Lois Brady: Publishing Autism Digest and Exploring Real Stories and Experiences

Summary

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Podcast Summary

Tony Mantor: Why Not Me?

Episode Title: Lois Brady: Publishing Autism Digest and Exploring Real Stories and Experiences
Date: April 1, 2026
Host: Tony Mantor
Guest: Lois Brady, Publisher of Autism Digest

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Brief Overview

This episode centers on the experiences and insights of Lois Brady, speech-language pathologist and publisher of Autism Digest. Tony and Lois discuss evolving public perceptions of autism, the power of real stories in fostering understanding, the importance of early intervention, technological innovations (including AI), and practical advice for families and allies. The conversation delves into both professional and deeply personal territory, offering heartfelt stories and actionable strategies.

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Key Discussion Points & Insights

1. Lois Brady’s Background and Role

• Lois shares her journey from speech-language pathology to technology advocate, then to publisher of Autism Digest.
• She originally authored Apps for Autism after realizing the potential of the iPad for people with autism ([03:25]).
• Motivation: Her personal connection as a mother to a son on the autism spectrum deeply informs her advocacy and professional path ([05:33]).

Quote [03:25]:
“I’m a language pathologist by trade…when Steve Jobs stood up on the stage and announced the iPad, almost instant I realized that that could be a great tool for people with autism…Now I’m a speech language pathologist and a technology expert…”

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2. Early Parenting Experiences and Diagnosis

• Lois recounts the challenges of being dismissed by professionals when seeking answers for her son 30+ years ago ([06:34], [07:53]).
• She notes that lack of professional recognition and support still, surprisingly, persists for some families today.

Quote [07:38]:
“This was just the other day. And I’m like, oh, my gosh, that’s amazing…In the middle of California, where you think, you know, there’s a lot of information here…This is still happening.”

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3. Navigating School and Labels

• Lois chose not to label her son within the special education system, believing it would create conflict and hinder his progress ([08:15]–[08:27]).
• She reflects on the ongoing debate among parents on the value or harm of formal diagnoses.

Quote [08:15]:
“That was not my option. Giving him over to the special ed system would make him worse…”

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4. Evolving Understanding and Technology’s Role

• Major strides in education and awareness: what was previously a half-hour lesson on autism is now entire college courses ([10:44]–[11:11]).
• Lois emphasizes tech’s role in early intervention, like leveraging typing and speech devices for communication ([11:44]–[13:14]).
• She highlights the Rosenthal Effect: expecting less from autistic kids leads to limiting their potential.

Quote [12:45]:
“Many of my people on the autism spectrum…can learn to type. Teach them to type. Oh my goodness. That is what I found to be a huge key.”

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5. Personal Anecdotes: Perspective-Shifting Moments

• Lois describes a breakthrough with a non-speaking child using text-to-speech and spelling, revealing the child's intelligence and inner life ([13:36]–[15:24]).
• Stories like these underscore the importance of finding alternative communication channels and believing in people’s capabilities.

Quote [14:48]:
“So this little child learned to type, and then he became self-taught because he realized that he could do that…”

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6. Lessons Learned from Autistic Individuals

• “Just in myself, how to navigate the world and realize that my actions really have an effect on other people…That’s what we try to teach them…just to learn how to do that better myself.” ([15:40])

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7. The Power and Limits of “Stories”

• Real, lived experiences teach far more than pure facts or clinical approaches ([16:32]–[16:58], [29:00]).
• Lois and Tony agree most stories involve a parent’s life being transformed as they adapt and advocate for their child.

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8. Media, Misconceptions, and the Spectrum

• Media often presents a one-dimensional view (e.g., "Sheldon from Big Bang Theory") that misinforms public understanding ([17:54]).
• Lois criticizes the removal of “Asperger’s” as a distinct category, highlighting how lumping it under “autism” obscures key differences ([18:51]).

Quote [19:01]:
“They’re very, very different kinds of symptoms and very different ways that we manage those symptoms…”

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9. AI and Emerging Technology in Diagnosis and Support

• Lois sees potential in AI tools for early detection and intervention ([20:15]–[21:30]).
• She explains how AI chat systems can provide tailored strategies for parents in real-time, and how vocal sample analysis could aid diagnosis.

Quote [21:30]:
“…right now on Autism Digest, you could go in and say, ‘Hey, I’m cooking pasta tonight. I have a non-speaking, let’s see, five year old…’ and it’ll tell you…wonderful strategies.”

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10. Challenging the “Fixing” Narrative

• Both agree: autism is a “brain difference,” not a problem requiring a cure ([22:55]).
• The conversation must move from “fixing” to supporting and understanding unique needs ([23:10]).

Quote [22:58]:
“That’s what we want to do. It is a brain difference. There is no fixing it.”

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11. Temple Grandin & Timeless Wisdom

• Lois and Tony discuss Temple Grandin's influence as an autistic advocate, noting her strategies remain relevant despite generational shifts ([23:52]–[25:09]).
• Practical teaching tips never go out of date; society’s responses, not autism’s core characteristics, have evolved.

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12. Meltdowns, Misunderstandings, and Empathy

• Public confusion between meltdowns and tantrums leads to stigmatizing parents ([25:47]–[26:41]).
• Change happens slowly—one story, one parent, one education effort at a time.

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13. Storytelling vs. Clinical Approaches

• Tony values the podcast’s focus on relatable, human stories over clinical info laden with jargon, making key concepts more accessible to new families ([26:41]–[27:20]).
• Lois points to books written by non-speaking autistic individuals as powerful sources of understanding ([27:20]–[28:49]).

Quote [28:36]:
“Pick up those books. They tell great stories about their lives. What does it feel like to try to talk? Why do you slam your hands?…There’s reasons.”

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14. Building Inclusive Support and Resisting Pity

• Lois shares examples of autistic entrepreneurs and adults to highlight potential and diminish stereotypes ([29:58]–[30:00]).
• Echoes the “don’t put limitations on them” message; pushing for opportunities and exposure is essential, even if transitions are difficult ([30:13]–[31:14]).

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15. Practical Advice for Families and the Public

• Don’t be afraid to ask questions—most individuals and families are willing to share ([32:19]).
• Stop circulating “you can’t say this” lists, as they discourage engagement and foster isolation ([32:46]).
• Greatest recommendation: “More knowledge, more better.” Seek out real conversations, stories, and direct interactions.

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Notable Quotes & Moments

• On the Rosenthal Effect ([12:45]):
  “Don’t put limits on them. Teach them, you know, real life things.”

• On clinical vs. lived experience ([26:41]):
  “I think the stories are very important for people to hear because it’s very relatable.” —Tony

• On stereotype busting ([30:00]):
  “It’s not a lifetime of being, you know, locked in a room…These people are doing things…”

• On engaging with families ([32:19]):
  “Just ask the person, walk up to them and ask them, what’s it like?”

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Important Timestamps

• 03:25 – Lois describes how she became publisher of Autism Digest.
• 05:33 – Lois recounts her early exposure to developmental disabilities and eventual “deep dive” into autism as a mom.
• 07:38 – Ongoing dismissal of parental concerns, even today.
• 08:15 – Lois’s controversial choice to avoid special education labeling for her son.
• 11:44 – The importance of teaching typing and overcoming lowered expectations.
• 13:36 – A breakthrough with a non-speaking child using technology.
• 14:48 – Realization of the child’s capacity and the heartbreak of unrecognized potential.
• 17:54 – Challenges of defining “autism”—there’s no one-size-fits-all answer.
• 19:01 – On the merger of Asperger’s and autism as a single diagnostic category.
• 21:30 – How AI can assist parents with individualized, context-specific advice.
• 22:58 – On helping autistic individuals live their best lives rather than aiming to cure.
• 23:52 – Temple Grandin as lasting influence; practicality isn’t dated.
• 28:36 – Importance of first-person literature from non-speaking autistics.
• 32:19 – Final advice: ask, engage, and keep learning.

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Closing Messages

• Lois encourages open dialogue and breaking isolation through curiosity and conversation.
• Tony reiterates how storytelling enables understanding and connection for neurodiverse families and beyond.

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For more information:
Lois Brady and Autism Digest: autismdigest.com ([33:20])

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This episode is a compelling call for compassion, curiosity, and the amplification of real voices in the autistic community—a resource-rich guide for parents, educators, and allies alike.

Transcript

[A]

This message is brought to you by the Capital One Venture X Card. Venture X offers the premium benefits you expect, like a $300 annual Capital One travel credit for less than you expect. Elevate your earn with unlimited double miles on every purchase, bringing you one step closer to your next dream destination. Plus, enjoy access to over 1,000 airport lounges worldwide. The Capital One Venture X Card what's in your wallet? Terms Apply Lounge access is subject to change. See capitalone.com for details.

[B]

Welcome to why Not Me? Embracing Autism and Mental Health Worldwide hosted by Tony Mantour, broadcasting from the heart of Music City, usa, Nashville, Tennessee. Join us as our guests share their raw, powerful stories. Some will spark laughter, others will move you to tears. These real life journeys inspire, connect and remind you that you're never alone. We're igniting a global movement to empower everyone to make a lasting difference by fostering deep awareness, unwavering acceptance, and profound understanding of autism and mental health. Tune in, be inspired and join us in transforming the world one story at a time. Hi, I'm Tony Mantour. Welcome to why Not Me? Embracing Autism and Mental Health Worldwide. Before we jump in, if you haven't already, I invite you to tap follow. It only takes a couple of seconds and it helps this show reach more families who need to hear these conversations. Thanks for being here. Joining us today is Lois Brady. She's the publisher of Autism Digest, a publication dedicated to sharing knowledge, resources and real life experiences from across the autistic community. Through her work, she's helped create a platform where information meets real experience, helping families better understand autism while giving a voice to those who are navigating it daily. Her work continues to help shape conversation around understanding inclusion and support for individuals and families worldwide. Today we're going to talk about the evolving conversation around autism, the importance of sharing real stories, and how platforms like Autism Digest help bring those voices to the forefront. We've got a great conversation coming, so before we dive into our episode, we'll be back with an uninterrupted show right after a word from our sponsors.

[A]

This message is brought to you by the Capital One Venture X Card. Venture X offers the premium benefits you expect, like a $300 annual Capital One travel credit for less than you expect. Elevate your earn with unlimited double miles on every purchase, bringing you one step closer to your next dream destination. Plus, enjoy access to over 1000 airport lounges worldwide. The Capital One Venture X Card what's in your wallet? Terms Apply Lounge access is subject to change. See capital1.com for details.

[B]

Thanks for joining us today.

[C]

Yeah, no problem. Be fun.

[B]

Yeah, I'm looking forward to it. You publish the Autism Digest. For those that may not be aware of it, can you share a little bit about the magazine?

[C]

I do, Toni. I am the publisher of Autism Digest, which came about to me in kind of a. An odd way. I'm a language pathologist by trade. When technology first came out, specifically like the iPad, when Steve Jobs stood up on the stage and announced the iPad, almost instant, I realized that that could be a great tool for people with autism. So I got one and I started researching and I wrote the book Apps for Autism. Of course, at that moment, you become the expert. Now I'm a speech language pathologist and a technology expert and I started writing for, at that time, Autism Asperger's Digest. I've written a book for Future Horizons, which at that time published also Autism Asperger's Digest. And they're in Texas and they were a family owned company, publishing company, and I really liked them. So when they were getting ready to sell it, they asked me and I'm like, oh, my gosh, no, I'm too busy. But, oh my gosh, that's so tempting. That's incredibly tempting. I'm gonna go ahead and take it on. And I did. And I love it. It' great way to kind of get all the experience that I have in my 30 years of being a speech language pathologist. Plus knowing all the experts in the field and all the parents and just meeting and working with probably tens of thousands of families to take that experience and give people good information. Not just information, because there's a ton out there, Tony. You know, you're in the business and everybody has information, but I feel that I'm in a particular position where I can actually pick out what's the greatest information and entertain people as well. I put in like QR codes where you can go to movies or go to videos. And I'm trying to make it more of just absorbing information, but kind of like submersing yourself into the information multimodality. That's kind of where we are now, and I'm really proud of it. Had it for almost two years.

[B]

I'm right there with you. You should be proud of it. Tell us what inspired your passion for this originally, Tony?

[C]

I just don't know. I used to go to, oh my gosh, this is going to age me. But it was called the Stockton State Hospital.

[B]

Okay.

[C]

Which then turned into developmental centers and now have been kind of dissolved and volunteer and I love, love, love working there. From that experience, I. I thought I was going to go into teaching deaf kids, and I learned sign language. And then autism became a thing, and it was so different at the time. This is like 30 years ago. Nobody knew what it was. And then I had a son who was on the spectrum, and that's when I took the deep dive. I'm like, oh, my gosh. Okay, time to figure it out.

[B]

Now, you being the mother of an autistic son, how did that change your perspective on what you had planned on doing? And then ultimately, how did it change on what you did do moving forward as a mom? Yeah.

[C]

As a career?

[B]

Well, let's do both. But let's start out with the mom first.

[C]

The mom. Well, you know, it completely changes your whole perspective. Now there's that moment where you've had this son. It was my first son. And he's. You have all these plans. Everyone does. And then there's that second where you look into his eyes and you're like, something's wrong. Something's not right. I gotta figure it out. And you start digging and working and digging. And then it was over 30 years ago, Tony. This is 32 years ago. And I took him to his pediatrician. Oh, he's just a boy. And I'm like, no, he's not just a boy. There's actually things he's doing. I'm a speech language pathologist. I know what just boys are, what behavior that's not quite in the norm is too. He's. He's not doing things typical boys do. But I got brushed off. Brushed off. And I think, unfortunately, parents still do get brushed off. I mean, I was speaking with a mom who had a young little girl, two years old, just the other day, Toni. And she was telling me that one of her providers from a state organization. I'm not going to say the one. Told her not to even get them checked and tell, this little girl's three years old. Don't even worry about it. She'll grow out of it.

[B]

Wow.

[C]

This was just the other day. And I'm like, oh, my gosh, that's amazing. Yeah. Yeah. In the middle of California, where you think, you know, there's a lot of information here. We're very progressive, cutting edge, and here this is still happening.

[B]

Yeah.

[C]

Yeah. Back then. So, of course, my aim changed. I was up. And I hear this story over and over again all night long on the computer, figuring out what to do, where to take them, what my best choices were.

[B]

Right.

[C]

And. And I Have to say, unfortunately, as a therapist working in the school districts, I knew. And this is going to be controversial.

[B]

Okay.

[C]

That. That was not my option.

[B]

Sure.

[C]

Giving him over to the special ed system would make him worse and just create conflict and, you know, so I didn't.

[B]

Yeah.

[C]

I did not even have him labeled ever. You know, it's a parent's choice. I hear people say it's good. People say not to. Was my personal choice not to have him labeled in. To just send him through school.

[B]

Sure. So what were some of the things you started noticing that didn't quite seem typical compared to the other children his age?

[C]

Yeah. Yeah. This. Lining up his little cars.

[B]

Okay.

[C]

You know, not able to stay. He was verbal, so that part was, you know, a blessing. And he was one of the. The hyperverbal kids who would fixate.

[B]

Yeah.

[C]

Laid on his little cars. And by the time he was, I don't know, three. He knew the name of every piece of heavy equipment.

[B]

Yeah.

[C]

Where it was going.

[B]

Right.

[C]

So he was one of. One of those guys. And just unusual physical movements besides the stimming.

[B]

Sure.

[C]

Kind of a robotic gait. Unable to make friends.

[B]

Yeah.

[C]

A little bit of head banging.

[B]

Where is he today?

[C]

Today he's grown up. He in construction. He has a job. He has a car. He drives Nice. You know, he lives on his own.

[B]

Okay.

[C]

He still has significant trouble with the friendship stuff.

[B]

Right.

[C]

You know, reading other people, the. The whole dating and opposite sex thing is still very mysterious to him.

[B]

That's understanding.

[C]

So. Yeah. But he's functioning. He out there. I'm telling you, Tony, it was a lot of work on parents part.

[B]

Sure.

[C]

And from what I've seen through all my career, if there is that person, that parent, that one, whoever it is, who does not give up and stays there, the child usually does very well.

[B]

Building that kind of bond and relationship takes a lot of work and understanding. You mentioned earlier that just a few days ago someone told you don't do it. Which is pretty surprising when you think back 25, 30 years ago. How have you seen the understanding and diagnosis of autism change compared to what it is today?

[C]

Yeah. For the most part, that's rare that I see and hear that. That's a little scary, a little rare. But now we have technology.

[B]

Yeah. That's so true.

[C]

I'm even creating tools for early intervention.

[B]

That's great.

[C]

Early diagnosis. Like me, I saw something that was different in my child, Something that was wrong.

[B]

Yeah.

[C]

At the time, there was no autism. We didn't even learn autism in school. We had One half an hour lecture on autism. You know, we all kind of, like, took notes and then it was gone. Yeah. So when I saw him, I, I really, I was like, something's wrong. I'm not sure what it was.

[B]

That's interesting you mentioned that. A speech therapist who inspired me to start this podcast once told me that during her four years of college, she only had a small portion of one semester that focused on autism. Now, fast forward 20, 30 years. There are entire courses and programs dedicated to it. With that kind of progress, what innovations or research do you think are most important for us to focus on? On moving forward?

[C]

You know, and I've written about this several times in Autism Digest. I think we have. And I don't know if you, you know, the Rosenthal effect. We have that for our kids with autism. And I think in the schools, it's super pervasive. I think even parents have it to a certain degree, because I'm trying to coach them and talk to them, and they, you know, parents are over helpers. It's like, you know, I have people writing in my magazine who are non speakers. Teach these kids to type. Teach them how. That's of expression. Many of my people on the autism spectrum, if they're going to communicate, it's going to be typing, talking, and gestures and some kind of what I call idiosyncratic language. But they can learn to type. Teach them to type. Oh, my goodness. That is what I found to be a huge key. But now I run into the Rosenthal effect, where people are assuming already that these kids, they can't talk. Well, how in the heck can they type? What? And if they're being, you know, if they're stimming or humming or whatever it is they are, people almost all the time say they're also developmentally disabled. And so until they can talk, why in the heck would I even teach them how to type? So that's my, you know, that would be my key. Don't put limits on them. Teach them, you know, real life things. You know, you see these kids, they're. They're teenagers. They're already all over YouTube and, you know, managing these things. And I'm like, did you teach them to type? Well, no, I didn't think about that. Well, he's already on there.

[B]

Yeah, that's such a great point. Is there a time or a moment in your life, either with Autism Digest or being the mother of an autistic child, where a certain moment or experience with someone on the autism spectrum really shifted your perspective? And the way you look at autism?

[C]

Yeah, Yeah, I have that little guy. He's still here.

[B]

Okay.

[C]

And it was the first time I actually took this very, what most people would say, profound young man.

[B]

Okay.

[C]

And his afternoon screaming, crying. He lived in a group home. But there was something about this little guy. I could see that when the teacher put her Starbucks on the table, the second she turned around, he was over there getting it. So he's watching, and if you see those things, you're like, well, there's a level of intelligence, you know?

[B]

Yeah, right.

[C]

And he was, I don't know, maybe, let's just say eight. He was still having trouble using the bathroom, so. Oh, my God, he's so low. And I realized he would walk around with these little styrofoam letters in his hands. And I said, you know, let's just take those letters and spell your name. And so I spelled it and then I picked up my phone and I put it in my text to speech. So we spelled it in the text to speech and then I put speak. And he heard it and he turned around and he looked and he's like, oh, my gosh. You know, And I'm like, oh, my. I think I just, you know, turned on a light here. So we were doing all kinds of things like spelling hi and my name and come back the next session. And he remembered it.

[B]

Nice.

[C]

And I'm like, oh, my gosh. So this little child learned to type, and then he became self taught because he realized that he could do that. That's something he can do. He started typing. But then it got heartbreaking because as he got better and better, we realized that, like I said, he lived in a group home. He was very bitter about that.

[B]

Yeah.

[C]

And that's why he was crying most afternoons, because he was very angry with his mom because she. Anyway, it turns into a sadder, darker story at that point. And I'm like, oh, my gosh. Here's this little child. And nobody knew what was going on. And now we have. We can address it. So.

[B]

Yeah, that makes sense. Now, some of the best teachers of autism are those who are autistic.

[C]

Yes.

[B]

So tell me, what have you learned over the years from autistic people that you might not have learned if they were not autistic?

[C]

Oh, my gosh. Probably, you know, just in myself how to navigate the world and realize that my actions really have an effect on other people, you know, because that's what we try to teach them, that what you do affects us other people. And just to. To learn how to do that better myself. I don't think I would have learned that, because we're all kind of a little bit shut off to other people in our own world. But when you start, like, really trying to get into other people's world and then bring them to yours, you just kind of, like, start feeling everybody else's, like, energy and empathy and be aware of it and really navigate that much better.

[B]

Over the years, you've had so many stories that have come to you through the Autism Digest. Is there a special story or moment that has stayed with you all these years coming from someone that's autistic?

[C]

Oh, you know, there's so many, and they're all similar.

[B]

Yeah.

[C]

There's not one that sticks out. There's just the story. Yeah, it's my story. It's the mom with the son, Usually the son, and how her life has changed because she's been struggling to try to raise this son with autism.

[B]

Sure.

[C]

They learn how to do it, and that's the story.

[B]

Yeah.

[C]

I say mom. It's typically mom.

[B]

Right.

[C]

Then father. It has been daughter. But there's this parent who just. Their whole life got rearranged in a second.

[B]

Autism has received a lot more media attention, especially in the last 20 or 30 years. But sometimes the message is just not always accurate, and that can leave families feeling very confused. When people hear the word autism, many still do not understand what it means. With all that confusion, it can make the journey for an autistic family even more difficult. What do you think we need to do to create a clear understanding for the word autism to the public?

[C]

You know, I've been asked that before. Someone asked me, can you explain autism to me? Like. Like, I'm a toddler.

[B]

Yeah.

[C]

And I'm like, I. I can't.

[B]

Right.

[C]

You have to know those folks, and you have to know each one is different. And I think, like, somebody. The main. The general public has a perception of maybe Sheldon on the Big Bang theory. Yeah, yeah, someone like that. And that that's okay. And that's why they're saying, leave them alone. Let them live like they want to live. But my perception is very, very different, because right now, if you walk into a school, you're going to find out one, maybe two classrooms, autistic, very severe kids. And these kids can't talk. These kids are running out of the classroom into the street, you know, and. And there's this whole movement towards empathy, which I get, and just, you know, live with them and learn how to embrace them, and it's like, but they're running out in the street, you know, we gotta teach them certain things, right?

[B]

Yeah.

[C]

So, yeah, those two movements don't get along with each other because people have different perceptions of what autism is.

[B]

Yeah.

[C]

And I think when they took Asperger's away and moved it in with autism, it was a huge disservice because Asperger's is not autism.

[B]

Right.

[C]

They're very, very different kinds of symptoms and very different ways that we manage those symptoms, communication wise.

[B]

Yeah, right.

[C]

I think that was a huge disservice to clump them together and I'm not even sure why that happened. It's probably something financial.

[B]

One of the things I heard recently really caught me off guard. I was talking with a gentleman who had just gone through the process of being evaluated for autism. The reason he started that journey was because his 10 year old daughter had been diagnosed. She actually told him she thought he might be autistic too. Here's the fascinating part. He uses AI, specifically ChatGPT a lot in his work and had about two or three years of conversation stored there. When he asked it to look at patterns in those interactions, it pointed out traits commonly associated with autism. So now, even undiagnosed, because of commonalities with his daughter, he now believes he is autistic as well. So this raises an interesting question. How do you see AI and emerging technologies helping people better understand autism and how do you see it supporting people that are on the spectrum?

[C]

I think, you know, and like I say I'm using, I'm developing one right now. But if we can identify kids as early as possible.

[B]

Yeah.

[C]

And start working with them as early as possible, we can really suppress a lot of the characteristics and a lot of the things that really make it difficult as they grow older. We can super help parents with strategies. I mean if there's, there's just maybe 10 strategies that are so easy to implement. If we taught the parents, as your child's growing up, you know, and he wants something, most parents will say, oh, is it this you want? Is it this? Is it this? You know, get them to point, get them to do a sign, whatever it is, give them choices and just teach those strategies, we could really avoid a lot of problems as they're growing up, AI can help us do that. So I have, right now on, on Autism Digest, you could go in and say, hey, I'm cooking pasta tonight. I have a non speaking, let's see, five year old. How can I use this little dinner cooking event to help my non speaking 5 year old learn joint attention. You can even go that detailed and it'll tell you, it'll give you all these wonderful strategies. And I love that about the LLMs. It doesn't have to be ChatGPT.

[B]

Right.

[C]

Chat GPT is, is just one of them. There's a lot of them out there now. Yeah. And it's. They're so supportive. Now the diagnosis where we are actually there is vocal characteristics. So we can get a little sample of a voice, whether it's a word or not, and run it through our system and we can tag certain characteristics. We can say that's for diagnostic purposes. So if you have any suspicions at all, something's wrong, just go ahead and start. The strategies, they're super easy. It doesn't mean you don't love your child, doesn't mean you're not being a great parent. These are very easy strategies that you can start and all you have to do is go to a chatgpt. What are some strategies for early intervention for autism?

[B]

But on up there, we've come a long way since the 50s and the 60s when autism really wasn't understood at all. When I talk with families today, I still hear stories where someone shares their diagnosis and people around them think it's something that can be cured or fixed.

[C]

Yeah, I know.

[B]

The truth is it's not about fixing anything. It's just a different way the brain processes and receives information. You can explain that to people, but sometimes it fully doesn't register with them.

[C]

And no.

[B]

How do we shift the conversation on how to fix autism to helping people understand it so that individuals on the spectrum have the tools and support they need to navigate a world that wasn't originally designed for them.

[C]

Yes, yes. Give them their best life possible.

[B]

Absolutely.

[C]

That's what we want to do. It is a brain difference. There is no fixing it. And I think a lot of the early messaging was it is a condition that we're looking for the cure.

[B]

Right.

[C]

You know, and I think the early messaging is still there and, you know, maybe there are things we can do, I don't know yet. You know, I have my personal biases about what can make it worse, trigger it. I know it triggered my own sons and, you know, it's very controversial. And if you say anything, either you're on this side or that side and it's like, I'm not on any sides. This is what triggered my son and I know it as a fact. I've heard other parents say it. You know, the waters are muddy, they're really muddy. And, you know, the true voices come out like. Like Temple Grand. And look at Temple Grant. She's still Temple Grandin in her, what,'80s? Point to her. There's no cure. Okay. She's learned to live within her own self and she's happy.

[B]

Yeah. And you bring up Temple Grandin. I had her on my podcast twice.

[C]

Isn't she great?

[B]

Yes, she is. She had a consistent thing she would say, and that was, give me a pilot's checklist. I can check it off and I'll get it done. That's the best way for me to understand what you want to get done. The interesting thing that I found about Temple Grannon is that some people seem to view her in two very different ways. Some see her as having one of the most important voices and platforms in the autism community.

[C]

Yeah.

[B]

While others feel her perspective reflects an earlier era. Yet many of the things she talks about are common sense, practical, and rooted in real world experience. How do we help people appreciate that age or experience does not necessarily make someone's insight outdated?

[C]

You know, she's. She's a scientist and she loves technology. And when I first got into the autism world, she was my go to.

[B]

Yeah. Understandably.

[C]

Even in my speech therapy sessions, she published, I think it was 28 teaching tips.

[B]

Yeah.

[C]

I still use today. They're fantastic.

[B]

Right.

[C]

Give them to my parents and I say, use these. It doesn't change. Autism has not changed.

[B]

Right.

[C]

Autism is autism. So whether you're in your 80s or you're 10 years old, you're still going to have the same kinds of symptoms and the same things are going to

[B]

help you in many ways. Autism hasn't changed the way individuals experience. The world is the same. What's evolving is how society responds to it. But there's still a lot of misunderstanding. I recently spoke with parents supporting their child through a meltdown, trying to give them the space they needed to regulate people around them assumed it was poor parenting, when in reality it was exactly what the child needed.

[C]

Yeah, I know.

[B]

How do we shift people's awareness so situations like that are met with empathy and understanding rather than criticism? There is a difference between a meltdown and a temper tantrum.

[C]

Yes, yes. The huge difference. And Toni, I don't know. I look at it, and if I can hit one parent at a time and even. Even if I tell them and explain to them the differences, it takes so long for the parent to understand that themselves. I would go to someone who doesn't even know what autism is and try to exist, explain that like, oh my gosh, it's so hard. So I think, you know, things like Autism Digest, things like what you're doing, just continuing pushing the information out there. You look at things like, we all know it's, it's bad to eat at McDonald's and oh my God, don't feed your kids that stuff. But how Happy meals do they serve a day? People don't want to know things. They just want to live their lives.

[B]

When I first started exploring Autism podcast, many of them were incredibly knowledgeable, but they were also very clinical. There were acronyms and terminology that someone new to autism might not understand. I kept thinking about parents who had just heard their children's diagnosis. If that's the first thing they hear, it could feel so overwhelming. That's why I wanted this podcast to be different, to focus on the human stories. Because when people hear real experiences, they tend to begin to understand autism in a way that clinical language alone can't provide. I think the stories are very important for people to hear because it's very relatable.

[C]

Yes, yes, more stories. And you know, I know that we're having a debate on the explosion of autism. What's really causing it? Is it identification? Are they really more kids with autism? Bottom line is, yes, there are, there's a lot more. I mean, I, again, I've been here 30, 35 years and where I used to have only one non speaking, now I got a whole caseload. It's like, okay, so they weren't hiding anywhere. These are non speaking, very severe little kids. So what helped me, I actually picked up a couple books written by non speaking people. There's Ido Kadar Pena, Daniel Pena, Carly Fleischman. So pick up those books. They tell great stories about their lives. What does it feel like to try to talk? Why do you slam your hands sometime? You know, why are you going like, like this? There's reasons. Carly told this great story. She went to school and the teacher said she just kept flicking her head and was wondering, did she have a headache? Did you check with the dentist? And essentially when Carly was able to type and learn to communicate, she said, no, there was a cute boy in class and she was flicking her hair. It was like, those are great stories from the people themselves. So pick up those books. They're inspirational.

[B]

They are.

[C]

When I go around and talk about technology, those are the first books I bring up. Look at. These are non speaking individuals who actually sat there and typed these things out. And again, I understand there's a controversy there too.

[B]

I hate to say this, I think they can create a controversy on anything they want to create.

[C]

Yes.

[B]

What I think it comes down to is common sense.

[C]

Yes.

[B]

One of the beautiful things about what you do with autism digestion and what I try to do with this podcast is storytelling. Some of the stories people have shared with me are ones I'll never forget. And I think that's a huge reason Autism Digest has been so successful, because you're telling real stories that people can connect with. When people don't understand something, stories help them begin to see in a way facts alone sometimes can't. The reality is, unless someone is living that experience every day, they'll probably never fully understand autism the way an autistic person or their family does. I know I don't have that lived experience. What I have is a basic understanding. But through conversations like this and through people sharing their stories, we can at least help others gain insight and understanding, even if they haven't walked that path themselves.

[C]

Yeah, exactly. And I've started really putting some success stories in there.

[B]

Oh, nice.

[C]

I got entrepreneurs.

[B]

Yeah.

[C]

It's not a lifetime of being, you know, locked in a room. No. These people are doing things, even if they're not to, say, like the. The Asperger's guys. There's some people who have trouble communicating.

[B]

Yeah.

[C]

They're going to college. They're doing all kinds of things. You know, again, I come back to the Rosenthal syndrome. Don't put limitations on them. And that's what Temple says, too. Her mom pushed her to go to college. Her mom pushed her to go to her aunt's farm. And the best thing she could have done.

[B]

Yeah.

[C]

You know, don't protect them. Don't hover over them and just keep pushing them forward.

[B]

Yes. Give them the same opportunity that you would give to a neurotypical child.

[C]

Right.

[B]

There will be certain limitations that both of them will have.

[C]

Absolutely.

[B]

Like the old saying, you've seen one autistic person, you've seen one autistic person, everyone's different, and they all have different things that they can do throughout their life.

[C]

Right, right. And here's another. I'm going to throw this out here because I think this is super important.

[B]

Okay.

[C]

You know, they have. The transitions are huge for people with autism. And if you have a youngster, they don't like to go anywhere. They like to sit in front of the tv. And if you leave them there, that's where they're going to be.

[B]

Right.

[C]

And I remember taking my son and going to the park at least twice a Day. And the second he thought I was going to go to the park, he'd start crying. And then there was a tantrum. And at that point, I almost just said, forget it. But I picked him up and I took him crying, screaming, sat him into the car. We're going to the park. You're going to sit there with the other kids. I don't care what you do. You're just going sit. To sit there. And then brought him home. And, you know, for the first few months, that's what we did. And then. And then it started getting less and less and less. And then he liked the park. So it's like, you'll gotta, like, get out there and expose them. And it's hard because you get the looks, you get the, oh, my God, why is this mom bringing her screaming kids? So you just have to be confident. Just get out there. And if a mom wants to know, you explain it to her. Sensory. These transitions are hard, but he's still got to learn how to come out, enjoy the outdoors. And, you know, I'm going to get him off of his videos for a while because. And it was like the video.

[B]

Yeah. As we wrap up, what message would you most like families and listeners to remember about autism and the work you're doing with Autism Digest, especially from your perspective as an autistic mom?

[C]

Yeah. Yeah. You know, there's a whole bunch of things, you know, just. Just ask the person, walk up to them and ask them, what's it like? I've noticed that most folks with autism don't mind telling you. Most families just don't mind telling you. If you really want to know, just go ask. You know, I've read so many lists, Tony, where people say, never say this to an autistic person or never say this to an autism mom. And you're. What you're doing is you're making people afraid to talk to you.

[B]

Yeah.

[C]

Oh, my God. Okay. I can't. I forget what I can't say. I'm just not going to go say anything.

[B]

Right.

[C]

We need to stop putting those lists out there. Just stop that.

[B]

Yeah, right.

[C]

And because it's taking the opposite effect. Just go talk to them, volunteer somewhere, get in there and figure it out. And, you know, someone's acting a little bit out of the norm. It's okay.

[B]

Yeah.

[C]

May or may not be autism. Whatever it is, it's okay.

[B]

Right?

[C]

Let them go.

[B]

Yeah.

[C]

Learn it with them. You know, we're all. I have our little quirks and things.

[B]

Yeah, we all do.

[C]

And then just search out more knowledge. More, more better.

[B]

Yeah. Now, how do they find you?

[C]

Well, I'm on the website autism digest.com.

[B]

okay.

[C]

Yeah, all the information's there. They can contact me anyone's interested in any of the research. Yeah, contact me and see what's going on. Happy to share.

[B]

This has been a fantastic conversation and incredibly informative. I really appreciate you taking the time to join us and share your perspectives.

[C]

Yes, thank you, Tony. Thanks for having me.

[B]

It's been my pleasure. Thanks again. Thanks for taking time out of your busy schedule to listen to our show today. We hope you enjoyed it as much as we enjoyed bringing it to you. If you know someone who has a story to share, tell them to contact us at WhyNotMe World. One last thing, spread the word about why not me. Our conversations are inspiring guests that show you are not alone in this world.

[A]

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[B]

It really does help the show to grow.

[A]

Thank you for listening.