Adapting Cognitive-Behavioral Therapy for Autistic and ADHD Pediatric Clients

Although CBT is widely considered an evidence-based approach, it is often experienced as ineffective or invalidating by neurodivergent clients. This training invites clinicians to critically examine how CBT assumptions about insight, language, attention span, abstract thinking, and self-regulation may not align with autistic and ADHD ways of thinking and processing. Participants will explore neurodiversity-affirming adaptations to CBT that prioritize nervous system safety, regulation, and relational engagement. Using case studies and practical demonstrations, the training highlights concrete strategies such as visual frameworks, games, stories, and flexible session sequencing to support neurodivergent pediatric clients in developing emotional understanding and coping skills without relying on compliance-based or top-down approaches.

Course•By Emily Kircher-Morris

Foundations of Dyslexia for Educators (Independent Self-Study)

Self-Study Professional Development Training

Course•By Emily Kircher-Morris

Foundations of Neurodiversity-Affirming Therapy

The traditional approach to mental health practice has often been based on a deficit model when working with neurodivergent individuals. However, the neurodiversity movement is challenging this perspective, empowering neurodivergent clients to embrace their unique neurological differences rather than viewing them as deficits that need to be "fixed." This course aims to provide mental health professionals with the knowledge and skills necessary to adopt a neurodiversity-affirming approach in their practice. 1.25 Continuing Education Hours earned for completion of this course. (Accredited by National Board of Certified Counselors, ACEP #7510)

Course•By Emily Kircher-Morris

Get It Done: How to Help Clients with ADHD (& Others) Improve Productivity

One of the biggest complaints from (and about) adults with ADHD is their struggles with productivity. This has significant repercussions in academic, professional, personal, and interpersonal functioning. Better tools and systems, like online calendars with reminders, can be helpful, but these clients often struggle to use them consistently, frustrating themselves, their family, and their therapist. What gets in the way between the intention and the action? This strategy-loaded presentation will enable you to more effectively help clients with ADHD address the various mental barriers to productivity, such as tempting rationalizations, tackling dreaded tasks, fake productivity, deadline stress, and perfectionism. While focused on working with clients with ADHD, much of this will be beneficial with other clients in your caseload.

Course•By Emily Kircher-Morris

Inherited Neurodivergence: Supporting Parents’ Identity Journeys

Autism, ADHD, dyslexia, and other forms of neurodivergence are genetic and have historically been underdiagnosed. Many parents first question their own neurotype during their child’s assessment: “But that’s not autism! I do that too!” This realization can be destabilizing. Parents may continue patterns like masking, shame, and self-doubt while also supporting their child and navigating their own identity. This continuing education course equips clinicians with a neurodiversity-affirming framework for supporting these parents. Participants will learn to recognize inherited neurodivergence, understand common emotional responses, and offer support that addresses both parenting and identity development.

Course•By Emily Kircher-Morris

Interpreting Autism Assessment Data in High-Masking and Under-Identified Presentations

This training examines how to interpret autism assessment data in high-masking and under-identified presentations. Designed for licensed psychologists and advanced clinicians with prior assessment experience, it emphasizes clinical reasoning and pattern recognition over checklist-based diagnosis. Participants will review tools (SRS-2, SCQ, ADOS-2, CARS-2) and how results may appear subthreshold, discrepant, or inconsistent in clients who mask or compensate. The session focuses on integrating multiple data sources, including caregiver and teacher reports, standardized measures, observation, interviews, and qualitative information, to support accurate diagnosis. It also addresses discrepancies across informants, interpreting “average” scores, and differentiating autism from overlapping conditions. Case examples support applying findings and delivering clear, neurodiversity-affirming feedback.

Course•By Emily Kircher-Morris

Missed in Childhood, Identified in Adulthood: Supporting Late-Diagnosed Neurodivergent Clients

Many adults enter therapy after years of struggling with attention, sensory overwhelm, emotional regulation, or social expectations without realizing these experiences may be connected to neurodivergence. As awareness of ADHD and autism in adults has increased, more clients are recognizing their neurodivergent identities later in life, often after decades of misunderstanding their challenges through lenses such as anxiety, depression, trauma, or personal failure. For many, late identification reshapes how they understand their life story. It may bring relief and validation, but also grief, anger, or questions about missed support earlier in life. Clients may reevaluate past experiences while learning to recognize both strengths and support needs. This session explores key clinical considerations when supporting late-diagnosed adults, including pathways to identification, the impact of masking, and practical approaches to support integration and self-understanding.

Course•By Emily Kircher-Morris

Module 1: Foundations of Teaching Twice-Exceptional Learners (Self-Study)

Strategies for Supporting Twice-Exceptional Students Self-Study Course

Course•By Emily Kircher-Morris

Module 2: Affective Needs and Motivation for 2e Students (Self-Study)

Strategies for Supporting Twice-Exceptional Students Course

Course•By Emily Kircher-Morris

Module 3: Executive Functioning for Twice-Exceptional Students (Self-Study)

Strategies for Supporting Twice-Exceptional Students Course

Course•By Emily Kircher-Morris

Module 4: Learning Disabilities (Dyslexia, Dyscalculia, and Dysgraphia) in Twice-Exceptional Students (Self-Study)

Strategies for Supporting Twice-Exceptional Students Course

Course•By Emily Kircher-Morris

Module 5: Neurodevelopmental Diagnoses (ADHD and Autism) in Twice-Exceptional Students (Self-Study)

Strategies for Supporting Twice-Exceptional Students

Course•By Emily Kircher-Morris

Module 6: Anxiety, Depression, and Related Diagnoses in Twice-Exceptional Students (Self-Study)

Strategies for Supporting Twice-Exceptional Students

Course•By Emily Kircher-Morris

Strategies for Supporting Twice-Exceptional Students (Independent Self-Study Course)

Six Module Continuing Education Course for Teachers

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The Cost of Camouflage: Exploring Masking and Burnout in Neurodivergent Clients

This course explores the nuanced experiences of neurodivergent clients related to masking, identity development, and burnout. Mental health professionals will gain a deeper understanding of the psychological and emotional toll of masking behaviors, which are often used by neurodivergent individuals to navigate neurotypical expectations. Participants will examine how sustained masking contributes to identity diffusion, misdiagnosis, and neurodivergent burnout—an experience distinct from general burnout and shaped by unique sensory, social, and emotional demands. The course provides practical clinical strategies to support clients in unmasking safely, fostering self-understanding, and promoting authentic self-expression within and beyond the therapeutic relationship.

Course•By Emily Kircher-Morris

Using Fandoms to Promote Coping Skills for Kids

Course•By Emily Kircher-Morris

WAETAG Twice-Exceptional Students Bundle

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