Jana Curtis, MA

Refers to individuals whose neurological development and functioning align with typical developmental milestones

Refers to individuals whose neurological development and functioning differ from the typical or expected patterns, such as those with autism, ADHD, etc.

Refers to actions that positively expect and support all neurological processing styles to enhance well-being

Refers to processes that maintain balance and stability within the nervous system, controlling functions like arousal levels, emotions, and physiological responses to stress

Refers to approaches, practices, or enviroments that consider the impact of trauma on individuals and aim to promote safety, trust, and empowerment in their interactions and interventions

Refers to when an adult supports a child by managing and balancing their emotions and reactions, which helps the child become calm and connected.

Refers to when a child hides their true feelings or behaviors to fit in or avoid negative reactions from others.

Refers to how the brain interprets and responds to sensory information from the environment, which can be different in neurodivergent individuals, leading to sensory sensitivities or seeking behaviors.

Refers to self-stimulatory behaviors, such as rocking, flapping, or repeating sounds, that neurodivergent individuals use to self-soothe or manage sensory input.

Refers to mental skills that include working memory, flexible thinking, and self-control, which can be challenging for neurodivergent individuals, affecting planning, organization, and impulse control.