Index
Free ChapterPage numbers will be added during final typesetting.
A
ADHD (Attention-Deficit/Hyperactivity Disorder)
- diagnosis and characteristics [Ch.2]
- co-occurring with autism (AuDHD) [Ch.2]
- executive function challenges [Ch.2, Ch.4]
- medication considerations [Ch.4]
- morning routines [Ch.4]
- sensory needs [Ch.2]
- school accommodations [Ch.7]
Advocacy
- school advocacy [Ch.7]
- medical decision-making [Ch.7]
- legal frameworks [Ch.7]
- see also School support; Rights and responsibilities
AuDHD (autism + ADHD co-occurrence) [Ch.2]
Autism Spectrum Disorder
- diagnosis and characteristics [Ch.2]
- identity-first language [Ch.1, Glossary]
- masking behaviors [Ch.2, Ch.10]
- sensory processing [Ch.2, Ch.5]
- literal thinking patterns [Ch.2]
- school accommodations [Ch.7]
- transition challenges [Ch.6, Ch.10]
B
Bedtime routines [Ch.4]
Behavior
- challenging behavior (reframing as communication) [Ch.2, Ch.5]
- function of behavior [Ch.5]
- meltdowns vs tantrums [Ch.5]
- see also Meltdowns; Communication
Boundaries
- co-parent boundaries [Ch.3]
- healthy boundaries with extended family [Ch.8]
- self-care boundaries [Ch.9]
C
Co-parenting
- "Two Captains, One Ship" framework [Ch.3]
- communication strategies [Ch.3]
- disagreement protocols [Ch.3]
- high-conflict co-parenting [Ch.3]
- parallel parenting [Ch.3]
- unified front [Ch.3]
- see also Communication; Conflict resolution
Co-regulation [Ch.5, Ch.9]
- definition [Glossary]
- during meltdowns [Ch.5]
- parent self-regulation first [Ch.5, Ch.9]
Communication
- behavior as communication [Ch.2, Ch.5]
- co-parent communication [Ch.3]
- scripts for extended family [Ch.8]
- school communication [Ch.7]
- with neurodivergent children [Ch.2]
Conflict resolution
- co-parent disagreements [Ch.3]
- toolkit exercises [Ch.3]
- see also Co-parenting
Courts see Legal frameworks; Parenting orders
D
Demand avoidance see PDA (Pathological Demand Avoidance)
Developmental stages
- adapting strategies over time [Ch.10]
- adolescence [Ch.10]
- early childhood [Ch.10]
- see also Growth and change
Diagnoses
- ADHD [Ch.2]
- autism [Ch.2]
- ODD [Ch.2]
- PDA [Ch.2]
- co-occurring conditions [Ch.2]
- disclosure considerations [Ch.7, Ch.8]
Disagreement protocols (co-parent) [Ch.3]
- IF CO-PARENTS DISAGREE variations [throughout toolkits]
E
Educational records (access rights) [Ch.7]
Emotional dysregulation [Ch.5]
- meltdowns [Ch.5]
- parent dysregulation [Ch.9]
- co-regulation strategies [Ch.5]
- see also Meltdowns; Self-regulation
Evidence-based approaches [Appendix E]
Executive function
- ADHD challenges [Ch.2, Ch.4]
- morning routines [Ch.4]
- scaffolding [Ch.4]
- transition support [Ch.6]
Extended family
- educating about neurodivergence [Ch.8]
- scripts for difficult conversations [Ch.8]
- boundary setting [Ch.8]
F
Family support see Extended family; Support networks
Field Guides
- Morning Chaos [Ch.4]
- Neurotype Differences [Ch.2]
- Parental Nervous System [Ch.9]
- [additional field guides listed by chapter]
Friends (child's friendships) [Ch.8, Ch.10]
G
Glossary [Appendix B]
Growth and change [Ch.10]
- adapting strategies [Ch.10]
- developmental transitions [Ch.10]
- see also Developmental stages
H
High-conflict co-parenting [Ch.3]
- parallel parenting strategies [Ch.3]
- see also Co-parenting; Conflict resolution
Homework battles [Ch.7]
I
Identity-first language [Ch.1, Glossary]
- "autistic child" vs "child with autism" [Ch.1]
- neurodiversity-affirming approach [Ch.1]
IF CO-PARENTS DISAGREE (toolkit variations)
- appears in all Parent Toolkits [throughout]
IEP (Individualized Education Program) [Ch.7]
- goal alignment [Ch.7]
- co-parent coordination [Ch.7]
- see also School support; 504 Plan
L
Language see Identity-first language; Neurodiversity-affirming language
Legal frameworks [Ch.7]
- educational records access [Ch.7]
- medical decision authority [Ch.7]
- parenting orders [Ch.3, Ch.7]
- school advocacy rights [Ch.7]
- see also Parenting orders; Rights and responsibilities
M
Masking [Ch.2, Ch.10]
- definition [Glossary]
- autistic masking [Ch.2]
- cost of masking [Ch.10]
- school masking [Ch.7]
Medical decisions
- co-parent authority [Ch.7]
- legal frameworks [Ch.7]
- medication timing [Ch.4]
- see also Medication
Medication
- ADHD medication [Ch.4]
- timing and food [Ch.4]
- medical disclaimer [Disclaimers]
Meltdowns [Ch.5]
- definition (vs tantrum) [Ch.5, Glossary]
- meltdown cycle stages [Ch.5]
- tap-out protocol [Ch.5]
- safety considerations [Ch.5]
- prevention strategies [Ch.5]
- see also Emotional dysregulation; Tap-out protocol
Morning routines [Ch.4]
- Morning Autopsy toolkit [Ch.4]
- scaffolding strategies [Ch.4]
- visual schedules [Ch.4]
N
504 Plan see School support
ADA (Americans with Disabilities Act) [Ch.7]
Neurodiversity
- definition [Glossary]
- neurodiversity-affirming language [Ch.1]
- neurodivergent (definition) [Glossary]
Neurodiversity-affirming language [Ch.1]
- identity-first language [Ch.1]
- trauma-informed approach [Ch.1]
- see also Identity-first language
O
ODD (Oppositional Defiant Disorder)
- diagnosis and characteristics [Ch.2]
- reframing as demand sensitivity [Ch.2]
- relationship to PDA [Ch.2]
P
Parallel parenting [Ch.3]
- high-conflict situations [Ch.3]
- see also Co-parenting
Parent Toolkits
- IF CO-PARENTS DISAGREE variations [throughout]
- Morning Autopsy [Ch.4]
- [additional toolkits listed by chapter]
Custody orders [Ch.3, Ch.7]
- medical decision authority [Ch.7]
- school access rights [Ch.7]
- see also Legal frameworks
PDA (Pathological Demand Avoidance)
- diagnosis and characteristics [Ch.2]
- vs traditional ODD [Ch.2]
- strategies for demand reduction [Ch.2, Ch.5]
- masking patterns [Ch.2]
Professionals see Support networks; Therapy
Q
Quick Maps (chapter summaries)
- purpose and use [Ch.0]
- [individual Quick Maps listed by chapter]
R
Rights and responsibilities
- co-parent rights [Ch.7]
- educational access [Ch.7]
- medical decision authority [Ch.7]
- see also Legal frameworks; Parenting orders
Routines
- morning routines [Ch.4]
- bedtime routines [Ch.4]
- transition routines [Ch.6]
- importance for neurodivergent children [Ch.4]
S
Scaffolding [Ch.4]
- definition [Glossary]
- executive function support [Ch.4]
- gradual release [Ch.4]
School
- advocacy [Ch.7]
- communication with teachers [Ch.7]
- homework battles [Ch.7]
- individualized plans [Ch.7]
- masking at school [Ch.7]
- transitions [Ch.7]
- see also Advocacy; Transitions
Scripts (communication)
- for bystanders [Survival Cards throughout]
- for child [Survival Cards throughout]
- for co-parent [Survival Cards throughout]
- for extended family [Ch.8]
- for teachers [Ch.7]
Self-care (parent) [Ch.9]
- boundaries [Ch.9]
- co-regulation capacity [Ch.9]
- nervous system regulation [Ch.9]
- sustainable parenting [Ch.9]
Self-regulation see Co-regulation; Emotional dysregulation
Sensory processing
- autism sensory needs [Ch.2]
- ADHD sensory seeking [Ch.2]
- meltdown triggers [Ch.5]
- sensory accommodations [Ch.2, Ch.7]
Shutdown [Ch.5]
- definition [Glossary]
- vs meltdown [Ch.5]
Special interests (autism) [Ch.2, Ch.10]
Support networks [Ch.8]
- extended family [Ch.8]
- finding support [Ch.8]
- disability services [Ch.8]
- professional support [Ch.8]
- support coordination [Ch.8]
Survival Cards
- format and use [throughout chapters]
- [individual cards listed by chapter]
T
Tantrums (vs meltdowns) [Ch.5, Glossary]
Tap-out protocol [Ch.5]
- definition and steps [Ch.5]
- safety considerations [Ch.5]
- co-parent coordination [Ch.5]
Teachers see School; Advocacy
Therapy
- choosing trauma-informed therapists [Ch.8]
- evidence-based approaches [Appendix E]
- see also Support networks
Transitions [Ch.6]
- between homes [Ch.6]
- school transitions [Ch.7]
- developmental transitions [Ch.10]
- executive function challenges [Ch.6]
- visual supports [Ch.6]
Trauma-informed approach [Ch.1]
- language considerations [Ch.1]
- repair after rupture [Ch.3, Ch.5]
- safety notes [Disclaimers]
"Two Captains, One Ship" (co-parenting framework) [Ch.3]
U
Unified front (co-parenting) [Ch.3]
V
Visual supports
- morning routines [Ch.4]
- transition supports [Ch.6]
- schedules [Ch.4, Ch.6]
W
Works Cited [Appendix F]
Page numbers will be added during final typesetting.