Bombarding parents or colleagues with information can shut down meaningful dialogue. Instead, Dr. Monica Gilbert shares how we can use Motivational Interviewing (MI) to foster collaboration and encourage change through using the core principles—OARS + I:

• Open-Ended Questions—Invite Discussion: "How do you see this working for you?"
• Affirmations—Reinforce strengths: "I see how much you care about this."
• Reflective Listening—Show understanding by paraphrasing their thoughts.
• Summarization—Clarify key points to ensure alignment.
• Information Exchange—Share insights in a way that invites engagement: "Would it help if I shared some strategies?"

Using motivational interviewing keeps conversations about change productive, builds trust, and supports meaningful discussions across all professional dialogue with parents and colleagues.

#autism #speechtherapy

What’s Inside:

• What is Motivational Interviewing?
• How open ended questions can build rapport and gather information
• Using Affirmations in professional dialogue

Mentioned In This Episode:

Dr. Monica Gilbert
Motivational Interviewing Academy
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At the ASHA conference in Seattle, I had the opportunity to meet Gabriella Cameron and Jennifer Kent, who presented on their Theme-Based Collaborative Groups within the Endeavour Program at Ivymount, a nonpublic, publicly funded special education environment serving students aged 5–21.

Gabriella and Jen’s theme-based groups are embedded within Endeavour, offering structured but flexible learning experiences tailored to each student. Any student who can tolerate working in a group is a candidate, as the focus is on skill exposure rather than mastery, creating opportunities for participation at varying levels.

Each group consists of 5–6 students, each supported by a 1:1 aide, alongside a specialist (SLP, OT, PT) and a group leader. The framework includes:

1. Selecting a theme (e.g., Martin Luther King Jr.).
2. Adapting a story/song for accessibility.
3. Identifying vocabulary using a language board.
4. Asking WH-questions, allowing responses through speech or AAC.
5. Engaging in a supplemental activity, such as an OT craft or a PT movement task.

Looking ahead, Gabriella and Jen are exploring ways to measure skill acquisition, enhance motivation, incorporate high-tech AAC, and share their resources more broadly—paving the way for more inclusive and meaningful learning experiences.

#autism #speechtherapy

What’s Inside:

• Small groups foster an inclusive learning approach.
• The repeatable framework of theme-based collaborative groups.
• The value of skill exposure.
• An environment that increases multidisciplinary support.
• Future goals for theme-based collaborative groups.

Mentioned In This Episode:
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JD Barker, New York Times bestselling author, was diagnosed with autism at 22—a late discovery that brought long-overdue clarity to challenges he’d faced since childhood. Early in his career, a stint in anger management led a counselor to suggest autism, prompting JD to begin therapy. There, he worked on basics like making eye contact and organizing his thoughts—skills that helped him better navigate both personal life and the demands of his writing career.

He began as a ghostwriter and book doctor, eventually becoming a bestselling author in his own right. JD credits autism for giving him a unique mental edge—he can juggle eight books at once, all meticulously organized in his head. While public speaking remains a challenge—he once went two years without speaking to anyone—he now co-hosts Writers Inc., a podcast where he interviews fellow authors about their creative journeys.

As a therapist who works to make learners successful across the lifespan, it’s interesting and encouraging to hear from autistic adults. You can find more about JD at his website or follow him @JDBarker on all social media.

#autism #speechtherapy

What’s Inside:

• The impact of a late autism diagnosis.
• How autism-related skills positively impact JDs career.
• Working through social skills as an autistic adult.

Mentioned In This Episode:
J.D. Barker
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