Kids Master Skills by Lisa Marnell - Neuroaffirming Autism Support

Home
United States
Westlake Village, CA
Kids Master Skills by Lisa Marnell - Neuroaffirming Autism Support

Guiding parents, educators, and school teams to support Autistic students through nervous system science Welcome Occupational Therapists, Teachers, and Parents!

Incorporating meaning and joy into the lives of autistic and typical children and teens is a cornerstone of occupational therapy practice. This community embraces honoring children and working to help them overcome obstacles while cultivating their autonomy and sense of agency in all of their worlds: home, school, and community. My name is Dr. Lisa Marnell. I am a pediatric occupational therapist

with 20 years of experience. I am honored to be a member of the Faculty at Boston University and a member of the Board of Directors at the STAR Institute in Denver.. My specialty areas of treatment include addressing sensory processing, executive function, and praxis challenges. I often work with autistic kids and teens, and I am autistic myself. On this page I will share weekly questions, research findings, blog posts, activity ideas, YouTube videos, and Facebook lives. This Facebook space is a place of inclusion, community, support, teaching, and learning to best foster joy and self-sufficiency in all children. Although this page is managed by an occupational therapist, information and posts do not provide or replace formal Occupational Therapy treatment. Content provided in this group does not constitute medical advice or qualification for medical or school related services. Learn more about my business, Kids Master Skills, and access a wide variety of child development information at www.KidsMasterSkills.com

Follow me on Instagram at https://www.instagram.com/kidsmasterskills/?hl=en

Again, welcome! So happy to have you join me! Dr. Lisa Marnell, OTD, MBA
Founder of Kids Master Skills, LLC

08/10/2026

If you want to understand how to support autistic students in schools using a nervous system lens then type “MONDAY” in the comments.

I have begun a free new educational series called “insight to autism first Monday”!

Every Monday at 5:30 PM Pacific or 8:30 PM East Coast time, I will go live on Zoom to share Neuroaffirming and evidence-based ways to support your autistic students.

In order to learn all children must enjoy and experience a regulated nervous system. But this is typically a challenge in schools because there is a lack of fit between what an autistic student needs to feel nervous system regulation, and what schools typically provide.

I am so excited to have a forum online on the first Monday of every month where you can join me on Zoom and learn ways to better support your students!

07/30/2026

What does it mean to support Autistic students through a nervous-system lens—and what does that look like in an everyday classroom?

I’m Dr. Lisa Marnell, an Autistic occupational therapist, educator, and founder of Kids Master Skills.

I created Insight to Autism: FIRST MONDAY, a free monthly learning community for adults who support Autistic students in schools.

Our first live session is Monday, August 3, at 5:30 PM PT/8:30 PM ET. During this 45-minute Zoom session, we will explore three aspects of Autistic nervous-system function that influence regulation, learning, and school engagement.

Type “MONDAY” to join!

We will talk about how predictability helps an Autistic student feel safer and more able to participate.

We will examine research that shows Autistic students may show little or no habituation to repeated sensory input, which means the buzzing light, classroom noise, or uncomfortable clothing may remain just as disruptive throughout the day.

We will also discuss why each Autistic student may need distinct teaching approaches and learning modalities rather than one standard method of instruction.

This session begins with a challenge many school teams face: adults often misunderstand Autistic traits. The solution begins with understanding how Autistic nervous-system processing shapes what a student can access at school.

FIRST MONDAY is free and held live on Zoom. Each month, we will take one important school-based topic and turn it into practical, neuroaffirming understanding that adults can use with students.

Upcoming sessions:

August 3: Understand Autistic Processing
Understand three aspects of Autistic nervous-system function that influence regulation and school engagement.

September 7: Adopt Accommodations That Work
Learn the ten categories of accommodations and how to prioritize the needs of an individual student.

October 5: Create Neuroaffirming Goals
Learn how to conceptualize and write IEP goals that align with unique Autistic learning and function to support school participation.

Registration for the August session is open now. 275 people have already registered.

Type “MONDAY” to get the registration link and join us

07/26/2026

Looking forward to presenting to the “Pasitos” Early Childhood Education Programs in Los Angeles next week - perfecting my presentation and slides today!

This two-hour presentation is for caregivers who support Autistic children who are in the early stages of understanding sensory processing.

How are sensory differences unique in Autistic little ones?

How does this impact the way they function in the world?

Are there ways for adults to better understand children and in turn make the world a safer place for them learn and thrive?

And - importantly - hands-on learning will help participants understand their own sensory processing in order to translate their learning to the Autistic children they serve.

DM me to learn how I can provide professional development to your organization or school!

And if you want to learn more about supporting Autistic nervous systems, sign up for my FIRST MONDAY learning series.

Type "MONDAY" in the comments to learn more about my FIRST MONDAY free learning series and join me online!

07/23/2026

If a child can only engage in a task when food is offered, the task is not working for the child.

Being offered candy (or food) in exchange for following a direction may feel awful to a child. It can make the child feel as though their body and choices are something an adult has the right to control.

Candy may get a child to participate, but it does not make the task more accessible. It only gives the child a reason to push through something that is not working.

When this happens, make one of two changes:

1- Adapt the task.

When the task is too difficult, change it. Reduce the demands, provide more support, change the materials, or teach the needed skill in a more accessible way.

2- Stop and try another day.

Sometimes the child cannot participate because of what they are carrying that day (fatigue, hunger, stress from recess). The respectful response is to pause rather than increase the reward.

Food should be food. If a child needs candy to participate, change the task or change the timing—not the reward.

Provide the support the child needs while learning.

Does your setting use food rewards?

How do you feel about this?

07/22/2026

I am excited to invite you to my free learning series, Insight to Autism FIRST MONDAYS!

Beginning in August, Kids Master Skills will host one school-based topic live on Zoom each month.

In each meeting I will spend 45 minutes sharing relevant evidence and exploring practical neuroaffirming ideas for you to consider and embrace.

The objective of this learning series is to shift the way we understand and support Autistic students.

When we better understand Autistic nervous system processing, we better support Autistic students' learning and participation in school.

So, join me Monday, August 3 (5:30 PM PT/ 8:30 PM ET) with our first learning topic entitled, “Understanding Autistic Processing”.

In this meeting we will explore three aspects of Autistic nervous system function that influence regulation and school engagement.

Registration for scheduled FIRST MONDAY meetings will open on the 25th of the previous month.

But the registration for August is already open - comment “MONDAY” below to get the link to register. Or DM me for the link!

07/15/2026

Well, just completed my participation in the best online summit going: Autism Little Learners!

Massive attendance, which means that so many more schools and teachers will embrace connection and respect with Autistic young children and not compliance.

Talked on two live panels and shared my presentation.

Exhausted! But it was so, so great to be a part of this!

07/14/2026

We all know handwriting is one of the most demanding tasks, and it requires the acquisition of so many skills!

In fact, I wonder how many times you see handwriting IEP goals carried over year after year, even when the Autistic students themselves are telling us (and showing us) that what we are doing is not working for them?

I see this often, and it inspired me to look deeper into how we can better support the entire process of handwriting for Autistic students!

In this summit session, I will give you research you need to understand unique challenges Autistic students face when it comes to handwriting.

Comment "SUMMIT" below and I will send you the link to attend my presentation!

I will show you how to thoughtfully support acquisition of handwriting skills in Autism, so that you can identify when a young student is ready to start pre-writing strokes and how to go about doing this in a play-based and meaningful way.

I will walk you through ways to scaffold development of foundational handwriting skills for times when Autistic students are not ready to write.

And I will offer you alternatives to handwriting so that students access ways to communicate information when handwriting isn't right for them!

I PROMISE this presentation will help you feel ready to approach handwriting differently this August when you head back to school!

Comment "SUMMIT" or DM me for the link!

07/10/2026

Sound sensitivity can make the school day feel much harder for Autistic students.

Classroom sounds are not just background noise. Chair legs scraping, hallway sounds, timers, pencil sharpeners, hand dryers, assemblies, fire drills, cafeteria noise, group work, and adults talking over one another can all add to the sound load a student is trying to manage.

When an Autistic student covers their ears, hums, cries, bolts, shuts down, or looks unavailable, we need to ask what their nervous system is processing in that moment.

This matters for learning. If a student is working hard to filter sound, stay regulated, and protect their body from distressing noise, they may have less capacity for directions, writing, group work, transitions, or participation.

Classroom supports can make a difference. Notice sound patterns. Reduce unnecessary noise when possible. Pair verbal directions with visuals. Offer headphones before distress builds. Create a predictable exit plan so the student can access a quieter space with dignity.

The goal is not to make the student “get used to it.” The goal is to understand the sound environment and support the Autistic student in a way that protects regulation, communication, learning, and participation.

Save this for your next classroom, IEP, or team conversation.

References:

Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564–573. doi: 10.5014/ajot.62.5.564

Lau, B. K., Emmons, K. A., Lee, A. K. C., Munson, J., Dager, S. R., & Estes, A. M. (2023). The prevalence and developmental course of auditory processing differences in autistic children. Autism Research, 16(7), 1413–1424. doi: 10.1002/aur.2961

Williams, Z. J., Suzman, E., & Woynaroski, T. G. (2021). Prevalence of decreased sound tolerance (hyperacusis) in individuals with autism spectrum disorder: A meta-analysis. Ear and Hearing, 42(5), 1137–1150. doi: 10.1097/AUD.0000000000001005

07/09/2026

Vocal stims have a purpose.

For many Autistic students, vocal stims may support communication, regulation, emotion, breathing, sensory organization, or protection from other sounds in the environment.

In school, adults need to support both the Autistic student and the classroom community. The Autistic student deserves dignity, understanding, and regulation supports. Peers may also need help understanding different sensory needs, using their own supports, or working in a space that feels comfortable for their nervous systems too.

Start by looking for patterns. Do vocal stims increase during writing, transitions, waiting, group work, lunch, or noisy classroom moments? Do they decrease when the student has movement, headphones, a quieter space, predictable routines, or less auditory load?

This information helps adults respond with curiosity and care. We can reduce unnecessary noise, offer seating choices, create quiet work options, teach classmates about different regulation needs, and make a plan that respects everyone’s sound and sensory needs.

When we understand the purpose of vocal stims, we can support the Autistic student with dignity while also helping the classroom feel more manageable for peers.

Save this as a reminder for your next classroom conversation.

And follow Dr. Lisa Marnell on Instagram and Facebook.

Address

Westlake Village, CA

Website

http://www.kidsmasterskills.com/

Alerts

Be the first to know and let us send you an email when Kids Master Skills by Lisa Marnell - Neuroaffirming Autism Support posts news and promotions. Your email address will not be used for any other purpose, and you can unsubscribe at any time.