If you have ever stood in the doorway wondering whether your child is spending too much time gaming, this conversation is for you.
This week I am joined by Andrew Fishman, a licensed clinical social worker who has spent more than a decade working with autistic kids and teens and is the author of Parenting a Gamer. We talk about why autistic kids and teens with autism are drawn to video games at nearly twice the rate of their peers, what those games actually provide that the real world often does not, and how to tell the difference between a healthy hobby and a genuine problem. Andrew also shares practical strategies for making the hardest part of gaming, the moment it is time to turn it off, go more smoothly for both of you.
In this episode, you’ll learn:
- Why autistic kids play video games at almost twice the rate of allistic kids, and why that is not automatically a bad thing;
- What video games offer that the real world often does not: predictability, fairness, and a social space free of eye contact and unspoken rules;
- Why the transition from a preferred activity to a non-preferred one triggers so many autism meltdowns, and a simple planning shift (like the “no new game after 8:30” rule) that reduces the conflict;
- The two signs Andrew looks for when assessing whether a child’s gaming has become a genuine problem, as opposed to a hobby that looks intense from the outside; and
- How to build respect for your child’s gaming world, even if you do not understand it yourself, and how to use what hooks them there as a bridge into new interests like art, music, or coding.
Resources mentioned:
- Parenting a Gamer: Help Your Child Build Healthy Habits, Make Positive Choices, and Find Balance in Virtual Worlds.
- Schedule a consultation with Lisa
Listen Here:
Transcript:
LISA CANDERA: Welcome to the Autism Mom Coach podcast. I’m your host, Lisa Candera. I’m a lawyer, a life coach, and most importantly, I’m the full-time single mother of a teenager with autism. In this podcast, I share the tools and strategies you need so you can fight like hell for your child without burning out.
Let’s get to it. Welcome to the podcast, Andrew. I’m so glad you’re here. Could you just take a minute and briefly introduce yourself to the audience?
ANDREW FISHMAN: Thank you for having me. My name’s Andrew Fishman. I’m a licensed clinical social worker in Illinois. I’ve been working with autistic kids and teenagers for about 12 years—eight of them as a therapist.
I got started working at a therapeutic school as a teaching assistant for about four years while I was getting my degree. When I graduated, I was offered a job by someone who worked with me and saw that I connected pretty easily with autistic kids. I started running group therapy for kids with autism, teenagers, and adults. Then I started at a different full-time job, working with a lot of people I could easily connect with as a nerd myself. That also involves a lot of autistic kids, but also gamers and parents concerned about whether their kids are playing too many video games or are obsessed or addicted.
That led to a lot of research on my part, trying to make sure I’m doing the best work for them. Eventually, I started writing articles and came out with a book explaining video games to parents.
LISA: Great, and that’s exactly why you’re here today. Tell us the name of the book and a little bit more about how it came about and your central message.
ANDREW: The book’s called “Parenting a Gamer: Help Your Child Build Healthy Habits, Make Positive Choices, and Find Balance in Virtual Worlds.” That’s definitely a topic that is right on point for your community.
LISA: I coach a lot of moms of autistic tweens and teens, and one of the bigger complaints I’ve heard this summer is about getting their kids outside. They feel like their kids are spending too much time gaming, and parents feel a lot of pressure for the kid to be doing what the other kids are doing. I think this conversation will be really helpful for parents to maybe recontextualize gaming and the purpose that it serves.
ANDREW: I really hope so. Autistic kids play twice as many video games per day as non-autistic kids, but it’s not a bad thing. It makes sense. It’s a regulating tool. There are a lot of benefits that we’ll go into, but I hope people can start to see both the pros and the cons of this hobby.
LISA: Let’s dive right into the book. There’s a story about a student who’s refusing to put away his Nintendo because he’s in the middle of a trainer battle. This really resonated with me because my son had probably one of his biggest meltdowns ever over playing Minecraft in survivor mode. Something went wrong. Could you please share that anecdote in more detail and explain why it’s relevant to autism parents?
ANDREW: I really connected with that kid because when I was growing up, I was really obsessed with the Pokémon franchise. I played the games, read the guides, watched the movies. I got in trouble as a kid sometimes because I’d be in the middle of a trainer battle, and my parents didn’t know what that was and I wasn’t good at explaining it.
What happens is there are these little battles throughout the game. You collect creatures called Pokémon, and you use them to battle with other computer players or little virtual enemies. If you’re right in the middle of a battle, you can’t save the game. So if I’d listened to my parents and come down for dinner and just turned off my game, I would have lost the last half hour of progress. As an eight-year-old, that wasn’t something I was willing to do. I’d beg them: “Just let me finish the trainer battle. I’m in the middle of it, and then I’ll save the game and turn it off.”
LISA: That’s a great analogy that an adult can pretty quickly understand.
ANDREW: Exactly. It would be like being at work and not being able to save the Word document you’ve been working on for the last 20 minutes. Just let me save it, and then I’ll go do the thing. And when I started working at this school, a therapist approached me and said, “Look, I don’t understand. We can’t get this kid to give us his Game Boy at the beginning of every day. He’s trying to play it during first period. Can you just get it from him?”
I went over to him and said, “What’s going on?”
He said, “I’m in the middle of a trainer battle.”
I said, “Oh, I know this. I know this fight. Okay.” I told him, “Look, I know the game. I see how you’re doing this. I’ll finish the battle for you. I’ll save it. You go to class.” So I finished it in the hallway, saved it, turned it off, and ended the fight. They put me in charge of getting this kid’s DS every morning because he trusted that I could do what he needed, and he was able to just put it down without a fight.
This is really relevant to parents because the more you know about the games your kids are playing and the specific reasons they’re having problems, the better equipped you are to make decisions as a parent. If you don’t know what a trainer battle is, you can’t address the problem.
LISA: Like me with survivor mode. I was like, “What’s the problem?”
ANDREW: Right. Exactly.
LISA: One of the things you write about is that a lot of research on gaming felt disconnected because it was written by people who either never played games or had already decided that gaming was a problem. Tell us more about that.
ANDREW: When I was starting my practice and was given all these kids and parents begging me for answers—are video games addictive? Are they a problem? How much screen time is too much?—they don’t teach you much of this in school. It’s new information, and I wanted to find it for myself, so I started doing academic research. A lot of it falls on two ends of a significant spectrum.
Some researchers say screen time is the devil and you should never let your kids have any, and if you do, you’re a bad parent. Then some say it can’t be harmful—in fact, it’s a good thing for your kids. It’s social, it’s helpful, it gives them all these benefits. There’s very rarely any nuanced takes. I found that the people who had played the most video games in their own lives were the most positive about them. Then other researchers take pride in the fact that they haven’t played a video game since the ’80s and would never want to. And they’re writing about video games as an authority. I don’t think that’s fair as a professional—to make declarations on something you don’t know about.
LISA: It seems to be a moral stance when it comes to video games, right? It’s like an indication of lazy parenting or bad parenting or not doing enough parenting. That’s definitely how I see it coming up with my clients. They feel a lot of pressure. Sometimes things are going well, their kid is doing fine, but they’re in the room playing games. The parents can even hear them conversing with other people, and they think, “Well, if you can converse with those people, why can’t you go outside and do that with peers?”
ANDREW: I think that moralistic stance is a lot of online chatter with people being frankly awful to each other, not really understanding that it’s like watching TV was in the ’90s or listening to the radio in the ’30s. It’s a hobby. It’s a thing you do. If the rest of your kid’s life looks fine, I don’t think you need to make many changes. If your kid has other interests, if they have friends, if they’re getting outside occasionally, if they’re on a school sports team, they’ve got a bunch of friends, they hang out on weekends, they go out in person, but the parent’s still anxious because the kid’s playing two hours of video games every day—my question is always: what are you actually concerned about? Are their grades fine? “Oh, their grades are great. They’re a straight-A student.” Okay, then I get kind of confused about where the disconnect is, because they still feel guilty as a parent even though the kid is doing great. This is a well-rounded adolescent.
LISA: I think it’s a lot of that pressure on parents and the messaging, right? Let’s talk about that specifically with autistic kids, because one, they might not have friends in the world. And two, two hours—some of my clients would love if their kids were only gaming for two hours. They’re just warming up at that point. Could you dive deeper into what your research found specific to kids with autism and gaming?
ANDREW: Autistic kids play twice as many games every day, and there are lots of different reasons for that. One is that it’s simply a safer place to exist than the real world. It’s predictable. In our 3D world, you can work really hard, do everything right, do your homework, go to college, and still not get a job or work in your field. The world might collapse and your field might not exist anymore. AI might take over an industry entirely. You might try to make friends and say everything right, but there’s something about the way you’re communicating that other people aren’t resonating with. Until you find your people, you might not make friends very easily. It’s not fair. A lot of our world just isn’t fair, especially for autistic people.
The place that is the most fair is inside a video game, where if you practice, learn the strategies, do your best, and try really hard, you will succeed. It’s the only place in life where success is guaranteed if you try really hard.
LISA: That’s such a fascinating take on this. I know with my son, all the therapy we’ve done over the years—he mechanically knows the rules to starting a conversation. But when he got to middle and high school, the social landscape completely changed. The way kids communicated completely changed. Going up to a friend and saying, “Hey, you really like football. I like football too,” wasn’t going to make you a friend. You might even seem odd. When you’re in first or second grade, it’s totally normal to go up and say, “Hey, do you want to be my friend?” That’s great. That’s how you make friends.
ANDREW: And then you hit middle school, and the rules change and nobody tells you. That’s not fair. You have to learn a lot more nuance and subtleties to the situation, and then there’s bullying to deal with. People who say they’re your friend but aren’t. People who talk behind your back. There are so many subtleties to a typical social conversation that it just feels overwhelming and like you want to give up.
LISA: Middle school is the worst time of everybody’s life, and then you add in autism and it just compounds it significantly.
ANDREW: I think those changing rules are another reason people gravitate toward video games. The rules are different. If you’re autistic and you struggle with eye contact or don’t understand body language, neither of those exist in a video game. If you’re on a headset with your friends, you’ll never need to make eye contact again. You’ll never need to understand their body language because they’re just telling you what’s going on.
Another thing is if your special interest is Roblox and all you want to talk about is Roblox, but kids at school get bored with it and make fun of you, saying, “Oh, he’s still on Roblox”—well, if you’re playing Roblox, everyone in that game is going to want to talk about Roblox. It’s a self-selecting group of people. You can talk about your special interest as much as you want and no one will judge you for it. There are a lot of benefits to it in that way. It just makes more sense for autistic brains.
LISA: One of the things I hear from parents about gaming is that they don’t feel like their kids are being productive and that they’re wasting time.
ANDREW: That’s an interesting question, and I think there’s a moral judgment in that statement as well. If a kid’s outside playing football, that’s also not productive in the way you’d think. They’re not doing their homework or other things. Unless they’re learning an instrument or learning a skill, it’s very hard to say that any hobby is productive. But that’s not the point of a hobby. The point of a hobby is to develop an interest, become a more interesting person, enjoy your time, and rest and relax and rejuvenate.
LISA: I completely agree. There’s this idea that you have to be productive all the time, but that’s what school and work are for. Times where you’re able to relax and disconnect and focus on something enjoyable—enjoying yourself is a productive thing. It sets your mood, it sets your regulation.
I think of video games as an art form. I just played a game where the landscape is beautiful, and there’s a whole narrative, a beautiful storyline. It’s tragic, interesting, compelling. It’s an art form. I work with kids who are on school sports teams, have friends, hang out on weekends, go out in person, but the parent’s anxious because the kid plays two hours of video games a day. So I don’t quite understand how that’s different from reading a novel set in that same universe, where you’re experiencing a world and having the same kind of emotional reaction to a pastime that you would from sitting and reading a book. There’s something in our collective consciousness that says video games are bad, so they can’t be artistic or wonderful. I think a lot of people in those worlds just disagree.
LISA: I remember sitting with my son a few times while he was playing Zelda: Breath of the Wild. I’ve heard certain parts of the game so many times. It’s an in-depth storyline, and it’s something I wasn’t familiar with growing up. I did things like Nintendo Super Mario Kart, not even that—just Mario. But these open-world sandbox games—what’s the word? Sandbox games.
ANDREW: Yes, sandbox games.
LISA: He started to explain it to me and I thought, “Oh, that’s so interesting,” because the games I played had to follow a progression: do this, then this, and only then can you do that. The boss-type games.
ANDREW: Right.
LISA: As he got more into those games, I would watch them with him. The visuals were amazing. It was really something. A whole different set of gaming than I was familiar with, but there’s a storyline behind them. He would go to Barnes & Noble and get books about them. He’d be online finding different nuances, listening to different creators and critics. He’d come to me and say these different words, and he was pretty young—third or fourth grade—and I’d ask, “Where did you get that word?” It would always be YouTube, because he wanted to figure out how to do whatever it was with respect to a game.
I didn’t have bad thoughts about gaming growing up, so I didn’t bring those with me into adulthood. At the same time, I had very specific limits on the types of games that could be played. We were not Grand Theft Auto or Call of Duty and those things. Within those limits and boundaries, and feeling comfortable with the actual games he was playing, I was pretty relaxed about gaming time.
The issue, however—and I think a lot of parents deal with this, especially with autistic kids—is that the transition from a preferred activity to a non-preferred activity is where we see a lot of meltdowns. Lots of getting stuck. Gaming time is over for whatever reason. Is that something you can speak to based on your research or experience? And do you have any advice for parents about how to make that transition smoother?
ANDREW: What you’re speaking to is absolutely real. That’s one of the biggest issues: how do you transition from a preferred activity to a non-preferred activity? For a lot of kids, it’s video games. This is an issue that’s been around for as long as autism has—it’s the age-old question of how do I get my kid to go to school if they’re doing something they like? The answer is that it’s really hard. You could do everything right and it will still be hard, and that can be okay. That can be part of the journey, and you can find ways to embrace that this is just part of your life. The kids will get better and better at it with practice.
I think there are some strategies you can use to mitigate that. One I always advocate for is giving warnings and heads up and talking to kids about how to stop themselves. For example, if you want video games to turn off at 9:00 and bedtime is 9:45, and they need to shower and brush their teeth, you need the games off at 9:00. Most parents will say at 8:55, “All right, you’ve got five minutes left,” and then at 9:00 they say, “Games have to turn off.” For the kid, it doesn’t feel like they were given enough warning. They’re in the middle of something and need to finish it.
And if they’re playing with friends and go to bed when mom says to, their friends are going to be left holding the bag in the middle of a game. They’re going to lose. You’re developmentally predisposed to prioritize your friends, and you don’t care what your mom says as much as what your friends say, because they’re more important to you during adolescence. They’re supposed to be. The parent’s going to lose that fight.
So what you might do instead is play the games with your kids. You can learn the rules of the game. For example, if you’re playing Fortnite, every round takes about 20 or 30 minutes. So instead of saying games turn off at 9:00, you can say, “Don’t start a new game after 8:30.” That way, at 9:00, they won’t be in the middle of something. They’ll have finished.
It’s still moving from a preferred activity to a non-preferred activity, and it will still be a challenge. But it’s going to be less of one than if they’re in the middle of something their friends are about to lose. And it helps them build the skill of planning ahead, so that when they’re in college and need to go to sleep before a test, instead of trying to get themselves to stop at a certain time, they know, “All right, this has to be my last game. I’m starting now. I’m not going to start a new one after this.” I think knowing why your kid is having trouble and finding ways around it is really helpful.
LISA: That’s a great suggestion because that specificity is really helpful to them as well. I would say, you know, “After this boss or this level or this, you know, whatever, you’re done.” With my son, after repetition, he would turn the game off before I even came in, because he just didn’t want to deal with that piece of it. They also don’t want to fight.
ANDREW: Right.
LISA: So he’d just say, “Okay, I’m done.” But one of the biggest challenges I had with him, going back to that Minecraft story—I didn’t understand it, but even regardless, I understood that he burned down his house and lost his pigs and wasn’t going to be able to get those back. He was inconsolable for days. It really surprised me how upset he was by it. Can you speak to that at all?
ANDREW: There are two things that come to mind for your context and for listeners’ context. In Minecraft, which is a sandbox game, you can do whatever you want. There is a goal, but that’s not the point of the game. You can beat Minecraft, but most of what you do is explore, find things, build things. It sounds like what he’d built was a little farm with pigs and a house, and he accidentally set fire to it and lost everything he’d built and worked for.
I suspect one of two things was happening. One is that he’d lost all of this progress, and you can’t get it back quickly. It’ll take a long time to build it all back, and that’s incredibly frustrating. Going back to the earlier example, it’s like if you were at work and your file corrupted and you lost a month of work.
LISA: Oh, yeah. I would also have a hard couple of days. That’s miserable.
ANDREW: I’ve had that with documents, right? You know, 20 pages consisting of research and refining and crafting. It’s really hard to get back.
LISA: He might have spent as many hours building that house as I’d spent on that document.
ANDREW: Right. With things that I didn’t get into Minecraft myself, so when he comes running in saying, “I lost my pigs and my house burned down,” I mean—I lost it laughing. I was like—
LISA: Because it just sounded so funny.
ANDREW: Right. In the game, you can breed pigs and slaughter them for meat, but it sounds like he might have just wanted to have pet pigs. He might be the kind of kid who—and this is especially common in autism—forms really strong emotional connections, even with fictional things.
LISA: Yes.
ANDREW: Those pigs might have been his. He might have named them. He might have cared about them. He might have formed a sort of emotional relationship with those pigs for months if he’s been playing this game. They might have been there since the first day he played, and now they’re dead. That’s a real loss. That’s real grief.
LISA: That’s real grief. So Andrew, what I’m hearing from you is that as a parent, it’s about building respect for the games your kids are into and the purpose that they serve. How do you counsel parents around that when gaming isn’t their thing? I don’t particularly like to do it.
ANDREW: If my kid were spending six hours a day doing anything, I would want to know about that thing. I would want to learn about it. I’d want to watch documentaries and YouTube videos and just learn everything I can about this thing because it matters to them. And because it matters to them, it should matter to me. I’m going to do everything I can to try to build that respect within myself: “All right, I don’t get it. I don’t really care about it, but I can respect that you care about this thing, so I’m going to try.”
One way to do that, as I mention often in the book, is to go to your kid and say, “Look, you’ve been talking about Minecraft for years. I’m really curious. Can you show me how it works?” Then sit down and either try to play the game yourself—and they’ll laugh because you’re terrible at it, and that’s fine and funny—or have them show you around. Let them guide you. Keep an open mind to why they get so much out of this game.
Can you appreciate the beauty of it? Can you see that this is actually very creative? Wow, the house you built is so ornate. You’ve got a library inside this little house. What made you do that? That’s so clever. Maybe this kid is interested in architecture. Maybe they’d be interested in a book on the subject. Maybe this is an interest you can explore. I think your job as a parent is to join them in whatever they care about and try your best to understand it.
LISA: That makes sense. Let’s talk about the other side of the coin. When is my kid addicted? Is this too much? Is this having a negative impact? What are the signs? And most importantly, what do we do?
ANDREW: There are two main signs I look for when assessing a kid. The first is how well they’re able to stay regulated while they play the game. If a kid can play for a couple of hours, play their favorite game, they’re having a good time, and then they turn it off and their mood isn’t really affected—this is just a hobby, they’re probably fine.
If a kid becomes so energized and engaged after half an hour that it takes another three hours to calm down, that’s category one of what I look for: are the games this kid is playing appropriate for them? Can they handle that level of video game?
The other category I look for is kids who want to stop. They know they have homework, they know they need to go to sleep, they’re trying, and they can’t pull themselves away from the screens. It’s different than you saying, “Get off,” and they say, “No, I don’t want to.” This is internal motivation that is failing because video games are too powerful for this kid. Both of them are really rare, but that’s what I look for. In the first category, maybe the video games are too exciting. Maybe they’re too frustrating or emotionally resonant for this kid. In the second, that’s where more therapeutic interventions are warranted, because that’s a sign of actual video game addiction—if you can’t turn the games off when you want to.
LISA: For the first part about kids who get really ramped up over video games, is there a specific type of game that tends to happen more or less? I ask because I remember when my son was playing the more linear types of games where there were levels and bosses to beat, he would get way more frustrated than when he was cruising around Hyrule in Breath of the Wild playing Zelda. That was a much quieter, much more pleasant experience.
ANDREW: You’ve hit on something there. Those linear games have you going and going, and then you hit a wall because a part of the game becomes too hard and there’s nothing else you can do. A Kirby game is a good example. It’s very linear. You have to beat level one before level two, and then beat that before level three. If you can’t beat something and you’ve lost over and over, you can understand why that would be frustrating—beating your head against the wall and thinking, “Why can’t I do this thing? I’m dying over and over again. I just want to throw my controller.”
LISA: That happened.
ANDREW: There are some games in that linear style designed to be ridiculously punishing. There’s a game called The End is Nigh where my character died, I think, 6,000 times before I finally beat the game. It’s just designed to be so difficult you’ll lose over and over. There’s a whole genre of games like that—Geometry Dash, where you’ll die thousands of times trying to beat a level.
The open-world sandbox games like Legend of Zelda: Breath of the Wild or Minecraft are different. If you’re going around doing whatever you want and hit a part that’s too difficult, there’s no reason not to go somewhere else and try something else for a while. If it’s too frustrating, “All right, whatever, I’m going to go gather some vegetables for a while. I don’t need to be in this frustrating part of the game” like you do with a linear game.
LISA: No, that makes a lot of sense. Andrew, before we wrap up, I want to turn the floor over to you so you can share any message that you haven’t already that you think would be important for parents of kids with autism to hear.
ANDREW: One thing I would recommend to parents as you’re playing these games is to watch out for things that might spark other interests in your kids. One way to reduce screen time, if that’s really a concern, is to add other interests. One way to figure out what those interests might be is to figure out what about the games is hooking your kids so significantly.
Do they like the art style, the character designs, the costumes? Maybe an art class would be a good way to start. Maybe they want to draw pictures of their favorite characters. Do they like the music? Maybe they want to write their own music, take a piano lesson, or explore music in other ways. Maybe they want to learn how to code. Maybe they want to learn how to make their own video games.
There’s a game called Game Builder Garage for the Nintendo Switch, where you essentially make your own games. Here are all the tools you need to create a video game and here’s how you create a character and how you program how high it’s going to jump, what buttons do you want to make do what, and how do you want the levels to look.
If they have a lot of fun with that, schools have coding classes now. Maybe that’s a way to build that in. I find that the more interests a kid has outside of gaming, the less screen time they end up having.
LISA: I love that approach because I’m always encouraging parents to embrace their kid’s special interest. I did this with my son. You find a way to leverage that. I remember when he was younger, his special interest was volcanoes, so we had books about volcanoes, did experiments about volcanoes, watched movies with volcanoes. There’s just a lot of material you can get out of that.
Another example with my son is he was playing Skyrim, and I was watching it with him or watching him play, and I thought, “This reminds me of Lord of the Rings.” So we started watching Lord of the Rings, and then he got interested in the books, right? We’d go to the library and he’d look at different books, and then he was like, “Oh, well, there’s this whole before story with The Hobbit.” There’s a lot of material you can glean from those things.
I have to be honest, I never really thought of leveraging video games to find those things with my son. But now that I think about it, the Kirby game—the reason he was interested in it in the first place is because the sixth or seventh level had volcanoes in it. So that became our entire life for a while, getting to that point because he wanted to be with the volcanoes.
ANDREW: That’s a great example. I love that idea of just leveraging special interests.
LISA: Andrew, I want to thank you so much for this conversation, and more importantly, for the book you’ve written. I read this book and found it fascinating. It’s a really useful tool for all parents, but I think it’s especially useful for our community with children who tend to game more than others. I think that our kids get even more out of it than most children do. For parents to have a better understanding and respect for that, but also have the tools to address the limitations and see the signs of addiction and be able to take next steps is so important.
If you could share with us the name of your book and tell people where they can find it.
ANDREW: Sure. The book is called “Parenting a Gamer: Help Your Child Build Healthy Habits, Make Positive Choices, and Find Balance in Virtual Worlds.” I really appreciate everything you’ve just said about it. It’s very nice.
LISA: You’re so welcome. I was really thrilled to get this book and to read it, and I’m sharing it with the parents in my group because this is such a common issue that I’ve coached parents on. There’s a lot of fear and frustration, and I think your perspective is really important as somebody who is a gamer yourself and has worked with kids with autism. You’re able to provide that other perspective. The normal messaging about video games makes it so easy to just take the stance that they’re bad and hate them. But I really do appreciate that you took the time to redo the research and to create this resource. Thank you for that.
ANDREW: You’re so welcome.
LISA: All right, everyone, that’s it for this week’s episode of the podcast. I hope you enjoyed our conversation. If you want to dive deeper into this topic, go and get Andrew’s book as soon as possible. I promise you’ll find nuggets in there that you can apply right away.
I’ll talk to you next week. Thanks for listening to The Autism Mom Coach. If you’re ready to apply the principles you’re learning in these episodes to your life, it’s time to schedule a consultation call with me. Podcasts are great, but the “ahas” are fleeting. Real change comes from application and implementation, and this is exactly what we do in my one-on-one coaching program.
To schedule your consultation, go to my website, theautismmomcoach.com/workwithme, and take the first step to taking better care of yourself so you can show up as the parent you want to be for your child with autism.
