Mom Brain, Psych Trained

Mom Brain, Psych Trained Psychiatric Nurse Practitioner & mama of 2 kids with autism 👦🏼👧🏻

06/18/2026

Because what if you need it and don’t have it?

06/17/2026

Hudson has been asking for explanations of words and phrases lately. It makes me so happy! One of the things I didn’t understand before learning about autism is how often we speak in phrases that aren’t meant to be taken literally.

“I got you.”
“Got me for what?”

“I’ve got your back.”
“Got my back for what?”

“I won’t disappoint you.”
“Yes, you will.”

To many autistic people, language is processed exactly as it is spoken. Figurative language, idioms, slang, sarcasm, and common sayings can be confusing because the words don’t match the intended meaning.

What I meant was:
❤️ I will help you.
❤️ I will support you.
❤️ I’m on your side.

What Hudson heard was:
🤔 You physically got me?
🤔 Why do you have my back?
🤔 How can you guarantee you’ll never disappoint me?

Sometimes it’s difficult to explain things that we say regularly, and think nothing of saying!

Have you ever caught yourself using a phrase that made perfect sense to you but absolutely no sense to your child? What have you found yourself having to explain?

06/17/2026

Just for funsies! Don’t take yourself too seriously! 😉

06/16/2026

Never a dull moment with these two!! Pray for us! 🤣😅

06/15/2026

Hudson’s current special interest is mixing things together. Water, soap, sand, food coloring, random kitchen ingredients… if it can be poured, stirred, or combined, he’s interested. 🧪

What might look like “making a mess” is actually so much more than that. (But am I tired of cleaning it up? Yes 😅)

Special interests help autistic children learn, explore, and engage with the world in a way that feels natural and motivating. Through his experiments, Hudson is learning cause and effect, problem-solving, observation skills, and creativity.

He’s also getting valuable sensory input. Pouring, stirring, squeezing, watching reactions happen, feeling different textures, and seeing colors change all provide rich sensory experiences that help him regulate and stay engaged.

When we lean into our children’s interests instead of constantly redirecting them, we often discover some of their best opportunities for learning.

Sometimes the “mess” is actually the lesson. 💜

Do your kids have a special interest that teaches them more than people realize? Tell me about it below! ⬇️

06/14/2026

One of the biggest misconceptions about PDA is that it only shows up as difficulty doing things you want to do.

While that can absolutely be true, PDA can also show up as resisting any demands from others, even when the demand seems small.

The question isn’t “Did they want to do it?”

The question is “How did their nervous system respond to the demand?”

What are some ways you’ve seen demand avoidance show up in yourself or your child?

Nicole Morgan, MSN, PMHNP-BC

06/13/2026

Watching Hudson learn to swim was so rewarding for so many reasons. We spent a year and a half going to lessons that were so invaluable.

For many autistic children, swimming is not just a fun activity. It is a critical safety skill.

Research has found that drowning is a leading cause of death among autistic children, and children with autism are significantly more likely to die from drowning than their neurotypical peers. Wandering or elopement is involved in many of these tragedies, and water is often the first place children are found.

This is why swim lessons are one of the first recommendations I make to families after an autism diagnosis.

Today I’m celebrating every kick, every splash, and every bit of confidence Hudson is building in the water. 💙

06/11/2026

Stop your scroll for just a few seconds. Close your eyes. Take a deep breath. Stay as long as you need. Have a good evening. 💜

06/10/2026

One reason I struggle with the ODD label is that it often focuses on the behavior we see rather than the reason behind it.

When I look at many of the children I’ve worked with, and my own son, I don’t see a child who is choosing to be defiant. I see a child whose nervous system is overwhelmed by demands, expectations, loss of autonomy, uncertainty, or perceived threats to control.

That’s why I often find the PDA profile more helpful. PDA asks, “Why is this happening?” instead of assuming the child is intentionally oppositional.

Whether you agree with PDA as a profile or not, shifting from “won’t” to “can’t right now” can completely change how we support a child.

What are your thoughts? Have you seen a difference when behavior is viewed through a PDA lens rather than an ODD lens?

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