Brain First Parenting with Eileen Devine

SUMMARY- Expectations are an unavoidable part of parenting, but when we’re raising a child with brain-based differences, expectations rooted in neurotypical norms can create a painful gap between what we think our child should be able to do and what they actually have the capacity to do. In this episode, I draw from Brené Brown’s Rising Strong and her exploration of disappointment, expectations, and resentment. Through a Brain First lens, we’ll consider where our expectations come from, how they influence the way we interpret our child’s behavior, and how adjusting expectations can help protect our relationship with our child without giving up on our hopes for them.

TAKEAWAYS:
Disappointment often begins with the gap between what we expected to happen and what actually happened.
Many of our expectations for children are unconsciously shaped by neurotypical developmental norms and ideas about what kids “should” be able to do at a certain age.
When we believe our child should be capable of something, their inability to meet that expectation can easily be misinterpreted as refusal, defiance, lack of effort, or another behavioral problem.
A Brain First approach asks us to consider whether an expectation is based on our individual child’s actual skills, nervous system, and capacity rather than their chronological age.
Adjusting an expectation doesn’t necessarily mean giving up the goal; sometimes the timeline, level of support, or path toward that goal simply needs to change.
Parents can acknowledge their own disappointment and grief while still deeply accepting and supporting the child in front of them.

RESOURCES:
Brené Brown, Rising Strong
The Resilience Room Membership Community
Episode 22: The Unique Grief Affecting Parents of Neurodivergent Kids
Episode 19: Rethinking What It Means to Be Resilient

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You can also check out all the FREE resources Eileen offers for parents, and learn more about all things Brain First at her website: eileendevine.com

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SUMMARY - Some kids can appear incredibly capable in many areas of their lives while still experiencing significant lagging cognitive skills that are largely invisible to those around them. In this episode, we explore why these kids are especially vulnerable to being misunderstood through a behavioral lens and why recognizing their asynchronous development is essential to understanding the support and accommodations they truly need.

TAKEAWAYS:
Why kids whose brain-based differences are less visible can be especially vulnerable to being misunderstood and punished for their disability rather than accommodated.
How a child’s strengths and capabilities in one area can lead us to overestimate their abilities in other areas.
Why asynchronous development is such an important part of understanding kids with brain-based differences.
How lagging executive functioning skills can look like defiance, lack of motivation, or a refusal to try—even when accommodations are already in place.
Why a child who has age-expected speech and language can sound like they understand a situation while still struggling significantly to understand context, nuance, and what’s happening around them.
How lagging relational cognitive skills can lead kids to be labeled as selfish, “too much,” or self-sabotaging in their relationships.
Why understanding your child’s neurobiological profile can help you advocate with greater confidence for the support and accommodations they need.

RESOURCES:
Brain First Parenting Podcast, Episode 15 — A deeper discussion of kids who can “talk the talk” but struggle to “walk the walk,” including the gap between how capable they sound and what they actually understand.

Brain First Parenting Podcast, Episode 40 — An episode focused on relational cognitive skills and how lagging skills in this area affect a child’s ability to navigate relationships and social interactions.

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If you appreciated this episode, and would like to receive a weekly note from Eileen about the Brain First Parenting journey every Monday, you can subscribe to her free newsletter HERE!

You can also check out all the FREE resources Eileen offers for parents, and learn more about all things Brain First at her website: eileendevine.com

And of course, find and follow Eileen on social media:
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SUMMARY - In this episode, Dr. Emily King joins me to discuss her new book, The Neurodivergent Learner, with a special focus on school anxiety—for both neurodivergent children and their parents. We explore the behaviors that can signal anxiety, including the ones that are hard to miss and those that are much easier to overlook, and why behavior is often a sign that a child needs more support. We also talk about the very real anxiety parents experience when school is a source of ongoing stress, and how shifting expectations to reflect a child's unique developmental trajectory can help both children and parents.

TAKEAWAYS:
Looking at a child through the lens of neurodiversity means beginning with the understanding that the child is not the problem.
School anxiety can show up in behaviors that are “hard to miss” as well as behaviors that are “easy to miss.”
Children who appear to be doing well at school aren't necessarily doing well. People-pleasing, perfectionism, and holding it together can all be ways a child manages significant anxiety.
School-related anxiety can begin long before a child enters the classroom and can be connected to leaving home, transitions, the sensory environment, expectations, and the many demands of the school day.
Instead of viewing difficult behavior as the problem to solve, we can see it as information—a sign that the child may need more support.
Parents can experience significant anxiety alongside their child: waiting for the call from school, wondering how the day is going, or even waiting for the other shoe to drop when things seem to be going well.
Parents need support that matches the intensity of their child's needs. Supporting the child without attending to the parent's experience leaves out an important part of the picture.
Chronological age isn't always a useful guide for expectations. Understanding a child's unique developmental trajectory helps parents and educators check assumptions and adjust expectations accordingly.

RESOUCES:

The Neurodivergent Learner — Dr. Emily King
Written for both parents and educators, Dr. King's book helps adults better understand neurodivergent learners and gives parents tools for communicating more effectively with their child's teachers. Chapter 8 focuses specifically on school anxiety and the experiences of both children and their parents.

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If you appreciated this episode, and would like to receive a weekly note from Eileen about the Brain First Parenting journey every Monday, you can subscribe to her free newsletter HERE!

You can also check out all the FREE resources Eileen offers for parents, and learn more about all things Brain First at her website: eileendevine.com

And of course, find and follow Eileen on social media:
Facebook
Instagram
YouTube
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SUMMARY - When your child appears unmotivated, it's easy to assume they don't care or simply aren't trying. But motivation is a brain-based process that depends on a number of cognitive skills and nervous system capacities that may still be developing. In this episode, I explain why motivation is often misunderstood in children with brain-based differences and how viewing it through a Brain First lens can transform the way you support your child.

TAKEAWAYS:
Why motivation is a brain-based process, not simply a matter of willpower or attitude.
How challenges with regulation and stress recovery can make motivation difficult to access.
Why cognitive processing, mental stamina, and executive functioning all play a critical role in motivation.
How task initiation, especially for non-preferred activities, is often misunderstood as laziness or defiance.
Why children may genuinely want something but still struggle to take the steps needed to achieve it.
How a fragile nervous system and a narrow window of tolerance contribute to shutdown, avoidance, and withdrawal.
Why rewards, consequences, threats, and shame often fail to increase motivation in children with brain-based differences.
How understanding the cognitive skills behind motivation can reduce frustration, strengthen connection, and guide more effective support.

RESOURCES:
Related Episodes: This episode connects with many earlier episodes that explore individual cognitive skills in greater depth. If this topic resonates with you, Episodes 5 and 28 are excellent places to continue learning.

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If you appreciated this episode, and would like to receive a weekly note from Eileen about the Brain First Parenting journey every Monday, you can subscribe to her free newsletter HERE!

You can also check out all the FREE resources Eileen offers for parents, and learn more about all things Brain First at her website: eileendevine.com

And of course, find and follow Eileen on social media:
Facebook
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SUMMARY - Why does your child seem unable to understand your perspective, even when it feels obvious? In this episode, Eileen explores the brain-based cognitive skill of perspective taking, why it can be especially challenging for children with neurobehavioral differences, and how understanding this lagging skill can shift parents from viewing their child as selfish or inconsiderate to recognizing a brain that is working differently. You'll also learn practical ways to support and strengthen perspective-taking skills while maintaining connection and compassion.

TAKEAWAYS:
Perspective taking is a cognitive skill, not a character trait.
Children with brain-based differences may have difficulty shifting from their own perspective to someone else's, especially when stressed or dysregulated.
Perspective taking relies on multiple brain systems, including those involved in Theory of Mind, executive functioning, and inhibitory control.
Struggling to understand another person's perspective does not mean a child simply doesn't care.
Stress and nervous system dysregulation make perspective taking even more difficult because the brain naturally narrows its focus to immediate needs.
There are steps parents can take to support the development of perspective taking.
Viewing perspective-taking through a Brain First lens helps replace judgment with understanding, creating opportunities to teach and build the skill over time.

RESOURCES:
Episode 3: Cognitive Flexibility
Episode 5: On and Off Days
Episode 32: Working Memory
Episode 40: Relational Cognitive Skills

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If you appreciated this episode, and would like to receive a weekly note from Eileen about the Brain First Parenting journey every Monday, you can subscribe to her free newsletter HERE!

You can also check out all the FREE resources Eileen offers for parents, and learn more about all things Brain First at her website: eileendevine.com

And of course, find and follow Eileen on social media:
Facebook
Instagram
YouTube
Pinterest