About this course

Learning Objectives

• Identify at least three key principles of neurodiversity-affirming care within clinical practice.
• Describe how masking behaviors present in therapy and their potential impact on neurodivergent clients.
• Differentiate between deficit-based and strengths-based clinical language when discussing neurodivergent traits.
• Apply sensory-informed modifications to therapeutic environments that support client regulation and comfort.
• Demonstrate at least two affirming interventions that promote safety, agency, and authenticity for neurodivergent clients.

Course Instructor(s)

• 

  Jessica Scher Lisa, Psy.D.

  Founder of Long Island Mental Health and Wellness

  Dr. Jessica Scher Lisa is a licensed psychologist and the founder of Long Island Mental Health and Wellness, a private practice dedicated to providing compassionate, evidence-based care across the lifespan. She specializes in neurodiversity-affirming therapy and psychological assessment, with a clinical focus on autism, anxiety disorders, ADHD, and family systems. Dr. Lisa is particularly skilled in working with individuals who experience sensory sensitivities, social differences, and masking behaviors that often go overlooked in traditional clinical settings. In addition to her direct clinical work, Dr. Lisa is passionate about training other professionals to move beyond pathology-based models and adopt strengths-based, inclusive practices. She has provided supervision, workshops, and consultation for therapists seeking to better support neurodivergent clients in both individual and group therapy settings. Through her teaching and leadership, Dr. Lisa aims to help clinicians create therapy spaces where clients can feel safe, seen, and empowered to show up authentically.

Disclosure

References

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• Botha, M., Hanlon, J., & Williams, G. L. (2023). Does language matter? Identity-first versus person-first language use in autism research: A response to Vivanti. Journal of autism and developmental disorders, 53(2), 870-878.
• Brown, L. X. Z. (2011). Identity-First Language: Why It Matters. Autistic Self Advocacy Network.
• Brownlow, C., & O’Dell, L. (2021). Autistic peer support and the neurodiversity movement: A mutual empowerment model. Autism, 25(5), 1385–1394.
• Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59–71.
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• Singer, J. (1998). Why can’t you be normal for once in your life? Disability Studies Quarterly.
• Wright, B., Spikins, P., & Pearson, H. (2020). Should autism spectrum conditions be characterized in a more positive way in DSM-5? Frontiers in Psychology.