Robin Roscigno's guest appearances

Robin Roscigno

TILT Parenting: Raising Differently Wired Kids

AASR Live

Autism Outreach 

OwlTail

Is autism really different in girls and is that affecting reliable diagnosis? I had the opportunity to chat with Robin Roscigno, founder of AuTEACH, former teacher pursuing her PhD, and autistic mother to her autistic daughter. As she speaks from her education background and personal experiences, Robin gives a really great insight on a deeper look into how we are evaluating and educating autistic students. The CDC website reads that autism is 4 times as common in boys as it is in girls. Why are we still saying that? Is it more common in boys or are their crucial elements being missed when it comes to diagnosing females? The thing is autism is not different in girls, it just presents itself differently.When looking at autism in girls, we are talking about internalized experiences vs. externalized behaviors. With girls, a lot of their repetitive thoughts or fixations are happening internally, or they present in somewhat typical female expectations. This could be a little girl playing the exact same scripted play scenario multiple times daily for weeks with no deviation or insensibly organizing and caring for her barbies. At the core, if the behavior is an “expected” or “traditional” female activity within normal gender roles, parents of girls can expect to get push back on an autism diagnosis. Boys and girls are socialized very differently and in fact many of the hallmark signs of autism can be disguised as socialized behavior for women. This makes it easier for girls with autism to hide their symptoms and prevent a reliable diagnosis.Social skills and navigating social situations can be an area where autistic girls are ill-equipped. Robin highlights the typical socialized behaviors of how girls interact with one another and it can be very difficult for girls with autism to operate within that. Her reminder for parents and teachers is to stop assuming children don’t want to socialize. In fact, it can involve a lot of shame and internal pain, especially when the student has a desire to be a part of the group. To combat this, Robin talks about a whole school approach. This means not only talking to students with disabilities but to students without disabilities as well.  It’s not that one group has all the social skills and one none, it’s that they have different skills and they can learn on both sides. It’s an opportunity for double-sided empathy.Robin shared some great suggestions and potential resources for parents of girls with signs of autism. Taking data at home and finding a reputable doctor are some key points for making an evaluation fair and accessible regardless of gender. Advocate for your child and what you as a parent are seeing that raises concerns is so important. You can find out more about Robin and AuTEACH on her TikTok, Instagram, YouTube, and on her website. This was an awesome chat, I hope you got something great out of today’s episode!#autism #speechtherapyWhat’s Inside:Characteristics of autism in girls.Guidance for providers working with autistic girls.Advice for parents with female children and autism concerns.Why are girls not receiving autism diagnoses as readily as boys?Is autism different in girls?How to get a fair autism diagnosis for girls.Mentioned In This Episode:AuTeachAuTeach (@auteachofficial) • Instagram photos and videosAutism Education (@auteach) TikTokAuTeach - YouTube

Is autism really different in girls and is that affecting reliable diagnosis? I had the opportunity to chat with Robin Roscigno, founder of AuTEACH, former teacher pursuing her PhD, and autistic mother to her autistic daughter. As she speaks from her education background and personal experiences, Robin gives a really great insight on a deeper look into how we are evaluating and educating autistic students. The CDC website reads that autism is 4 times as common in boys as it is in girls. Why are we still saying that? Is it more common in boys or are their crucial elements being missed when it comes to diagnosing females? The thing is autism is not different in girls, it just presents itself differently. When looking at autism in girls, we are talking about internalized experiences vs. externalized behaviors. With girls, a lot of their repetitive thoughts or fixations are happening internally, or they present in somewhat typical female expectations. This could be a little girl playing the exact same scripted play scenario multiple times daily for weeks with no deviation or insensibly organizing and caring for her barbies. At the core, if the behavior is an “expected” or “traditional” female activity within normal gender roles, parents of girls can expect to get push back on an autism diagnosis. Boys and girls are socialized very differently and in fact many of the hallmark signs of autism can be disguised as socialized behavior for women. This makes it easier for girls with autism to hide their symptoms and prevent a reliable diagnosis. Social skills and navigating social situations can be an area where autistic girls are ill-equipped. Robin highlights the typical socialized behaviors of how girls interact with one another and it can be very difficult for girls with autism to operate within that. Her reminder for parents and teachers is to stop assuming children don’t want to socialize. In fact, it can involve a lot of shame and internal pain, especially when the student has a desire to be a part of the group. To combat this, Robin talks about a whole school approach. This means not only talking to students with disabilities but to students without disabilities as well.  It’s not that one group has all the social skills and one none, it’s that they have different skills and they can learn on both sides. It’s an opportunity for double-sided empathy. Robin shared some great suggestions and potential resources for parents of girls with signs of autism. Taking data at home and finding a reputable doctor are some key points for making an evaluation fair and accessible regardless of gender. Advocate for your child and what you as a parent are seeing that raises concerns is so important. You can find out more about Robin and AuTEACH on her TikTok, Instagram, YouTube, and on her website. This was an awesome chat, I hope you got something great out of today’s episode! #autism #speechtherapy What’s Inside:<ul><li>Characteristics of autism in girls.</li><li>Guidance for providers working with autistic girls.</li><li>Advice for parents with female children and autism concerns.</li><li>Why are girls not receiving autism diagnoses as readily as boys?</li><li>Is autism different in girls?</li><li>How to get a fair autism diagnosis for girls.</li></ul>Mentioned In This Episode:<a href="https://www.auteach.com/" rel="nofollow" target="_blank">AuTeach</a> <a href="https://www.instagram.com/auteachofficial/?hl=es" rel="nofollow" target="_blank">AuTeach (@auteachofficial) • Instagram photos and videos</a> <a href="https://www.tiktok.com/@auteach?lang=es" rel="nofollow" target="_blank">Autism Education (@auteach) TikTok</a> <a href="https://www.youtube.com/channel/UCtHSuW5Lv7SWzQfvJ8xZcqQ/videos?view=0&amp;sort=da&amp;flow=grid" rel="nofollow" target="_blank">AuTeach - YouTube</a>

#051: Autism in Girls with Robin Roscigno of AUTEACH

AuTeach founder Robin Roscigno, an autism researcher, scholar, speaker, and TikTok sensation, talks about the Autism Industrial Complex, the trauma of restraints and seclusion, and respectful approaches to neurodiversity-informed intervention.For more info, visit: https://tiltparenting.com/session277Support the showConnect with Tilt Parenting   Visit Tilt Parenting Take the free 7-Day Challenge   Read a chapter of Differently Wired  Follow Tilt on Twitter &amp; Instagram  

AuTeach founder Robin Roscigno, an autism researcher, scholar, speaker, and TikTok sensation, talks about the Autism Industrial Complex, the trauma of restraints and seclusion, and respectful approaches to neurodiversity-informed intervention. For more info, visit: <a href="https://tiltparenting.com/session277" rel="nofollow" target="_blank">https://tiltparenting.com/session277</a><a href="https://patreon.com/tiltparenting" rel="payment nofollow" target="_blank">Support the show</a>Connect with Tilt Parenting <ul> <li> <a href="https://tiltparenting.com" rel="nofollow" target="_blank">Visit</a> Tilt Parenting</li> <li>Take the free <a href="https://tiltparenting.com/7day" rel="nofollow" target="_blank">7-Day Challenge</a> </li> <li> <a href="https://tiltparenting.com/book" rel="nofollow" target="_blank">Read a chapter </a>of Differently Wired </li> <li>Follow Tilt on<a href="https://twitter.com/tiltparenting" rel="nofollow" target="_blank"> Twitter</a> &amp; <a href="https://instagram.com/tiltparenting" rel="nofollow" target="_blank">Instagram</a> </li> </ul>

TPP 277: Respectful and Neurodiversity-Informed Parenting, With AuTeach Founder Robin Roscigno

How can you move past teaching compliance towards teaching self-determination and self-advocacy? Many programs that specialize in education for Neurodivergent children are rooted in compliance-based techniques and behavioral control. This talk explores the history of behaviorism in schooling for neurodivergent kids and will offer alternative ways to think about and respond to student behavior. Robin Roscigno is a scholar/practicioner specializing in education for Neurodivergent children. She is a PhD candidate at Rutgers University’s Graduate School of Education and consults with school districts and parents on a range of topics. Most recently, Robin was awarded the Irving K. Zola Award for Emerging Scholar in Disabiliy Studies from the Society for Disability Studies for her article “Semiotic Stalemate: Resisting Restraint and Seclusion through Guattari’s Micropolitics of Desire” which combined her scholarly interests with her anti-restraint and seclusion activism.Support the show

How can you move past teaching compliance towards teaching self-determination and self-advocacy? Many programs that specialize in education for Neurodivergent children are rooted in compliance-based techniques and behavioral control. This talk explores the history of behaviorism in schooling for neurodivergent kids and will offer alternative ways to think about and respond to student behavior. Robin Roscigno is a scholar/practicioner specializing in education for Neurodivergent children. She is a PhD candidate at Rutgers University’s Graduate School of Education and consults with school districts and parents on a range of topics. Most recently, Robin was awarded the Irving K. Zola Award for Emerging Scholar in Disabiliy Studies from the Society for Disability Studies for her article “Semiotic Stalemate: Resisting Restraint and Seclusion through Guattari’s Micropolitics of Desire” which combined her scholarly interests with her anti-restraint and seclusion activism.<a href="https://www.patreon.com/endseclusion" rel="payment nofollow" target="_blank">Support the show</a>