The Talking Children Podcast© is a weekly podcast designed to translate the latest research of a wide range of topics related to communication development in to accessible knowledge and tools that parents, caregivers and professionals can apply to daily interactions with the children in their lives.
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Episode 1: Welcome to TCP
Welcome to the Talking Children Podcast. In this episode I introduce the purpose of the podcast, that is, to translate the latest research in children’s communication development to enable parents, caregivers and educators to support the children in their lives. This podcast will drop every Tuesday (Australian time) and will cover a range of topics concerning children’s communication. There will also be listener Q&A episodes where I will answer selected questions received via our email talkingchildrenpodcast@gmail.com
Episode 2: Communication Development 101
In this episode we cover the basics of how children learn language and discuss the importance of interaction with primary caregivers. This episode lays the foundation for understanding all of the future topics we will cover on the podcast.
I unpack the simple mantra of: talk, read, play to help support children’s language development from their earliest moments.
Research referred to in this episode:
Cartmill, E. A., Armstrong, B. F., Gleitman, L. R., Goldin-Meadow, S., Medina, T. N., & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences, 110(28), 11278-11283.
Christakis, D. A., Giklerson, J., Gray, S., Richards, J. A., Xu, D., Yapanel, U., & Zimmerman, F. J. (2009). Teaching by listening: The importance of adult-child conversations to language development. Pediatrics, 124(1), 342-349. doi: 10.1542/peds.2008-2276
Farrant, B. M., & Zubrick, S. R. (2011). Early vocabulary development: The importance of joint attention and parent–child book reading. First Language, 32(3), 343–364. doi:10.1177/0142723711422626 F
Farrant, B.M. (2012) Joint attention and parent-child book reading: Keys to help close gaps in early language development, school readiness and academic achievement. Family Matters, 91, 38-46. Available at:<https://search.informit.com.au/documentSummary;dn=030709692648389;res=IELHSS> ISSN: 1030-2646. [cited 16 Apr 19].
Myae, H., Moore, N., Vukelich, C. and Buell, M. (2010). Does play make a difference? How play intervention affects the vocabulary learning of at-risk preschoolers. American Journal of Play 3, 82–105.
Gervain, J. (2015). Plasticity in early language acquisition: the effects of prenatal and early childhood experience. Current opinion in neurobiology, 35, 13-20.
Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61(4), 343-365.
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1-34.
Medina, T. N., Snedeker, J., Trueswell, J. C., & Gleitman, L. R. (2011). How words can and cannot be learned by observation. Proceedings of the National Academy of Sciences, 108(22), 9014-9019.
Topping, K., Dekhinet, R., & Zeedyk, S. (2013). Parent–infant interaction and children’s language development. Educational Psychology, 33(4), 391-426.
Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39-57.
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.
Episode 3: Baby Talk
This week’s episode explores the way that babies communicate in their first few months of life including eye contact, facial expressions, babbling and gesture. We also describe how adults use “baby talk” to communicate with babies and help them to learn language. I then share three ways that adults can engage with babies to help lay the essential early foundations for language learning and communication.
Research referred to in this episode:
Farrant, Brad M. (2012). Joint attention and parent-child book reading: Keys to help close gaps in early language development, school readiness and academic achievement. Family Matters, 91, 38-46. Available at: https://search.informit.com.au/documentSummary;dn=030709692648389;res=IELHSS
Goldstein, M. H., & Schwade, J. A. (2008). Social feedback to infants’ babbling facilitates rapid phonological learning. Psychological science, 19(5), 515-523.
Golinkoff, R. M., Can, D. D., Soderstrom, M., & Hirsh-Pasek, K. (2015). (Baby) talk to me: The social context of infant-directed speech and its effects on early language acquisition. Current Directions in Psychological Science, 24(5), 339-344.
Gros‐Louis, J., West, M. J., & King, A. P. (2014). Maternal responsiveness and the development of directed vocalizing in social interactions. Infancy, 19(4), 385-408.
McMurray, B., Kovack-Lesh, K. A., Goodwin, D., & McEchron, W. (2013). Infant directed speech and the development of speech perception: Enhancing development or an unintended consequence?. Cognition, 129(2), 362-378.
Naoi, N., Minagawa-Kawai, Y., Kobayashi, A., Takeuchi, K., Nakamura, K., Yamamoto, J. I., & Shozo, K. (2012). Cerebral responses to infant-directed speech and the effect of talker familiarity. Neuroimage, 59(2), 1735-1744.
Paavola, L., Kunnari, S., & Moilanen, I. (2005). Maternal responsiveness and infant intentional communication: Implications for the early communicative and linguistic development. Child: Care, Health and Development, 31(6), 727-735.
Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child‐directed speech in vocabulary development. Child development, 83(5), 1762-1774.
Soderstrom, M. (2007). Beyond babytalk: Re-evaluating the nature and content of speech input to preverbal infants. Developmental Review, 27(4), 501-532.
Thiessen, E. D., Hill, E. A., & Saffran, J. R. (2005). Infant-directed speech facilitates word segmentation. Infancy, 7(1), 53-71.
Topping, K., Dekhinet, R., & Zeedyk, S. (2013). Parent–infant interaction and children’s language development. Educational Psychology, 33(4), 391-426.
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.
Episode 4: Children’s Speech Development
This episode discusses how children learn the sounds in their language. We talk about the typical processes that children go through when learning their sounds and at what age sounds are acquired by children in English. Strategies for supporting children to learn their sounds and an activity for identifying whether a child might need support with their speech development are provided.
Resources
Average Age of English Speech Sound Acquisition
(Summarised by McLeod & Crowe, 2018)
References
Bishop, D. V., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31(7), 1027-1050.
Dodd, B., Holm, A., Hua, Z., & Crosbie, S. (2003). Phonological development: a normative study of British English‐speaking children. Clinical Linguistics & Phonetics, 17(8), 617-643.
Law, J., Garrett, Z., & Nye, C. (2003). Speech and language therapy interventions for children with primary speech and language delay or disorder. Cochrane Database of Systematic Reviews, (3).
Prather, E. M., Hedrick, D. L., & Kern, C. A. (1975). Articulation development in children aged two to four years. Journal of Speech and Hearing Disorders, 40(2), 179-191.
Episode 5: Stuttering in Early Childhood
This episode introduces stuttering in early childhood. The types of stuttering behaviours are described and information is provided about risk factors and when to seek help. The episode concludes with a list of dos and don’ts when talking with a child who stutters.
Resources
Fact sheets from the Murdoch Children’s Research Institute
The Impacts of Stuttering
Stuttering and Anxiety
References
Alm, P. A. (2014). Stuttering in relation to anxiety, temperament, and personality: Review and analysis with focus on causality. Journal of Fluency Disorders, 40, 5-21.
Ambrose, N. G., & Yairi, E. (1999). Normative disfluency data for early childhood stuttering. Journal of Speech, Language, and Hearing Research, 42(4), 895-909.
Anderson, J. D., Pellowski, M. W., Conture, E. G., & Kelly, E. M. (2003). Temperamental characteristics of young children who stutter . Journal of Speech, Language, and Hearing Research, 46(5), 1221-1233.
Beilby, J. M., Byrnes, M. L., & Yaruss, J. S. (2012). The impact of a stuttering disorder on Western Australian children and adolescents. Perspectives on Fluency and Fluency Disorders, 22, 51-62.
Chang, S. E. (2014). Research updates in neuroimaging studies of children who stutter. Seminars in Speech and Language, 35, 67-79.
Ezrati-Vinacour, R., Platzky, R., & Yairi, E. (2001). The young child’s awareness of stuttering-like disfluency. Journal of Speech, Language, and Hearing Research, 44(2), 368-380.
Finn, P., & Cordes, A. K. (1997). Multicultural identification and treatment of stuttering: A continuing need for research. Journal of Fluency Disorders, 22(3), 219-236.
Ntourou, K., Conture, E. G., & Lipsey, M. W. (2011). Language abilities of children who stutter: A meta-analytical review. American Journal of Speech-Language Pathology, 20(3), 163-179.
Ntourou, K., Conture, E. G., & Walden, T. A. (2013). Emotional reactivity and regulation in preschool-age children who stutter. Journal of Fluency Disorders, 38(3), 260-274.
Reilly, S., Onslow, M., Packman, A., Cini, E., Conway, L., Obioha, C., … Wake, M. (2013). Natural history of stuttering to 4 years of age: A prospective community-based study. Pediatrics, 132, 460-467.
Reilly, S., Onslow, M., Packman, A., Wake, M., Bavin, E., Prior, M., … Ukoumunne, O. C. (2009). Predicting stuttering onset by age 3: A prospective, community cohort study. Pediatrics, 123, 270-277.
Yairi, E., & Ambrose, N. G. (1999). Early childhood stuttering I: Persistency and recovery rates. Journal of Speech, Language, and Hearing Research, 42(5), 1097-1112.
Zebrowski, P. M., & Schum, R. L. (1993). Counseling parents of children who stutter. American Journal of Speech-Language Pathology, 2(2), 65-73.
Episode 6: Communication Milestones – Wait or Act?
This episode discusses the importance of early identification and early intervention for communication difficulties. I draw upon research evidence to discuss the risks of waiting and the benefits of acting early upon concerns about a child’s communication. I talk about the important role both parents and teachers play in this process. I also discuss the communication milestones developed by Speech Pathology Australia and how these can be used to help identify children who may need support for their communication.
Resources
Speech Pathology Australia’s Communication Milestone Posters
Research referred to in this episode
Bishop, D. V., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31(7), 1027-1050.
Koegel, L. K., Koegel, R. L., Ashbaugh, K., & Bradshaw, J. (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International Journal of Speech-Language Pathology, 16(1), 50-56.
Koegel, L. (2000). Interventions to facilitate communication in autism. Journal of Autism and Developmental Disorders, 30, 383–391.
Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder. Journal of Speech, Language, and Hearing Research.
Leitao, S., & Fletcher, J. (2004). Literacy outcomes for students with speech impairment: long‐term follow‐up. International Journal of Language & Communication Disorders, 39(2), 245-256.
McAllister, L., McCormack, J., McLeod, S., & Harrison, L. J. (2011). Expectations and experiences of accessing and participating in services for childhood speech impairment. International Journal of Speech-Language Pathology, 13(3), 251-267.
McGill, N., McLeod, S., Crowe, K., & Hopf, S. (2019). Presented at Speech Pathology Australia Conference, Brisbane, Australia.
Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J. (2004). The development of early literacy skills among children with speech difficulties. Journal of Speech, Language, and Hearing Research.
Reichow, B. (2012). Overview of meta-analyses on early intensive behavioral intervention for young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 512–520.
Roulstone, S., Miller, L. L., Wren, Y., & Peters, T. J. (2009). The natural history of speech impairment of 8-year-old children in the Avon Longitudinal Study of Parents and Children: Error rates at 2 and 5 years. International Journal of Speech-Language Pathology, 11(5), 381-391.
Singleton, N. C. (2018). Late talkers: why the wait-and-see approach is outdated. Pediatric Clinics, 65(1), 13-29.
Verdon, S. (2018). Can parental concern about early speech and language development predict children’s longitudinal outcomes? Presented at Speech Pathology Australia Conference, Adelaide, Australia.
Episode 7: Multilingualism in Children
https://spotifyanchor-web.app.link/e/EsmlUiKSHwb
This episode looks at children who are learning to speak or use more than one language. In Australia, 1 in 6 children start school speaking a language other than English, so there are many parents and teachers who are eager to know how best to support their language development.
I draw upon the research to share 5 key facts and dispel 5 common myths around multilingualism in children.
Research referred to in this episode
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207-245.
Australian Bureau of Statistics. (2017). 2016 Census QuickStats. Retrieved from http://www.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/036?opendocument
Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 65(4), 229-235.
Blake, H. L., McLeod, S., Verdon, S. & Fuller, G. (2018). The relationship between spoken English proficiency and participation in higher education, employment and income from two Australian censuses. International Journal of Speech-Language Pathology, 20(2), 202-215. doi: 10.1080/17549507.2016.1229031.
Cho, G. (2000). The role of heritage language in social interactions and relationships: Reflections from a language minority group. Bilingual Research Journal, 24(4), 369-384.
Clarkson, P. C. (2007). Australian Vietnamese students learning mathematics: High ability bilinguals and their use of their languages. Educational Studies in Mathematics, 64(2), 191-215.
Clyne, M. (2008). The monolingual mindset as an impediment to the development of plurilingual potential in Australia. Sociolinguistic Studies, 2(3), 347-366.
Fan, S. P., Liberman, Z., Keysar, B., & Kinzler, K. D. (2015). The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological Science, 26(7), 1090-1097.
International Expert Panel on Multilingual Children’s Speech (2012). Multilingual children with speech sound disorders: Position paper. Bathurst, Australia: Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University Retrieved from http://www.csu.edu.au/research/multilingual-speech/position-paper
Park, S. M., & Sarkar, M. (2007). Parents’ attitudes toward heritage language maintenance for their children and their efforts to help their children maintain the heritage language: A case study of Korean-Canadian immigrants. Language, Culture and Curriculum, 20(3), 223-235.
Verdon, S., McLeod, S. & Winsler, A. (2014). Linguistic diversity among Australian children in the first five years of life. Speech, Language, and Hearing 17(4), 196-203 doi: 10.1179/2050572814Y.0000000038
Verdon, S., McLeod, S., & Winsler, A. (2014). Language maintenance and loss in a population study of young Australian children. Early Childhood Research Quarterly, 29(2), 168–181. doi: 10.1016/j.ecresq.2013.12.003
Wright, S, C., & Taylor, D. M. (1995). Identity and the language of the classroom: Investigating the impact of heritage versus second language instruction on personal and collective self-esteem. Journal of Educational Psychology, 87(2), 241.
Episode 8: Baby Sign
In this episode I explain what baby sign is and its potential benefits. I then provide step by step tips for introducing baby sign with a little one.
Resources
Royal Institute for Deaf and Blind Children Auslan Key Sign App
Baby Sign in Australia – Auslan.net
Research cited in this episode
Fitzpatrick, E. M., Thibert, J., Grandpierre, V., & Johnston, J. C. (2014). How HANDy are baby signs? A systematic review of the impact of gestural communication on typically developing, hearing infants under the age of 36 months. First Language, 34(6), 486-509.
Howlett, N., Kirk, E., & Pine, K. J. (2011). Does ‘wanting the best’ create more stress? The link between baby sign classes and maternal anxiety. Infant and Child Development, 20(4), 437-445.
Johnston, J. C., Durieux-Smith, A., & Bloom, K. (2005). Teaching gestural signs to infants to advance child development: A review of the evidence. First Language, 25(2), 235-251.
Kirk, E., Howlett, N., Pine, K. J., & Fletcher, B. (2013). To sign or not to sign? The impact of encouraging infants to gesture on infant language and maternal mind‐mindedness. Child Development, 84(2), 574-590.
Mueller, V., & Sepulveda, A. (2014). Parental perception of a baby sign workshop on stress and parent–child interaction. Early Child Development and Care, 184(3), 450-468.
Özçalişkan, Ş., Adamson, L. B., Dimitrova, N., Bailey, J., & Schmuck, L. (2016). Baby sign but not spontaneous gesture predicts later vocabulary in children with Down syndrome. Journal of Child Language, 43(4), 948-963.
Thompson, R. H., Cotnoir‐Bichelman, N. M., McKerchar, P. M., Tate, T. L., & Dancho, K. A. (2007). Enhancing early communication through infant sign training. Journal of Applied Behavior Analysis, 40(1), 15-23.
Episode 9 Neurodiversity: Windows or Mac?
In this episode I discuss neurodiversity and taking a strengths based approach to supporting children.
Episode 10: SPRING into supporting children’s communication
In this episode I unpack the 6 steps to the SPRING approach to supporting communication development in children.
Episode 11: Developmental Language Disorder (DLD) with Shaun Zeigenfusz
Episode 12: Cleft Lip and Palate in Children with Dr Anna Cronin
Research cited in this episode
Cronin, A., Verdon, S., & McLeod, S. (2020). Holistic considerations for family-centred practice with children with cleft palate. Journal of Communication Disorders.
Cronin, A., Verdon, S., & McLeod, S. (2020). Holistic considerations for family-centred practice with children with cleft palate. JCPSLP
Cronin, A., McLeod, S., & Verdon, S. (2020). Holistic communication assessment for young children with cleft palate using the International Classification of Functioning, Disability and Health: Children and Youth. Language, Speech, and Hearing Services in Schools, 51(4), 914-938. https://doi.org/doi:10.1044/2020_LSHSS-19-00122
Cronin, A., McLeod, S., & Verdon, S. (2020). Applying the ICF-CY to Specialist Speech-Language Pathologists’ Practice with Toddlers with Cleft Palate Speech. The Cleft Palate-Craniofacial Journal, 1055665620918799.
Episode 13: Childhood trauma and its impact on language development
Episode 14: Getting the most out of speech therapy with Dr Katelyn Melvin
Episode 15: What is Autism?
Episode 16: Talking Stuttering with Rich Stephens from SAY: Australia
In this Episode I speak with Rich Stephens, founder of SAY:Australia about supporting people who stutter to be their authentic selves.
Episode 17 Autism: Frequently Asked Questions with Lucia Flint
Part 2 of our Autism series. In this episode I answer some of the most commonly asked questions about Autism with special guest Lucia Flint. We cover topics such as whether autism is becoming more common, masking, stimming, regression and meltdowns. This episode is busting common myths with the latest research on neurodiversity affirming practices.
Episode 18: ADHD
In this episode Lucia and Sarah discuss:
What is ADHD?
What are some common features?
What are common myths about ADHD?
What can we do to support ADHD?
Episode 19: Screen time vs. Digital Literacy
Tune in to find out!
Key references:
Brushe, M. E., Haag, D. G., Melhuish, E. C., Reilly, S., & Gregory, T. (2024). Screen Time and Parent-Child Talk When Children Are Aged 12 to 36 Months. JAMA Pediatrics. doi: 10.1001/jamapediatrics.2023.6790
Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., & Christakis, D. A. (2020). Associations between screen use and child language skills: A systematic review and meta-analysis. JAMA Pediatrics, 174(7), 665-675.
Episode 20: Pathological Demand Avoidance
Episode 21: ARFID – Avoidant Restrictive Food Intake Disorder
In this episode Sarah and Lucia discuss ‘Avoidant and Restrictive Food Intake Disorder’ also known as ARFID. This episode unpacks;
– What is ARFID?
– What is the DSM5 diagnostic criteria for ARFID?
– What are the commonly co-occurring factors alongside ARFID?
– How is ARFID managed and treated?
– Who is involved in supporting people with ARFID?
– The link between ARFID and neurodiversity.
Key references used for this episode:
Brigham, K. S., Manzo, L. D., Eddy, K. T., & Thomas, J. J. (2018). Evaluation and treatment of avoidant/restrictive food intake disorder (ARFID) in adolescents. Current Pediatrics Reports, 6, 107-113. https://doi.org/10.1007/s40124-018-0162-y
Cobbaert, L., & Rose, A. (2023). Eating disorders and neurodivergence: A stepped care approach. Eating Disorders Neurodiversity Australia.
https://nedc.com.au/assets/NEDC-Publications/Eating-Disorders-and-Neurodivergence-A-Stepped-Care-Approach.pdf
Dovey, T. M., Kumari, V., & Blissett, J. (2019). Eating behaviour, behavioural problems and sensory profiles of children with avoidant/restrictive food intake disorder (ARFID), autistic spectrum disorders or picky eating: Same or different?. European Psychiatry, 61, 56-62. https://doi.org/10.1016/j.eurpsy.2019.06.008
Hay, P., Mitchison, D., Collado, A. E. L., González-Chica, D. A., Stocks, N., & Touyz, S. (2017). Burden and health-related quality of life of eating disorders, including Avoidant/Restrictive Food Intake Disorder (ARFID), in the Australian population. Journal of Eating Disorders, 5, 1-10. https://doi.org/10.1186/s40337-017-0149-z
Zimmerman, J., & Fisher, M. (2017). Avoidant/restrictive food intake disorder (ARFID). Current Problems in Pediatric and Adolescent Health Care, 47(4),
Episode 22: Gestalt Language Processing
Maybe its Gestalt Language Processing! This is a newer area of research in understanding different ways of acquiring language. Many Gestalt Language Processors are neurodiverse and so we see these types of communicators a lot in our work.
This episode dives into what GLP is and how we can support people who communicate using Gestalts.
Episode 23: Evidence based literacy instruction
Helpful links for literacy:
https://www.learnwithlee.net/
https://twitter.com/lifelonglit?lang=en
https://www.readingdoctor.com.au/
https://www.youtube.com/watch?v=ogks_oVVPok
https://pamelasnow.blogspot.com/
https://svp-slp.com/the-ultimate-free-resource-guide-for-speech-language-pathologists/
Episode 24: Parents’ perspectives of raising children in Australia
Episode 25: Neurodiversity, mental health and abuse
We also discuss why neurodiverse people are more vulnerable to abuse and what strategies we can put in place to reduce this vulnerability in children from an early age.
**Trigger warning, we discuss sexual abuse, suicide and domestic violence.
References
Douglas, S., & Sedgewick, F. (2023). Experiences of interpersonal victimization and abuse among autistic people. Autism, 13623613231205630. https://doi.org/10.1177/1362361323120563
Edelson, M. G. (2010). Sexual abuse of children with autism: Factors that increase risk and interfere with recognition of abuse. Disability Studies Quarterly, 30(1). https://doi.org/10.18061/dsq.v30i1.1058
Hedley, D., Uljarević, M., Foley, K. R., Richdale, A., & Trollor, J. (2018). Risk and protective factors underlying depression and suicidal ideation in autism spectrum disorder. Depression and anxiety, 35(7), 648-657. https://doi.org/10.1002/da.22759
Simpson, K., Adams, D., Wheeley, E., & Keen, D. (2020). Parent perspectives on the presentation, triggers, impact, and support of anxiety in young children on the autism spectrum. Journal of Child and Family Studies, 29, 572-582. https://doi.org/10.1007/s10826-019-01576-5
Syriopoulou-Delli, C. K., Polychronopoulou, S. A., Kolaitis, G. A., & Antoniou, A. S. G. (2019). Views of teachers on anxiety symptoms in students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49, 704-720. https://doi.org/10.1007/s10803-018-3752-1
Van Steensel, F. J., Bögels, S. M., & Perrin, S. (2011). Anxiety disorders in children and adolescents with autistic spectrum disorders: A meta-analysis. Clinical child and family psychology review, 14, 302-317. https://doi.org/10.1007/s10567-011-0097-0
Resources
Episode 26: Childhood Apraxia of Speech (CAS)
Episode 27: Sensory Processing
In this episode we deep dive into all the ways that sensory processing issues can show up in our lives. Some people are sensory seeking while others are sensory avoidant, others are somewhere in between depending on the context and the stimulus. We discuss our own sensory processing and modifications that can be made to the environment to support diverse sensory processing needs.
Episode 28: Auditory Processing Disorder (APD)
Episode 29: Executive functioning
Episode 30: Monotropism
You can also do the quiz to assess your own level of monotropism:
https://dlcincluded.github.io/MQ/
Research articles:
Garau, V., Murray, A. L., Woods, R., Chown, N., Hallett, S., Murray, F., … Fletcher-Watson, S. (2023, June 14). Development and Validation of a Novel Self-Report Measure of Monotropism in Autistic and Non-Autistic People: The Monotropism Questionnaire. https://doi.org/10.31219/osf.io/ft73y
Monotropism self reported questionnaire: https://osf.io/wpx5g/
Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism and the diagnostic criteria for autism. Autism, 9(2), 139-156. https://doi.org/10.1177/1362361305051398
Murray, D. (2018). Monotropism–an interest based account of autism. Encyclopedia of autism spectrum disorders, 10, 978-981.
Episode 31: Object Permanence in Neurodiversity
Its to do with monotropism and an inability to remember or maintain attention on things we cannot physically see.
Its very common among people with ADHD and also Autistic people.
Episode 32: BONUS: Cleft and craniofacial awareness month
Follow Lucia on instagram @thecleftspeechie
Follow us on instagram @talking.children.podcast
Episode 33: Literal thinking
In this episode we share some examples of literal thinking and how it impacts the communication on neurodivergent people.
Here is a link to the autism online assessment we talk about in this episode:
https://www.clinical-partners.co.uk/for-adults/autism-and-aspergers/adult-autism-test/adult-autism-test-results/results
Episode 34: Rejection Sensitivity Dysphoria
Episode 35: The effect of trauma in early childhood
Linked below is the Australian Childhood Maltreatment study website discussed in the podcast episode. https://www.acms.au/
Episode 36: The future of cleft care
This week Lu talks to special guest Dr Anna Cronin about the latest research and future directions in the care of children with cleft lip and palate.
Episode 37: Advocacy for Neurodiversity
This week we discuss all the ways that we can advocate for our neurodivergent friends, family members (and ourselves) at school, university, work and in social settings.
Episode 38: Fact or fake? Neurotypical vs. Neurodivergent communication styles
In this episode we posit a new theory that maybe our discussions on social interactions in neurodiversity are all backwards, could it be that the neurodivergents have got it right all along?
Episode 39: Neurodiversity and Chronic Illness Part 1
A huge body of research shows that neurodiverse individuals are significantly more likely to experience just about every chronic health condition. In Part 1 we look at the statistics and research that investigates these co-occuring conditions. In part 2 of this series we will deep dive into the theories as to why this occurs including the role of genetics, hormones and exposure to trauma.
Episode 40: Neurodiversity and Chronic Illness Part 2
In Part 2 of this series we look into the genetic link between neurodiversity and chronic illnesses.
See references below:
Carrozza, C., Foca, L., De Paolis, E., & Concolino, P. (2021). Genes and pseudogenes: complexity of the RCCX locus and disease. Frontiers in Endocrinology, 12, 709-758. https://doi.org/10.3389/fendo.2021.709758
Dechene, L. (1993). Chronic fatigue syndrome: influence of histamine, hormones and electrolytes. Medical hypotheses, 40(1), 55-60. https://doi.org/10.1016/0306-9877(93)90197-X
Quadt, L., Csecs, J., Bond, R., Harrison, N. A., Critchley, H. D., Davies, K. A., & Eccles, J. (2024). Childhood neurodivergent traits, inflammation and chronic disabling fatigue in adolescence: a longitudinal case–control study. BMJ open, 14(7). https://bmjopen.bmj.com/content/14/7/e084203
Sala, R., Amet, L., Blagojevic-Stokic, N., Shattock, P., & Whiteley, P. (2020). Bridging the Gap Between Physical Health and Autism Spectrum Disorder. Neuropsychiatric Disease and Treatment, 16, 1605–1618. https://doi.org/10.2147/NDT.S251394
Weir, E., Allison, C., Warrier, V., & Baron-Cohen, S. (2021). Increased prevalence of non-communicable physical health conditions among autistic adults. Autism, 25(3), 681-694. https://doi.org/10.1177/1362361320953652
Episode 41: Girl-tism
On today’s episode we are discussing the unique presentation of Autism in girls.
We discuss the way that gender bias in research and society means that girls and women are less diagnosed, later diagnosed and are less accommodated.
Episode 42: ARFID Intervention
In this episode we look at neurospicy approved approaches to intervention for ARFID – Avoidant Restrictive Food Intake Disorder.
For more info see:
Białek-Dratwa, A., Szymańska, D., Grajek, M., Krupa-Kotara, K., Szczepańska, E., & Kowalski, O. (2022). ARFID—Strategies for dietary management in children. Nutrients, 14(9), 1739. https://doi.org/10.3390/nu14091739
Brown, M., & Hildebrandt, T. (2020). Parent-facilitated behavioral treatment for avoidant/restrictive food intake disorder: a case report. Cognitive and Behavioral Practice, 27(2), 231-251. https://doi.org/10.1016/j.cbpra.2019.05.002
Fisher, M., Zimmerman, J., Bucher, C., & Yadlosky, L. (2023). ARFID at 10 years: A Review of Medical, Nutritional and Psychological Evaluation and Management. Current gastroenterology reports, 25(12), 421-429. https://doi.org/10.1007/s11894-023-00900-w
Episode 43: Perfectionism
This week we look at how being a perfectionist is a common trait among the neurospicy and how this can lead to side quests, procrastination and self doubt. We discuss some ideas that can help you understand and overcome perfectionism in yourself and your children.
Episode 44: Surviving the holidays: A neurospicy guide
In this episode we tackle all the big issues to help you and your loved ones prepare for a sensory friendly and neurodiversity affirming festive season. We cover everything from food to clothes to presents and surviving crowds and unfamiliar people.
Episode 45: There were signs…..
In this episode we discuss the early signs of neurodivergence, how they presented and how we missed them in our early lives.
We hope this episode will help you to understand the unique ways that neurodivergence can present in individuals and empower you to identify early signs in yourself and/or your children.
Episode 46: Wicked: A Neurospicy hot take 🙂
In this unscheduled episode we deep dive into the movie Wicked and how it relates to the autistic experience. Hopefully this will be a fun holiday listen for you!
Episode 47: Coming to terms with your child’s diagnosis of neurodivergence
In this episode we talk about the challenges that parents face when finding out their child is neurodivergent and how to take a fresh perspective on this situation
Episode 48: To medicate or not to medicate?
In this episode we look at pharmacological treatments frequently used for children, particularly neurodivergent children. We discuss the evidence, the pros, the cons, the side effects and the stigma associated with medication for children.
References cited:
Mechler, K., Banaschewski, T., Hohmann, S., & Häge, A. (2022). Evidence-based pharmacological treatment options for ADHD in children and adolescents. Pharmacology & therapeutics, 230, 107940.
Boland, H., DiSalvo, M., Fried, R., Woodworth, K. Y., Wilens, T., Faraone, S. V., & Biederman, J. (2020). A literature review and meta-analysis on the effects of ADHD medications on functional outcomes. Journal of Psychiatric Research, 123, 21-30. https://doi.org/10.1016/j.jpsychires.2020.01.006
Garland, E. J., Kutcher, S., Virani, A., & Elbe, D. (2016). Update on the use of SSRIs and SNRIs with children and adolescents in clinical practice. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 25(1), 4.
Hetrick, S. E., McKenzie, J. E., & Merry, S. N. (2010). The use of SSRIs in children and adolescents. Current Opinion in Psychiatry, 23(1), 53-57.
Catalá-López, F., Hutton, B., Núñez-Beltrán, A., Page, M. J., Ridao, M., Macías Saint-Gerons, D., … & Moher, D. (2017). The pharmacological and non-pharmacological treatment of attention deficit hyperactivity disorder in children and adolescents: A systematic review with network meta-analyses of randomised trials. PloS one, 12(7), e0180355.
Dalsgaard, S., Nielsen, H. S., & Simonsen, M. (2014). Consequences of ADHD medication use for children’s outcomes. Journal of health economics, 37, 137-151.
Episode 49: Just keep stimming!
This week we return with an episode on self stimulatory behaviour or “stimming”.
We dive into the research behind why neurodiverse people stim and how it can be beneficial when supported and de-stigmatised.
Key references:
Charlton, R. A., Entecott, T., Belova, E., & Nwaordu, G. (2021). “It feels like holding back something you need to say”: Autistic and non-autistic adults’ accounts of sensory experiences and stimming. Research in Autism Spectrum Disorders, 89, 101864. https://doi.org/10.1016/j.rasd.2021.101864
Morris, I. F., Sykes, J. R., Paulus, E. R., Dameh, A., Razzaque, A., Esch, L. V., Gruenig, J., & Zelazo, P. D. (2025). Beyond self-regulation: Autistic experiences and perceptions of stimming. Neurodiversity, 3. https://doi.org/10.1177/27546330241311096
Kapp, S. K., Steward, R., Crane, L., Elliott, D., Elphick, C., Pellicano, E., & Russell, G. (2019). ‘People should be allowed to do what they like’: Autistic adults’ views and experiences of stimming. Autism, 23(7), 1782-1792.
Episode 50: Why are transitions so hard? ADHD paralysis meets Autistic inertia
In this episode we discuss why neurodivergent people find transitions (both small and large) so challenging.
We discuss the concepts of ADHD task paralysis, sensory issues, executive function, aversion to change and autistic inertia and how all of these elements are at play when transitions are happening in our lives.
Here are the key references we mention in the episode:
https://reframingautism.org.au/transitioning-autistically-a-case-of-cant-not-wont/
Demetriou, E. A., Demayo, M. M., & Guastella, A. J. (2019). Executive function in autism spectrum disorder: History, theoretical models, empirical findings, and potential as an endophenotype. Frontiers in Psychiatry, 10(753). https://doi.org/10.3389/fpsyt.2019.00753
Johnston, K., Murray, K., Spain, D., Walker, I., & Russell, A. (2019). Executive function: Cognition and behaviour in adults with autism spectrum disorders (ASD). Journal of Autism and Developmental Disorders, 49, 4181-4192.
Kirby, A. V., Feldman, K. J. C., Hoffman, J. M., Diener, M. L., & Himle, M. B. (2020). Transition preparation activities and expectations for the transition to adulthood among parents of autistic youth. Research in Autism Spectrum Disorders, 78, 101640. https://doi.org/10.1016/j.rasd.2020.101640
Kuo, A. A., Crapnell, T., Lau, L., Anderson, K. A., & Shattuck, P. (2018). Stakeholder perspectives on research and practice in autism and transition. Pediatrics, 141 (Supplement_4), S293 S299. https://doi.org/10.1542/peds.2016-4300F
Thompson C, Bölte S, Falkmer T, Girdler S (2018) To be understood: Transitioning to adult life for people with Autism Spectrum Disorder. PLoS ONE 13(3): e0194758.
Episode 51: Spoon theory and burnout: Understanding ability vs. capacity
In this episode we look at how neurodivergent people’s ability can be extremely different to their capacity. We discuss what this looks like for autistic and ADHDers in both childhood and adulthood and strategies to get in front of burnout using spoon theory as a conceptual model.
Key references:
Higgins, J. M., Arnold, S. R., Weise, J., Pellicano, E., & Trollor, J. N. (2021). Defining autistic burnout through experts by lived experience: Grounded Delphi method investigating #AutisticBurnout. Autism, 25(8), 2356-2369. https://doi.org/10.1177/13623613211019858
Raymaker, D. M., Teo, A. R., Steckler, N. A., Lentz, B., Scharer, M., Delos Santos, A., … & Nicolaidis, C. (2020). “Having all of your internal resources exhausted beyond measure and being left with no clean-up crew”: Defining autistic burnout. Autism in adulthood, 2(2), 132-143. https://www.liebertpub.com/doi/10.1089/aut.2019.0079
Episode 52: Early language stimulation
In this episode we talk about the best ways to support a child’s early communication development. If you are the parent of a young child or perhaps you are worried about your child’s development and want to support them to develop their speech, language and communication skills this episode is for you!
We also recommend the following links for more free support and resources;
Episode 53: A strong sense of social justice: Apparently a pathological symptom?!?!
Today we talk about how important fairness and social justice is to neurodivergent people. We talk about different ways this might present in your child and supportive approaches to managing an unjust world. We also reflect on how unfathomable it is that this is seen as a deficit or sign of disorder.
References:
Bondü, R., Esser, G. (2015). Justice and rejection sensitivity in children and adolescents with ADHD symptoms. European Child & Adolescent Psychiatry 24, 185–198.
Bondü R, Sahyazici-Knaak F, Esser G. (2017). Long-term associations of justice sensitivity, rejection sensitivity, and depressive symptoms in children and adolescents. Frontier Psychology, 12(8), 1446. https://doi.org/10.3389/fpsyg.2017.01446
Resources:
https://www.verywellmind.com/what-to-know-about-autism-and-justice-sensitivity-8631234
https://www.mhfa.com.au/navigating-burnout/
https://www.simplypsychology.org/autism-justice-sensitivity.html
Episode 54: Child autonomy: Thinking about children’s human rights
In this episode we discuss the UN Declaration on the Rights of the Child and to what extent we are applying these rights to the lives of children in every day contexts. We specifically discuss the nuances of talking about autonomy, control and consent with people who have communication difficulties and neurodivergent children.
Resources mentioned in the podcast:
https://humanrights.gov.au/our-work/disability-rights
https://pwd.org.au/about-us/about-disability/disability-and-human-rights/
https://www.secca.org.au/resources/sexuality-relationships-and-your-rights-resource/
https://www.youtube.com/watch?v=pIvHHvQLwsY
Episode 55: Alexithymia – Understanding emotional blindness
In this episode with discuss alexithymia and how this can present in children. This is common among neurodivergent people especially Autistics. We also provide lots of tips to support kids who experience this.
Resources mentioned in the podcast:
https://brenebrown.com/resources/atlas-of-the-heart-list-of-emotions/
References:
Koppelberg, P., Kersting, A. & Suslow, T. (2023). Alexithymia and interpersonal problems in healthy young individuals. BMC Psychiatry 23, 688.
Lee, K. S., Murphy, J., Catmur, C., Bird,G., & Hobson, H. (2022). Furthering the language hypothesis of alexithymia: An integrated review and meta-analysis, Neuroscience & Biobehavioral Reviews, 141(1). .
Oakley BFM, Jones EJH, Crawley D, et al. (2020). Alexithymia in autism: Cross-sectional and longitudinal associations with social-communication difficulties, anxiety and depression symptoms. Psychological Medicine, 52(8), 1458-1470.
Schroeders U, Kubera F, Gnambs T. (2022). The Structure of the Toronto Alexithymia Scale (TAS-20): A Meta-Analytic Confirmatory Factor Analysis. Assessment, 29(8), 1806-1823.
Episode 56: So what do you do again? The role of a speechie explained!
Speechie, SLP, speech pathologist, speech and language therapist… we go by many names but not everyone is quite sure of what we do.
In this episode we give an overview of the speech pathology profession, who we work with, what we do and when you might need us.
We talk about our work with speech, language, literacy, feeding, stuttering, ADHD, Autism, disability and more.
Episode 57: Embracing Disability in Early Childhood Settings with Jenny Nechvatal
In this episode we welcome special guest Jenny Nechvatal to the show.
Jenny is an early childhood educator, disability inclusion advocate and mother who draws upon her lived experiences to provide support and advice for both educators and parents.
Jenny has a particular interest in Autism and collaboration between parents and educators to support early identification and early intervention.
You can learn more about Jenny’s work here: https://innovativedisabilitysolutions.com.au/
You can buy Jenny’s book here: https://innovativedisabilitysolutions.com.au/store/p/embracing-disability-in-early-childhood
You can book a workshop with Jenny here: https://innovativedisabilitysolutions.com.au/workshops
Parents of neurodivergent children can join her parenting hub here: https://innovativedisabilitysolutions.com.au/neuro-spicy-parent-hub
Associate Professor Sarah Verdon - Speech-Language Pathologist 