Connect with Samantha: https://everybrainisdifferent.com/

Join the Neurodivergent Parenting Community: https://www.everybrainisdifferent.com/membership

Samantha and Lauren interview Julianne Kohlbrand, an ADHD financial coach who became debt-free after $107,000 in consumer debt and a later-in-life ADHD diagnosis at 42, and now helps neurodivergent families simplify money management.

Julianne shares how motherhood intensified overwhelm and led to her diagnosis, and explains that neurodivergent people often need different, less perfection-driven approaches than strict dollar-by-dollar budgets.

Key strategies include giving yourself grace, automating bills, weekly calendar check-ins, reducing tempting triggers (like removing budget apps), using visuals and a “would you rather” gamified decision tool, and adding accountability partners while avoiding shame through agreed budgets and separate “fun money” line items for each spouse.

They discuss impulse spending, the 24-hour cart rule, a separate email for bills, and ways to teach kids about money through open conversation, goal-setting, savings accounts, and age-based paid home tasks.

00:00 Meet Julianne Kohlbrand
01:04 Late ADHD Diagnosis Story
02:42 Money Shame and Coaching Fail
04:35 ADHD Friendly Money Systems
07:16 Gamify Spending Decisions
07:54 Accountability Without Shame
09:41 Fun Money and Boundaries
12:20 Impulse Control Tricks
15:28 Teaching Kids Money Habits
18:39 Allowance And Budgeting
19:42 Kids Savings Account Setup
20:18 Home Tasks For Pay
22:17 Earning Extra Money Struggles
23:56 Grace And Small Systems
25:16 Resources And Where To Find
27:14 Fun And Farewell
28:06 Post Show Highlights
29:44 Lego Dopamine Spending
31:13 Play Money Chore System
32:18 Final Wrap And Comments

Connect with Julian:
https://debtrebelpodcast.com/
https://www.instagram.com/jewlzthebudgetnerd
https://www.linkedin.com/in/juliankohlbrand/

Connect with Samantha Foote!

Website: https://everybrainisdifferent.com/

Instagram: https://www.instagram.com/everybrainisdifferent

YouTube: https://www.youtube.com/@everybrainisdifferent

Join the Community: https://www.everybrainisdifferent.com/membership

Samantha and Lauren discuss why many neurodivergent people may interpret language literally and communicate more directly, which neurotypical people can misread as rude.

They define literal thinking as interpreting exact words rather than implied meaning, sarcasm, or social context, and share examples such as misunderstandings around figurative phrases (“break a leg”), social pleasantries (“we should hang out sometime”), sarcasm (“nice job”), vague directions (“do the dishes” vs. “clean the kitchen”), and hidden social rules (“make yourself at home”).

They explain contributing factors, including a preference for clarity and precision, pragmatic language differences, cognitive load, and predictive processing theories, then outline the benefits of direct language (less confusion, faster problem-solving, clearer boundaries, less social exhaustion).

00:00 Why Literal Thinking
00:47 Rude or Direct
01:42 Defining Literal Thinking
03:30 Everyday Examples
05:08 Vague Directions
07:34 Hidden Social Rules
09:45 Why It Happens
12:53 Direct Communication Strength
17:04 Misread as Argumentative
19:36 Parenting Communication Tips
22:15 Wrap Up and Resources

Connect with Samantha Foote!

Website: https://everybrainisdifferent.com/

Instagram: https://www.instagram.com/everybrainisdifferent

YouTube: https://www.youtube.com/@everybrainisdifferent

Join the Community: https://www.everybrainisdifferent.com/membership

Episode 18 with Dr. Tosha Strickland: https://podcasts.apple.com/us/podcast/18-dr-tosha-strickland-and-central-auditory/id1697406719?i=1000636604839

Samantha and Lauren discuss how ADHD and Central Auditory Processing Disorder (APD) can look similar, distractibility, not following directions, zoning out, school struggles, but involve different underlying challenges: ADHD affects attention regulation and executive functioning, while APD involves difficulty processing spoken information despite normal hearing.

They share examples and comparisons (e.g., difficulty in noisy classrooms, frequently saying “what,” slow verbal response time, mishearing similar words, and doing better with written/visual instructions), note that ineffective ADHD medication may indicate APD, and describe how APD can be supported with classroom microphones, hearing aids that modulate timing rather than amplify sound, reduced background noise, extra processing time, and checking understanding.

They encourage parents to advocate for evaluations through pediatricians and appropriate specialists, use practical supports like one-step directions and routines, and provide positive feedback since neurodivergent kids receive disproportionate negative feedback.

00:00 Welcome and Topic
00:23 Why They Get Confused
01:14 Medication Clue and CAPD
04:04 What ADHD Really Is
06:45 What Auditory Processing Is
08:29 Misdiagnosis and Mindset
10:46 Side by Side Examples
13:18 Conversation and Response Time
16:48 Getting Evaluated and Advocating
21:17 Practical Supports at Home
23:22 Grace and Positive Feedback
25:21 Wrap Up and Resources

Connect with Samantha Foote!

Website: https://everybrainisdifferent.com/

Instagram: https://www.instagram.com/everybrainisdifferent

YouTube: https://www.youtube.com/@everybrainisdifferent

Join the Neurodivergent Parenting Community: https://www.everybrainisdifferent.com/membership

Samantha and Lauren discuss sensory processing disorder (SPD) versus autism spectrum disorder, explaining what SPD is, where it overlaps with autism, and why sensory challenges alone do not mean autism; they note ADHD can also include sensory differences.

They define SPD as difficulty detecting, modulating, or interpreting sensory input and emphasize it is used clinically but is not in the DSM-5, which can limit insurance resources, comparing this to PDA and sharing an example of a bipolar misdiagnosis used to access care.

They define autism by social communication differences and restrictive/repetitive behaviors, with sensory reactivity included in criteria, and describe sensory patterns (hyperreactivity, hyporeactivity, and sensory seeking) with everyday examples.

They recommend supports such as reducing sensory load, previewing transitions, offering choices (clothing, ear protection, movement breaks), tracking triggers, pursuing occupational therapy evaluations, and prioritizing function over label.

00:00 Introduction
01:37 What SPD Means
01:49 Diagnosis Codes and Resources
03:55 SPD vs Autism Criteria
06:29 Sensory Patterns Explained
09:13 Mixed Sensory Profiles
10:48 Smell and Food Sensitivities
13:34 Overlap and Why It Matters
16:01 Practical Supports at Home
19:40 Function Over Label
21:23 Wrap Up and Resources

Connect with Samantha Foote!

Website: https://everybrainisdifferent.com/

Instagram: https://www.instagram.com/everybrainisdifferent

YouTube: https://www.youtube.com/@everybrainisdifferent

Get the Book: https://a.co/d/0fOrLF7d

Connect with Dr. Gilly Kahn: https://www.drgillykahn.com/

Samantha welcomes back psychologist, mom, and writer Dr. Gilly Khan to discuss her book Allow Me to Interrupt, which focuses on emotional dysregulation and rejection sensitivity dysphoria (RSD) in females with ADHD.

Dr. Kahn explains how she approaches families seeking or newly receiving an ADHD diagnosis, including considering psychological testing, consulting a psychiatrist, and discussing family preferences around medication and stigma. She describes how emotional dysregulation is strongly tied to ADHD but not included in DSM-5-TR criteria, cites Russell Barkley’s advocacy, and outlines what is known and less researched about RSD as popularized by William Dodson.

Dr. Khan also discusses balancing ADHD strengths and challenges through accommodations, highlights the role of estrogen and dopamine across the female lifespan, and notes comorbidities such as migraines and their links to hormones and dopamine.

00:00 Welcome and Guest Intro
00:40 About Dr Gilly Khan and Her Book
02:18 Next Steps After Diagnosis
05:33 On the Fence About Labels
09:25 ADHD in Girls Emotional Clues
14:17 Too Much Masking and Strengths
15:24 Creativity and Accommodations
19:44 Comorbidities Hormones and Migraine
27:08 Where to Find the Book

Connect with Samantha Foote!

Website: https://everybrainisdifferent.com/

Instagram: https://www.instagram.com/everybrainisdifferent

YouTube: https://www.youtube.com/@everybrainisdifferent

Join the Neurodivergent Parenting Community: https://www.everybrainisdifferent.com/membership

Samantha and Lauren explain key differences between 504 accommodation plans and IEPs to help parents know what to request when a child struggles at school. They describe how unsupported neurodivergent kids may be mislabeled as misbehaving, defiant, lazy, or unmotivated, and emphasize that children need an environment that works with their brain, not to “try harder.”

A 504 plan is generally easier to obtain, doesn’t require a diagnosis, and provides accommodations (e.g., extra test time, movement breaks, preferential seating, reduced homework, sensory supports) within general education without specialized instruction. An IEP adds individualized goals, specialized instruction, related services (speech, OT, PT, music therapy), possible pullout support, progress tracking, and stricter eligibility based on assessment and educational impact.

They advise requesting evaluations in writing, asking questions in meetings, pushing back when needed, and being a persistent advocate in an under-resourced system.

00:00 Welcome and Overview
00:45 Why Advocacy Matters
03:46 When Support Is Missing
06:19 What a 504 Plan Does
06:44 504 Examples and Eligibility
10:03 IEP Basics and Services
13:03 IEP Eligibility and Impact
16:30 504 vs IEP Quick Compare
18:49 Requesting an Evaluation
20:34 Meetings and Pushing Back
21:59 System Gaps and Real Talk
24:37 After Qualification and Reviews
25:58 Common Mistakes and Next Steps
27:02 Wrap Up and Resources

Connect with Samantha Foote!

Website: https://everybrainisdifferent.com/

Instagram: https://www.instagram.com/everybrainisdifferent

YouTube: https://www.youtube.com/@everybrainisdifferent

Get the Parenting Guide: https://everybrainisdifferent.com/

Samantha and Lauren continue their discussion on why autistic and ADHD kids may seem like rigid thinkers, focusing on their need for clear rules and consistent expectations to feel regulated and safe.

They explain how inconsistent enforcement or differing rules across households can create confusion, dysregulation, and even meltdowns, and suggest strategies like clearly explaining why rules differ, writing down major house rules for caregivers, and building routines that allow exceptions without breaking the “system.”

They reframe “rigid” as a misunderstanding of neurodivergent needs for structure, predictability, and clarity, noting that different processes can still lead to the same outcome. The hosts emphasize supporting structure with advance notice, clear expectations, predictable routines, and choice within structure, while teaching flexibility and coping skills when calm.

00:00 Podcast Intro Recap
01:02 Rules Need Consistency
02:04 Different Houses Different Rules
03:49 Make Rules Clear and Written
08:01 Rigid vs Structured Reframe
10:51 Trust Their Process
13:32 When Change Triggers Meltdowns
16:23 Organization Systems That Work
19:16 Support Structure Not Flexibility
20:15 Closing Thoughts and Wrap Up

Connect with Samantha Foote!

Website: https://everybrainisdifferent.com/

Instagram: https://www.instagram.com/everybrainisdifferent

YouTube: https://www.youtube.com/@everybrainisdifferent

Get the Summit Replay: https://www.everybrainisdifferent.com/summit
Connect with Samantha: https://everybrainisdifferent.com/

Samantha and Lauren begin a two-part discussion on why autistic people are often labeled “rigid.” They argue the label frequently reflects a neurotypical expectation that others should do things “the correct way,” while autistic people may rely on predictability for clarity, structure, and safety.

Using a “manual vs. automatic transmission” analogy, they explain how unclear expectations increase cognitive load and anxiety, which can look like inflexibility or lead to meltdowns.

They reframe routines (same breakfast, clothes, routes) as regulation and efficiency, emphasize giving kids autonomy where possible, and suggest strategies like alternating choices in therapy or “sandwiching” hard tasks between preferred ones.

They note most environments are built for neurotypical processing, so routines act as scaffolding for navigating sensory and social unpredictability, and they will continue the remaining segments next week.

00:00 Introduction
00:32 Why Rigid Gets Misused
02:09 Safety Through Structure
03:22 Manual vs Automatic Brain
05:38 Clear Expectations Reduce Anxiety
08:32 Routines as Self-Regulation
11:28 Giving Kids Control Back
14:02 Modeling Flexibility at Home
16:02 World Built for Neurotypicals
18:15 Wrap Up and Part Two Tease

Connect with Samantha Foote!

Website: https://everybrainisdifferent.com/

Instagram: https://www.instagram.com/everybrainisdifferent

YouTube: https://www.youtube.com/@everybrainisdifferent