When to Say When: Building Confidence in Supporting Neurodivergent and Developing Minds Part II: Direct Guidance, by Michele Hemenway Pullen

Using the Indirect Guidance Principles introduced in When to Say When, Part I, this session will build on those concepts by exploring specific direct guidance approaches, professional development considerations, community resources, and strategies for initiating conversations with families, guardians, and other trusted adults in a child’s life.

Part I encouraged participants to consider aspects of a child’s experiences and environment that may not have been previously examined. Through continued observation and documentation, educators can use this information to determine which approaches may best support the child.

In Part II, participants will explore how thoughtful observation and documentation can inform decisions about when additional support may be appropriate. The session will also examine how educators can partner effectively with families, guardians, trusted adults, and other professionals to support positive outcomes for children.

By the end of this session, participants will be able to:

1. Apply the Indirect Guidance Steps introduced in Part I to select appropriate Direct Guidance strategies based on documented observations of a child.

2. Design a Direct Guidance plan that incorporates observations and documentation from Part I and identifies appropriate opportunities for collaboration with the child’s family, guardians, and trusted adults.

3. Explain the roles of relevant community and support professionals and develop a strategy for communicating those roles to families, guardians, and trusted adults when additional support may be appropriate.