By: Laura Petix, MS OTR/LEPISODE 100


This is my 100th episode!!

I’m so grateful to all of my past guests, to those of you who listen, and those of you who have recommended and shared this podcast to others! The world is a little bit more neurodiverse-affirming, thanks to you all, and this episode is a celebration of everything we’ve achieved over these 100 episodes!

One very generous way to celebrate with me is by leaving a review for the podcast wherever you listen! Thanks!

What you’ll hear in this episode:

Topics we’ve covered

Here is a run-down of just some of the topics we’ve covered on the podcast:

Top episodes thus far

These are the episodes that got the most downloads:

  1. What is Sensory Processing Disorder?
  2. Sensory Processing Disorder: Sensory Sensitive Profile
  3. High Threshold: Sensory Seekers vs. Low Registration
  4. Neurodiversity and interoception with Kelly Mahler, MS OTR/L
  5. The ABA Therapy Controversy

What does W.I.S.E. stand for?

The podcast is called Sensory W.I.S.E. Solutions but many of you may not know what WISE stands for.

It’s my 4 step process to creating sustainable supports for your neurodivergent child.

W stands for “Why.”

Step one is always asking about the why behind each and every behavior. My big hint for you is that it likely has to do with the nervous system, but really dig deep and explore the root cause of why your child is struggling. You may even want to turn it around and ask yourself – why does this matter to me? Why is this so triggering for me?

Check out the episodes below for more on this topic:

I stands for “Identify Profile/Goals”

This is where you want to make sure you have a good understanding of your particular child’s nervous system triggers, knowing their sensory preferences: Are they sensory seekers? Sensory sensitive? Are transitions hard for them? Picky eaters? Busy environments? Family gatherings? Take the clues from each of the environments or tasks they’re struggling with and try to pinpoint the sensory component that may be triggering their nervous system. Create neurodiverse-affirming goals around these areas that you want to support them in.

Here are the best episode that dives deeper into this topic:

S stands for “Solidifying Your Sensory Toolbox”

This is really where you embody being a sensory detective. You’re exploring sensory strategies and activities and noticing how your child responds to that input. You might cross some things off the list and add new ones, or maybe you create your OWN sensory toolbox along the way.

To build your sensory toolbox, check out these episodes:

E stands for “Engage” in the Just Right Challenge

This originally alluded to supporting sensory-sensitive kids because I wanted to help parents learn how to provide the right level of challenge to their kids without activating their fight or flight system, but really the just right challenge can apply to any nervous system, regardless of sensory threshold. Engaging in the just right challenge really means meeting them where they’re at, which includes accommodations, providing sensory-seeking supports or developmentally appropriate (and neurodiversity affirming) activities.

To learn more about what I mean by “the just right challenge,” click below:

Episode Links

100 episodes “wiser” [with Liliana]
Laura Petix 0:02 Welcome to the sensory wise solutions podcast for parents, where parents can get real actionable strategies to support kids with sensory processing disorder. I'm Laura, OT and mom to Lilyana a sensory sensitive kid who inherited my anxiety and my love for all things Disney. Consider me your new ot mom, bestie....

Laura Petix 0:02 Welcome to the sensory wise solutions podcast for parents, where parents can get real actionable strategies to support kids with sensory processing disorder. I’m Laura, OT and mom to Lilyana a sensory sensitive kid who inherited my anxiety and my love for all things Disney. Consider me your new ot mom, bestie. I know my stuff. But I also know what it’s really like in the trenches of parenting a child with sensory processing disorder. Okay, Liliana 0:32 mom, enough about me. Let’s try the podcast. Laura Petix 0:38 Hello, everyone, guess what this is episode 100. I am so excited that we have made this milestone, I jumped into podcasting pretty impulsively. For someone like myself, who tends to get analysis paralysis. I joke that I’m either like way super impulsive and projects and things I want to do. Or I’m completely like decision fatigue and won’t do anything at all. It’s like an all or nothing with me. And luckily, the podcast has worked out though it was a very impulse decision to start a podcast but look at where we are 100 episodes in. And this episode is going to be a little different. It’s, of course, I’m going to call out some of the the greatest statistics and the achievements and all of the places we’ve made an impact globally. I also want to call out some of the the episodes that I think we’ll give you a well rounded, comprehensive view of my mission. And what I set out to do with this podcast episode with this podcast show. And so if you’re just starting, I’m going to give you some great episodes to get started with. But stick around till the end, I decided I wanted to include my little one in this episode, because she’s a huge part of why I do what I do. And she’s grown so much. So at the end, she is going to read some excerpts from my book, a kid’s book about neurodiversity, just to tie it all together. So feel free to invite your little ones to listen at the end of the podcast. Okay, let’s, let’s just dive into some of these stats. Okay, so this is episode 100. Over the last episodes, some of the topics that we’ve covered include sensory processing disorder, what it is and what it isn’t. We’ve talked about advocacy for neurodiversity, and how to be a neurodiverse affirming therapist, person, or parent. We’ve talked about very niche topics, everything from interoception, to auditory processing, to picky eating to handwriting development. And I’ve had some amazing, wonderful guests interviews with experts in neurology, Conscious Discipline, child psychology, trauma, and so much more. And I plan to have so many in the next 100 episodes. And some of my favorite episodes are the ones where I was really vulnerable, and they were unscripted. And it got me to open up in ways. I don’t think I’ve even opened up to some of my closest friends, maybe not even my therapist, there’s really something about talking open ended ly, to people that I can’t see. So like they’re not looking back at me. And I’m not like glancing at people as I’m sharing some vulnerable things. But also knowing that I’m talking to people who will get it so it’s, it’s like a It’s a weird comfort. And so you hear some of my most vulnerable moments on the podcast and if you’ve listened to some of those episodes, thank you. Thank you. Thank you. Okay, so some of the stats. As of now, the sensory why solutions podcast has 275,000 podcast episode downloads, that’s amazing, has streamed in six out of the seven continents. It has reached 143 countries or territories 8525 cities. The top five listening countries are the US, Canada, UK, Australia and South Africa. And the top five listening cities are Sydney, New South Wales, Melbourne, Victoria, LA, California, Seattle, Washington and Chicago, Illinois. The top five downloaded episodes are my season one, episode five, which is what is sensory processing disorder. season one, episode six which is sensory processing disorder, the sensory sensitive profile, season one episode seven high thresholds sensory seekers versus low registration, season two episode 72. Then neurodiversity and interoception episode with Kelly Mahler, and season one episode 26. The ABA therapy controversy if you want to listen to any of those, I will link them below but just a little hint for the future if I ever Call out an episode number, all you have to do is go to the OT or slash seven, just the numerical number of the episode and it’ll put you straight to that episode. So that was fun to look back on and hello to all of those global countries and cities that we’re reaching that seriously amazing. So I want to remind you why I call this episode the sensory why solutions podcast I if many of you, many of you might not know, I had a signature program called sensory why solutions, which existed much longer, has existed longer than this podcast. But I started that program first and then decided to create a podcast, but wise is actually an acronym. So it’s w i s e. And I want to go over those four pillars basically to make content and what they stand for. And then also call out some episodes that really dive into those specific pillars. So my intent with starting this podcast was I wanted each episode to at least call out or address one of these four pillars, which is technically my four step process to how you can create a sustainable support plan for a neurodivergent person. So let’s start with the first letter in why’s W. W stands for why not the letter why, but like, Why does something happen? So step one, you always always always have to understand the why behind each and every behavior. The big hint is that it probably has to do with the nervous system because all behaviors are a reflection of the nervous system. But in this step, I really want you to dig deep and explore and observe why your child is struggling. You might even ask yourself, why does this matter to me? Why do I care about this behavior? Why is their behavior so triggering to me? So really, really getting curious in step one is going to take you far. So some of the top episodes that would address this and get help you dig deeper into the why include Episode 86, which is why is your child acting out uncovering the gap in behavior? Episode 29 Why your child is a picky eater and when to seek help, Episode 42 The number one reason your kid hates hygiene tasks, Episode 27, bedtime battles, practice strategies and went to work with ot featuring Dr. Tina Bryson and Episode 20, which is is it sensory or is it behavior? Okay, next part of the pillar next letter is letter I, which stands for identify profiles and goals. This is where you really want to make sure that you have a good understanding of your particular child’s nervous system triggers, knowing their sensory preferences. Are they sensory seekers? Are they sensory sensitive? Are transitions hard for them? Are they picky eaters, is are busy environments hard for them are family gatherings hard for them take the clues from each of the environments or tasks that they are having a hard time staying regulated in and try to pinpoint the sensory components that may be triggering to their nervous system. Sometimes it’s not that obvious. So you really have to take some time observing this and maybe learning more about different sensory profiles and different neuro nervous system responses. And then you want to create neurodiverse affirming goals around these specific areas of need that you want to support them in. So a few episodes for you to look into to just get started on this is episode seven, which is about having a mixed threshold child, Episode Seven, which is all about high thresholds and differentiating between sensory seekers versus low registration, and episode six, which is sensory sensitivity signs in children. Okay, the next letter S stands for solidifying your sensory toolbox. This is really where you embody being a sensory detective, you are going to explore sensory strategies and activities. And notice how your child responds to that input. This is an ongoing process, you are constantly observing their behavior, their responses to things and continue adding it to your toolbox, maybe adjusting it or removing it from your toolbox. Or you might have a separate toolbox for weekends. And a toolbox for weekday mornings before school. You really really need to understand when to use certain sensory tools and when not to use them. So you might continuously add things or cross things off the list and maybe even start to create your own sensory toolbox along the way. I actually hope that you all have some ideas on how to regulate your own nervous system because as parents we really need to hang on to that regulation, but some episodes for you to get started in learning about this is Episode 84, which is using sensory layering to enhance the nervous system regulation. Episode 65. Did I say 64? That one was 84 using sensory layering to enhance nervous system regulation, then episode 64 is how to get started with a sensory lifestyle in five easy steps. Episode 63 is on proprioception what it is and how does it support my my child. Last, we have E which is engaged in the just right challenge. So this originally alluded to supporting sensory sensitive kids specifically, because I wanted to help parents learn how to provide the level the right level of challenge to their kids without activating the fight or flight system. But really, the just right challenge can apply to any nervous system, regardless of sensory thresholds. Engage in the just right challenge really just means meeting them where they’re at, which includes accommodations and providing sensory seeking supports, and developmentally appropriate and neurodiverse affirming activities to support them. So more about this in episodes like Episode 24, making the most out of OT services, Episode 34 When sticker charts backfire, Episode 37, how to talk to your child about their neurodiversity, and episode 19 accommodations versus exposure for sensory kids. Cool. Okay, so I just left you with a ton of episodes for you to look back on maybe listen to them for the first time. And now I get to share with you a little chit chat I had with Liliana. This was super last minute. I like pulled her in my office on a Sunday afternoon. She’s such a good sport about it. She loves helping me with my podcast. She loves working with mommy. So I just wanted to get her candid opinion and ask her some questions about neurodiversity. And I also had her read some pages from my book, a kid’s book about neurodiversity. If you want to grab that you can find it on Amazon, you can just go to the OT If you want to grab it yourself. We are going to read some parts of it. But it is definitely not the whole book. And this is a great one to read to classrooms to have in every community library. And in every home. It is not just for neurodivergent kids. In fact, I would argue, I love I wrote this book for neurotypical kids to understand that there are different brains out there and to take the burden off of neurodivergent individuals to always have to be the ones to talk about the accommodations we need or our behaviors and, and things like that. But okay, let me cut to the clip where I talk to Liliana. Excited to be on mommy’s podcast again. Yes. Do you know why I’m asking you to be on my podcast today? It’s a special episode. You know what the episode is? No. Guess how many episodes that I have recorded now. Today is a special number. Liliana 13:15 2100 Oh my god. Laura Petix 13:23 100 It’s a lot. And so, for my episode for my 100th episode, I have been telling everyone all of the things that I’ve learned and that I’ve taught everybody and 100 episodes. So I wanted to hear everything that you know, so far since I’ve last started the podcast. So can I ask you questions? Yes. Okay. I would love to know if you could share with everybody. Do you have a small sensory cup or a medium sensory cup or a large sensory cup? And you might have like a mix remember? What do you have? Liliana 14:08 I sometimes have I have my I have a small one but my small one gets overflown when I’m when I’m mad and angry. Laura Petix 14:21 Yeah, you have a small sensory cup for like your skin being touched. Sometimes or if things get wet or sounds. Yes, I have a small sensory cup for sounds too. I also have a small sensory cup for like spinning and like fast rides but you have like a super ginormous cup for fast rides and spinning hmm yeah, Liliana 14:48 because I love rollercoasters at Disneyland You Laura Petix 14:52 sure do. What would you say to a kid who says that? They don’t like going somewhere because it’s so super loud. Liliana 15:01 I would say that so that I would say that so that’s okay. If, if your brain thinks it’s too loud, you could, you could, you could ask your parents to say, I don’t want to go there anymore. Because they think it’s too loud. They Laura Petix 15:20 could definitely tell their parents that. What would you tell a kid who says that? They don’t like, a new food that they haven’t even tried yet. Liliana 15:35 I would say you picked, you could try. You could try. You could flute food, explore it, or you could try it. Or you could smell it or try little nibble and see if you like it. But if she, if you don’t like it, try, try just a medium size by if, if you didn’t really taste it that but Laura Petix 15:56 and even if you end up not liking it, is that okay? Liliana 16:00 Yes, it’s okay. What Laura Petix 16:02 would you tell a kid who says that they don’t have friends to play with at school? Liliana 16:11 I would say it’s okay. If you don’t have friends, you can play with, you could play with me. Or you could ask a friend and say, Can I play with you? Laura Petix 16:24 That’s really cool. That’s good advice. What would you say if what happened? If they say they asked someone to play with them? And that person says no. Liliana 16:34 Then that person than that person, then that person’s friend that said, no. You you then maybe the other person can tell the other that can tell her? The her friend that said no. To to be kind and, and, and to let her play. Laura Petix 16:58 Yeah, so you could stand up for someone? What would you say to some kids who have a hard time wearing different clothes? Liliana 17:12 I would say it’s It’s okay. It’s you. It’s okay. If you need if your parents say says you need to wear different clothes because you can’t just wear the same thing over and over because it cuz then if you only have one clothes left and you have to wear them over and over, they might get dirty. Laura Petix 17:34 How did you start to learn to wear different clothes? Liliana 17:39 I learned to wear different clothes. Bye. Bye. You telling me that I need to wear different clothes like you buy? Laura Petix 17:50 Yeah, we practiced right? Liliana 17:53 Yeah, we practice. We Laura Petix 17:55 practiced a lot. Yes. There are some things that mommy tells you that we have to do that you don’t want to write? Like bathtime. Liliana 18:05 Like showers. I used to not like Laura Petix 18:08 showers used at all like, oh, you know what is new for you? You learn how to swim and go underwater. Oh, yeah. It used to be so hard for you. What do you say to some kids who are afraid of putting their head underwater? Liliana 18:20 I would say it’s okay. You could buy golf, you can buy goggles, but it’s but if they say, my, my nose can’t go into water and it hurt in my in my in my nose can’t like get the water in my nose you eat i i can tell them to get a goggles that covered their nose like mine. Or they could just give it a try. That’s Laura Petix 18:49 really good advice for for all the different kinds of kids out there. Do they all learn in the exact same way? No, they don’t. Do they all talk and communicate in the same way? Liliana 19:04 No, they don’t? Do they all Laura Petix 19:07 like to do the same things with their body that makes them feel happy and safe? Liliana 19:13 No, they don’t know everybody Laura Petix 19:16 moves differently and learns differently. So what does that mean? If you see a kid who like at circle time at school, and a kid is super wiggly with their body and needs to move around? Does that mean that they’re a bad kid? Liliana 19:29 No, they’re still good kid. But they’re, but their body is still learning a lot. Their Laura Petix 19:36 body their body can still learn by moving right? Yeah. And so if kids need to move their bodies to learn, is that okay? Yeah. What about if kids need to hold something and fidget with their hands while they learn? Is that okay? Liliana 19:53 Yeah, that’s totally okay. That’s totally Laura Petix 19:56 okay. What if kids there might be some Kids who don’t like to look at other people’s eyes, like look directly in their eyes or look at the teacher when they’re when the teacher is talking. But they’re still learning. Is that okay? Yeah, that’s, yeah, that’s okay. Yeah, as long as everyone is learning in their own way that right? Yes, yes. I want to read my book, I actually would love if you would read my book. Do you think you could read it to everybody? Okay, go get the book right there. Liliana 20:26 Kids book about diversity in your brain. There are, there are there are cells called neurons. And the way these neurons connect in your brain is what makes you who, who you are I, these connections make you feel excited for your birthday? love the taste of your favorite food. Remember the words to your favorite song or really fast when you’re playing tag, or any other gaming? You’re good at. So, so everyone’s brain is different. Someone, everyone’s brain learns, plays, communicates and acts perience the word the world differently. And that’s called neuro diversity. Neuro diversity is good, and it’s something to celebrate. That’s why we’re, we’re here to do today. Even though everyone has a different brain, most humans have a similar neural type. The two main nerve types are neuro typical, and neuro divergent. For example, most North neurotypical brains can learn by sitting still, while listening to their teacher, or they communicate her be nice, happiness, happy happiness by smiling, clapping and saying yay. Or they are they feel comfortable playing hide and seek, or they want cozy hugs from someone they love. No typical brands can have differences too. But they, they share many similarities. No divergent brains are distant, distinct, distinct, because their connections are even more unique, unique. Instead of sitting still, a person with a neurodivergent brain might learn best by standing or fidgeting with something. Instead of clapping. They might commit hate cabinets by clapping their hands. Instead of hiding. They might like making patterns with toys or talking about a favorite show. Instead of hugs, they might want a high five or no touch at all. What if instead of thinking that’s weird, that’s weird, or why are they acting like that? We thought that was feel really hard for them. Or, huh, not a way of do doing things that’s different from mine. If you if you own if one of your classmates choose to rock their body, or fidget with something in their hands during remaining time, that that is likely how they learn best. Let’s not ask no divergent people to act more neurotypical. Let’s, let’s, let’s act cool, acknowledge, acknowledge, celebrate, and love the unique work. Were wiring wiring of their brain. Laura Petix 24:01 You read that so good, my love, can I have a hug? Yay. We just read to everybody and we hope that all of the kids and grownups who are neurodivergent feel loved and celebrated. And we hope that all the kids and grownups who are neurotypical feel loved and know that there are lots of different brains out there and we should always be kind, right. Do you agree? Yes. Yay. Okay, say hi to everyone. Ah, okay. I mean, I don’t really have a better sign off than that. So I’m just going to leave it there. Thank you so much for celebrating 100 episodes with me. Thank you for being here, however long if this is your first episode you’re listening to, to those of you who have been listening from the very beginning. I hope this I hope that this podcast has given you some wisdom and some validation into your experience. And here’s to 100 more episodes and more After that, if you haven’t yet I would so so so so appreciate if you could leave a review and a rating about this podcast. It just helps spread the word that this exists and we can make a bigger impact on the world. All right, I will be back next week. If you enjoyed this podcast, please consider rating it and leaving a review which helps other parents find me as well. Want to learn more from me? I share tons more over on Instagram at the OT butterfly. See you next time. Transcribed by




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Laura Petix, MS OTR/L

I’m an enneagram 6, so my brain is constantly moving. My OT lenses never turn off and I can’t “un-see” the sensory and other developmental skills that go in to literally every activity. I love taking what I see and breaking it down into simple terms so parents can understand what goes into their child’s behavior and skills.

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