is ingesting. Gifted and 2e kids, they don’t do that. They devour, and as they chew on ideas, they need to share, push back, and look at the information from multiple angles. This is what is known as critical thinking. This is how learning happens. Ancient rabbis perfected the art of argument. They took one book, the Torah, and they grappled with it from all angles. The more questions and pushback, the better. There is no knowing — until there is debate, critique, conversation, and even quarreling. This should be the paradigm for teaching. It’s how learning sticks. I’m sure teachers are wondering, “But how do you control a class like that?” Gifted and 2e learners are great problem-solvers. Ask them! At the beginning of class, set up the rules. Let them know how you want the class to run and ask them what needs to happen (or not happen) to keep the class under control and relevant. Ask what happens when someone departs from the rules. The same thing goes for gifted and 2e kids in the home. Rather than shutting them down, or shutting them up, lay down rules. Recognize the greatness that is their critical thinking, their questioning, their refusal to take someone at their word. Then give them perspective. Let them know how it feels when they never do anything you ask without a fight. Put it back on them and ask, “How can we make this better for both of us?” Let them solve your problem. Often teachers and parents communicate black-and-white expectations to children whom they wish were more flexible. They set up behavior plans, charts, incentives, and gimmicks to get kids to do what they want — when what gifted and 2e kids deserve is respect for their “energy” and intellect. When teachers and parents take the time to applaud gifted and 2e kids’ natural tendencies, to explain the broader viewpoint of how certain intense behaviors affect others, they gain the learner’s trust. This, in turn, opens up discussion for how to make situations better for all parties. The alternative, critiquing, expecting the worst and ignoring underlying reasons for behaviors, serves to induce anxiety, underachievement, and school- or task-refusal. As a student, because I had a high drive and motivation to please, I ended up partially adapting to my second-grade teacher’s rules. In fact, the final comments on my report card that year demonstrated that I could grin and bear it, doing meaningless and rote work. I’m happy to say, however, that I maintained my gifted gumption. Julie has made tremendous strides in completing her daily assignments. She does however need to channel her energies. Has a tendency to be very outspoken. (sic) Had she asked, I’m sure I would have described better ways to show my knowledge based on my learning. In a similar vein, a client’s 7-year-old son came home from school one day and shared that they were discussing how cars were made. They watched a movie and learned the steps of the assembly line. Throwing his hands up in frustration, this child asked, “Wouldn’t it be more interesting if the teacher asked us to think about what steps it takes to make cars, and in what order and then allowed us to share our thoughts instead of just telling us?” Just taking the time to hear the learner’s thoughts allows them to express their true self and thereby increases resilience when they have something difficult to face. Previous Next