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neurodiversitymb.bsky.social
Neurodiversity Manitoba
@neurodiversitymb.bsky.social
120 followers 94 following 280 posts
Neurodiversity advocate, Autism & ADHD coach, consultant, & tutor in Manitoba since 2017. Social Services diploma & degree in Psychology, & 20+ years' experience in the social services & mental health fields. https://linktr.ee/neurodiversitymb
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neurodiversitymb.bsky.social
Well, at least Square responds to consumer inquiries and concerns.
"Thank you for taking the time to reach out and share your concerns with us. I completely understand how troubling this situation must feel, and I truly appreciate you bringing it to our attention. At Square, we take reports of potentially illegal or harmful activity very seriously. We have dedicated teams that review these matters carefully to ensure compliance with our policies and applicable laws. I’ve gone ahead and documented the details you’ve provided so the appropriate team can investigate this fundraiser further. While I’m unable to share the outcome of any investigation, please know that we will take the necessary steps in accordance with our terms of service and legal obligations. Thank you again for your vigilance and for helping us maintain a safe and respectful platform."
October 6, 2025 at 5:40 PM
neurodiversitymb.bsky.social
@givesendgo.bsky.social supports #Bigotry, part two

#NoSpaceForHate #WeNeedDiverseBooks
September 20, 2025 at 9:18 PM
neurodiversitymb.bsky.social
@givesendgo.bsky.social supports #Bigotry

#NoSpaceForHate #WeNeedDiverseBooks
September 20, 2025 at 9:07 PM
neurodiversitymb.bsky.social
Super Ninny didn't “give” anybody anything ...except maybe some trauma. Recommended reading (p.1) Baumrind, D. (1966). Effects of Authoritative Parental Control on Child Behavior. Child Development, 37(4), 887-907. Delahooke, M. (2022). Brain-Body Parenting: How to stop managing behaviour and start raising joyful, resilient kids. Harper Collins. Gobbel, R. (2023). Raising Kids with Big Baffling Behaviours: Brain-body-sensory strategies that really work. Jessica Kingsley Publishers. Greene, R. (2021). The Explosive Child [Sixth Edition] : A New Approach for Understanding and Parenting Easily Frustrated,Chronically Inflexible Children. Harper Paperbacks. Greene, R. (2016). Raising Human Beings: Creating a Collaborative Partnership with Your Child. Scribner. Hoffman, K., Cooper, G., Powell, B., Benton, C. M. (2017). Raising a secure child. Guilford Publications. Knost, L.R. (2013). The Gentle Parent. Little Hearts Books, LLC. Kohn, A. (2018). Punished by Rewards : The trouble with gold stars, incentive plans, A’s, praise, and other bribes. Houghton-Mifflin Harcourt Publishing. Recommended reading (p. 2) Kohn, A. (2016). The Myth of the Spoiled Child: Coddled kids, helicopter parents, and other phony crises. Beacon Press. Kohn, A. (2005). Unconditional Parenting: Moving from rewards and punishments to love and reason. Simon & Schuster, Inc. Maier, S. F., & Seligman, M. E. P. (2016). Learned helplessness at fifty: Insights from neuroscience. Psychological Review, 123(4), 349–367. Maier, S. F., & Seligman, M. E. (1976). Learned helplessness: Theory and evidence. Journal of Experimental Psychology: General, 105(1), 3–46. Markham, L. (2012). Peaceful Parent, Happy Kids: How to Stop Yelling and Start Connecting. Perigee. Siegel, D. J., & Bryson, P. T. (2020). The Power of Showing Up: How Parental Presence Shapes Who Our Kids Become and How Their Brains Get Wired. Ballantine Books. Siegel, D. J., & Bryson, P. T. (2018). The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child. Siegel, D. J., & Bryson, P. T. (2012). The whole-brain child. Random House. Learn more by reading my article, Scary Poppins the Super-Ninny (and many others) on Medium and Substack
July 24, 2025 at 7:11 PM
neurodiversitymb.bsky.social
She claims she "gave us" a foundation 20 years ago, while referencing the four parenting styles, a theory which was developed by Dr. Baumrind *sixty* years ago. (A psychologist who themselves has some problematic viewpoints, imo).
She claims she "gave us" a foundation 20 years ago, when many experts with much greater knowledge, experience, and education than her have been speaking out against such methods for 40+ years. She also referenced the four parenting styles, a theory which was developed by Dr. Baumrind sixty years ago. Dr. Baumrind’s 4 parenting styles Respectful & Collaborative Solves problems with the child Allows children to have developmentally appropriate freedoms Clear, consistent, and fair boundaries Open & honest communication The "Buddy" (aka "permissive") The child feels "in charge", but has to deal with issues they're not developmentally ready for Adult rarely provides or enforces boundaries Adult overindulges children to avoid conflict Authoritarian Strict rules and harsh punishments One-way communication, with little or no consideration for the child's feelings and social-emotional needs Gains compliance through threats and intimidation Neglectful / Absent Adult is either emotionally or physically absent, and emotionally disconnected from the child Provides little nurturance or guidance Seems indifferent to the child's social-emotional needs Seems to have "given up" on the student Jo-Jo (aka Scary Poppins the Super Ninny) claims gentle parenting is a marketing shit show. While it is a marketing term, the basis of relationship-based parenting is grounded in solid evidence, whereas Jo Frost's techniques are well known to be harmful and very out-dated. She claims to have "given us" the foundation 20 years ago... but the fact that her approach hasn't changed much in two decades speaks to her lack of growth as a person and as a self-professed "professional". Jo Frost is absolutely NOT an expert, but claims to be one, and as such, she is a danger to children.
July 24, 2025 at 7:09 PM
neurodiversitymb.bsky.social
Scary Poppins the Super-Ninny
Scary Poppins the Super-Ninny "Gentle parenting [sic] What a marketing SHIT show. I gave you what you needed 2 decades ago, emotional intelligence and boundaries with consequences this [sic] is the fine balance required, now look at all these parents confused" …Jo Frost "I SAID WHAT I SAID. And now you, the parent, are getting scolded for 'over correcting' well, it is you doing however who do you think led you there? Yes, the parenting arena, for simply following advice you thought was sound on social media led by some with very clear agendas and it weren't to help YOU but themselves. I'm reading your emails, you're confused and don't know what to do for the best. It's not right you're in this space. Let’s be clear: there are 4 types of parenting styles, and when we spend most of our time in the authoritative space where I’ve lived [ NOT authoritarian big difference ] for decades, working in real homes with real families with real issues your children thrive, and your family stays strong and connected. I gave you that foundation over 20 years ago publicly and I’ll say it now you need to have discernment out there on social media. There are a lot of voices and not all sound, I see you, I - see - you, and I'm coming for you on behalf of the children, y'all talking about parenting but many can’t walk the talk. No wisdom. No overall lived expertise... And that’s not okay...it's morally wrong, I feel protective of you all because your family matters. Your children matter. Parenting isn’t about “doing trends.” It’s about applying what truly works for your family. Jo xx" Jo Frost is a hack who uses out-dated, behaviourism-based, coercion-based methods to enforce compliance, rather than encouraging caregivers to focus on meeting the needs of children. I SAID WHAT I SAID.
July 24, 2025 at 7:07 PM
neurodiversitymb.bsky.social
July is Disability Pride Month

The many colours of the flag, created by Ann Magill, represent the extensive diversity within the disability community.

#DisabilityPride #Disability #DisabilityPrideMonth #DisabilityPrideMonth2025
July is Disability Pride Month The many colours of the flag, created by Ann Magill, represent the extensive diversity within the disability community. Charcoal/grey represents disabled people who have died Red represents people with physical disabilities Yellow/gold represents neurodiversity White represents those with invisible and undiagnosed disabilities Blue represents people with emotional and psychiatric disabilities Green represents people with sensory perception disabilities
July 24, 2025 at 6:49 PM
neurodiversitymb.bsky.social
June 9, 2025 at 12:51 PM
neurodiversitymb.bsky.social
"I'm a Resurcher!" Hey, RFK Jr., I heard Harvard is offering some free courses. You might want to look into those. "I’m Learnding!"
June 2, 2025 at 9:29 PM
neurodiversitymb.bsky.social
I will (briefly) be on CBC Manitoba's Up to Speed this afternoon (at around ~5:05pm Central Time, shortly after the 5pm news), speaking out against RFK Jr.'s harmful disinformation around autism.
May 27, 2025 at 7:07 PM
neurodiversitymb.bsky.social
The Behaviour Industry Doesn’t Know How to Science

ABA and pro-behaviourism rhetoric is so old and tired
Debunked and Outdated
May 26, 2025 at 9:36 PM
neurodiversitymb.bsky.social
PBIS and Trauma-informed Education Don't Mix

It’s like a bait-and-switch where they promise you trauma-informed care, but instead you get behaviourism.
PBIS and Trauma-informed Education are Incompatible It’s like a bait-and-switch where they promise you trauma-informed care, but instead you get behaviourism. Check out my work on Medium, Substack, and my website. Find all my links on LinkTree. Learn more about my research on my website. Find all my links on LinkTree.
May 26, 2025 at 9:35 PM
neurodiversitymb.bsky.social
Learn more from my talk, Positive Behavioural Supports are Compliance-Based, among many others at AASR's virtual conference

The last day of live talks is this Wednesday, May 14th!

(access to recordings will be available online for 6 months afterward with registration)
The last day of live talks is this Wednesday, May 14th! (access to recordings will be available online for 6 months afterward with registration)
May 12, 2025 at 12:18 AM
neurodiversitymb.bsky.social
Learn more by reading my new articles, Why P.B.I.S. Needs to GTFO and Classroom Competitions For Compliance (among many others) on Medium and Substack
May 12, 2025 at 12:17 AM
neurodiversitymb.bsky.social
Rather than providing children with strategies and tools for emotional regulation, their behaviour is modified using glorified dog training, in which they are forced to behave in ways that make the (usually neurotypical) adults around them more comfortable.
Behaviourism, by definition, does not acknowledge, or even consider, internal experiences. It focuses exclusively on observable behaviour. Rather than providing children with strategies and tools for emotional regulation, their behaviour is modified using glorified dog training, in which they are forced to behave in ways that make the (usually neurotypical) adults around them more comfortable. Behaviourism does not and cannot teach emotional regulation skills. Behaviourism uses rewards and punishment to manipulate people (usually vulnerable children) and modify (manipulate) their behaviour. Behaviourism makes conclusions about people’s internal experiences based solely on their external behaviour. It conflates (confuses) compliance with a “calm” (regulated) state. These are not the same thing.
May 12, 2025 at 12:15 AM
neurodiversitymb.bsky.social
“Positive” + punishment (P+) is the addition of something unpleasant (i.e. detention); “Negative” - punishment (P-) is the removal of something desired (i.e. not getting a token); “Positive” + reinforcement (R+) is the addition of something pleasant (i.e. rewards); “Negative” - reinforcement (R-) is the removal of something unpleasant (i.e. avoiding detention) In behaviourism, “Positive” (+) refers to ADDING something; “Negative” (-) refers to REMOVING something; Reinforcement is anything which increases the frequency or likelihood of a behaviour; Punishment is anything which decreases the likelihood or frequency of a behaviour
May 12, 2025 at 12:14 AM
neurodiversitymb.bsky.social
Behaviourism does not and CANNOT teach emotional regulation skills.
Behaviourism does not and CANNOT teach emotional regulation skills. In fact, it usually has the opposite effect of suppressing people’s self-regulation behaviours through punishment (and yes, negative punishment, such as withholding rewards, is still a form of punishment). Behaviourism, by definition, does not acknowledge, or even consider, internal experiences. It focuses exclusively on observable behaviour. Rather than providing children with strategies and tools for emotional regulation, their behaviour is modified using glorified dog training, in which they are forced to behave in ways that make the (usually neurotypical) adults around them more comfortable.
May 12, 2025 at 12:04 AM
neurodiversitymb.bsky.social
In my talk, I deconstruct the weak evidence used to market PBIS and similar programs and discuss the risks of these programs being widely implemented in public schools.
May 9, 2025 at 1:40 PM
neurodiversitymb.bsky.social
In the "Good Behaviour Game", no matter how much effort you put forth, or how “good” your behaviour is, only one team can win, and your own classmates - even your own teammates - are your barriers to victory. The teacher is the all-powerful judge of everyone and their behaviour, determining what is “appropriate” or worthy and what is not. Students are penalized if they, or classmates on their team, are not able to meet the teacher’s expectations. This game singles out students who struggle to meet the teacher’s behavioural expectations, and makes those students accountable to their classmates if they cause their team to lose a point, or worse, if they are perceived to cost their team the reward. It encourages competition rather than cooperation. The game rewards compliance, not effort. It focuses on behaviours the teacher finds convenient, rather than creating emotional and psychological safety for the students. Learn more by reading my new article, Classroom Competitions For Compliance (and many others) on Medium and Substack
May 9, 2025 at 1:39 PM
neurodiversitymb.bsky.social
The “Good Behaviour Game” is described as an evidence-based classroom management strategy.

The class is divided into teams, and each team receives a check mark whenever their team member exhibits disruptive behaviour, and a point for every period of time without disruptive behaviours.
The “Good Behaviour Game” is described as an evidence-based classroom management strategy. The class is divided into teams, and each team receives a check mark whenever their team member exhibits disruptive behaviour, and a point for every period of time without disruptive behaviours. The team with the most points at the end wins a reward. Why do we think have to turn everything into a competition in order to make it fun? Why would we want to pit classmates against one another, if we're trying to create a nurturing and collaborative community for learning? And WHY do we think students will somehow "learn better" when they're constantly being evaluated?
May 9, 2025 at 1:38 PM
neurodiversitymb.bsky.social
Students most at risk of being harmed by Positive Behavioural Interventions and Supports (PBIS) and similar behaviourism-based programming are already vulnerable and marginalized: Students in the ethnic minority, students living in poverty, disabled students, and students who are neurodivergent.
Students most at risk of being harmed by Positive Behavioural Interventions and Supports (PBIS) and similar behaviourism-based programming are already vulnerable and marginalized: Students in the ethnic minority, students living in poverty, disabled students, and students who are neurodivergent. While these programs purport to reduce concerning, disruptive, and unsafe behaviour in schools, their claims of being proven effective in peer-reviewed studies are highly problematic, in particular due to their narrow definitions of “success”. Can you imagine? If we “trained” humans like lab animals... Unfortunately, We don’t have to imagine. I'll give you an example from right here in Manitoba. It's called the "Good Behaviour Game".
May 9, 2025 at 1:37 PM
neurodiversitymb.bsky.social
I cannot wait to share my research with everyone in this upcoming talk: Positive Behaviour Supports Are Compliance-Based
May 5, 2025 at 3:46 PM
neurodiversitymb.bsky.social
Learn more by reading my new article, "Why P.B.I.S. Needs to GTFO" (How extensive research shows “Positive” Behaviour Interventions & Supports programs do more harm than good) ...(and many others) on Medium and Substack
According to PBIS, Tier one is a universal, or school-wide, behaviour program encompassing 80-90% of students. Tier two, or secondary interventions, are for those who demonstrate risk factors and require more specialized forms of behavioural support and skill instruction. Tier two targets approximately 5-10% of the student population. Tier three interventions target approximately 1-5% of students who have persistent behaviour problems and need intensive behavioural support. These interventions are individualized and usually include a functional behavioural assessment and comprehensive behavioural plan. Learn more by reading my new article, "Why P.B.I.S. Needs to GTFO" (How extensive research shows “Positive” Behaviour Interventions & Supports programs do more harm than good) ...(and many others) on Medium and Substack
May 5, 2025 at 3:44 PM
neurodiversitymb.bsky.social
PBIS needs to GTFO
Tier 2. (according to PBIS) The focus at Tier 2 is supporting students who are at risk for developing more serious unwanted behaviors before they start. Essentially, intervention at this level is more targeted than Tier 1 but less intensive than Tier 3. (From: https://www.pbis.org/pbis/tier-2) Tier 3 (according to PBIS) PBIS’ framework doesn’t just work with school-wide and targeted supports. PBIS claims... It’s also an effective way to address sometimes dangerous, often highly disruptive behaviors creating barriers to learning and excluding students from social settings. (From: https://www.pbis.org/pbis/tier-3) Tier 3 (according to PBIS) At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. PBIS claims their Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all. (From: https://www.pbis.org/pbis/tier-3)
May 5, 2025 at 3:42 PM
neurodiversitymb.bsky.social
Why P.B.I.S. Needs to GTFO
Why P.B.I.S. Needs to GTFO The Center on P.B.I.S. is an organization which sells pre-packaged behaviour programs to schools and social service organizations. In October 2023, the Center on Positive Behavioral Interventions and Supports (PBIS) received a grant from the U.S. Department of Education of more than $21 million to continue its work through 2028. (PBIS.org, 2023) P.B.I.S. is a multi-tiered system of support (MTSS), also called PBS in some jurisdictions. Tier 1 (according to PBIS) Tier 1 systems, data, and practices support everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes modeling, teaching, and acknowledging positive social, emotional, and behavioral (SEB) skills.
May 5, 2025 at 3:39 PM