09/09/2025
What's more, he doesn't like seeing his peers do their best and it not be good enough for them to get a reward, too. In his wonderfully neurodivergent brain, everyone matters as much as everyone else, and no one is "better" or deserves more prizes and praise just because things come easier to them.
Rewarding the behavior you want to see doesn't reflect the ways that everyone's "best" looks different.
If a kid is having a hard time but they are TRYING and it doesn't meet the threshold for the reward, it sends the message that their best simply isn't good enough. We can do better by our neurodivergent clients, and STILL help them learn new skills.
My upcoming LIVE course on strengths-based practices isn't your generic "intro to neurodiversity." I teach a FRAMEWORK for how you can really truly map from a child's strengths to building a support plan that addresses their real barriers.
This course teachings you how to confidently approach treatment planning for ever client in a way that deeply considers a child's actual needs and how they learn. It will help you approach a child's trickiest "behavior" moments with a lens that really considers your neurodivergent clients' perspectives, support needs, and strengths....without ever bringing in rewards and punishments.
We practice this together with true-to-life case studies so that you can confidently begin using this framework in your work right away.
Ready to join me and change up your approach? Visit the link to sign up https://learnplaythrive.com/strengths/
[Text ID] Picture of an 8 year old in the kitchen. Text in background says, "My neurodivergent eight year old feels threatened when people reward him for "good behavior. Rewards say to him, "I have this thing you want, and if you act like I want you to, you can have it. But if you stop, I’ll take it away." He hates feeling like people are wielding power over him. He feels much safer with connection and collaboration."
