About the Speakers: Elaine Taylor-Klaus and David Taylor-Klaus
Elaine Taylor-Klaus, MCC, CPCC co-founded the first global coaching organization for parenting neurodiverse kids (ImpactParents.com, originally ImpactADHD®). The mom in a complex family of 6, she co-created a collaborative problem-solving method based on a neurodiversity-informed coach-approach: the Impact Model.
An author, speaker, parent educator, coach and trusted advisor, Elaine supports adults who see the potential in their children or teams, and want guidance to help them reach success. She is the co-creator of Sanity School® for Parents, and the author of several books including Parenting ADHD Now! Easy Intervention Strategies to Empower Kids with ADHD, Parenting with Impact and The Essential Guide to Raising Complex Kids with ADHD, Anxiety and More.
David Taylor-Klaus, MCC, CPCC, CTPC reintroduces successful entrepreneurs and senior executives to their families. Through coaching, David’s clients create the kind of life rhythm that enables them to build profitable businesses, raise thriving families, and live wildly fulfilling lives.
After three-decade as a successful serial entrepreneur, David is recognized for combining candor, intelligence, and humor with masterful coaching. He challenges leaders and their teams to reach their highest levels of performance in their professional and personal lives.
His best-selling book “Mindset Mondays with DTK: 52 Ways to REWIRE Your Thinking and Transform Your Life" is available on Amazon.
Synopsis:
The Coaching industry understands that while coaching can be powerfully therapeutic, it is not therapy; it is a powerful vehicle for transforming information into awareness and action. In today’s complicated world, when coaches are well informed about neurodiversity/brain-based differences in processing information or initiating change, they are in a stronger position to effectively partner and serve their clients. This presentation will provide coaches with foundational training to recognize (not diagnose) potential neurodiversity and identify how it is showing up and impacting their practice. Participants will leave with three core neurodiversity-based components fundamental to supporting a (neuro)diverse client base.
Description and Learning Objectives:
The Coaching industry understands that while coaching can be powerfully therapeutic, it is not therapy; it is a powerful vehicle for transforming information into awareness and action. Typically, certified coaches have skills to guide most clients to implement change and achieve their goals. However, when clients present with neurological differences -- such as ADHD, anxiety, autism, or dyslexia – things are not always so clear.
It’s increasingly common for coaches to encounter neurodiverse clients, with or without a diagnosis. In 2021 the CDC reported “the percentage of adults with recent symptoms of an anxiety or a depressive disorder increased from 36.4% to 41.5%,” and that’s not even taking common issues like PTSD, ADHD and other brain-based differences into consideration. Therefore, neurodiversity-informed coaching is becoming a core competency for coaches to understand how to meet their clients’ needs, partner effectively with helping professionals, and/or refer appropriately.
Despite clients’ desire for change, neurodiversity can alter expected patterns of effecting change. A coaching experience uninformed about neurodiverse differences in processing information or initiating change can damage a client’s self-esteem and impede their opportunity to achieve desired results. Fundamental neurodiversity education doesn't have to be complicated but must include information about: executive function, motivation, and differences in how neurodiverse people may process information.
This session will provide neurodiversity-informed training for coaches to better establish and maintain appropriate boundaries when working with neurodiverse clients – with or without a formal diagnosis. It is not designed to train coaches to become specialists in supporting any specific realm of neurodiversity. Instead, it will provide coaches with a general education to recognize, understand, and determine whether and how to ethically provide coaching for neurodiverse clients.
Through this interactive session, coaches will be invited to understand neurodiversity through their coaching experience lens so they can better partner with and serve their clients as they are able to assess 1) whether they can ethically and effectively provide their client with a successful and effective coaching experience; or 2) whether it’s more appropriate to refer to a more specialized provider (either coach, therapist, or other).
Earn 1.5 Core Competency CCEU
Session Learning Outcomes
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Explore fundamental components of neurodiversity.
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Identify typical patterns and signs that clients may be neurodivergent.
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Understand when and how a client’s behaviors are impacted by their neurodivergence such that it influences their behaviors and outcomes, despite clear intention or desire for change.
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Explore when to partner with and/or refer to other helping professionals.
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Recognize six key areas of executive functioning typically impacted in neurodivergent individuals, based on the research and framework developed by Dr. Thomas E. Brown, The Brown Model of Executive Function Impairment.
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Examine five key facets for motivating neurodiverse clients.
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Reflect on ways in which neurodiverse clients or coaches might process information differently from neurotypical clients or coaches.
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Discuss the need for continued education in neurodiversity.
Core Competencies Addressed:
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Demonstrating Ethical Practice
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Embodying a Coaching Mindset
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Cultivating Trust & Safety
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Maintaining Presence
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Listening Actively
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Evoking Awareness