Adulting with Autism

What happens when you spend your childhood being called a brat, a problem, or "bad"—and only later realize that you were an autistic child trying to survive without the language, support, safety, or understanding you needed?
In this episode of Adulting with Autism, I talk with Juan Colon, author of The Untold Story of an Autistic Orphan: The Awakening. Juan shares his journey through abandonment, instability, homelessness, incarceration, fatherhood, late autism diagnosis, and the long process of learning to understand himself with compassion instead of shame.amazon+1
For Juan, "the awakening" means more than receiving an autism diagnosis. It means recognizing patterns, accepting responsibility for choices, forgiving people who hurt him, understanding that trauma shaped behavior on all sides, and choosing not to repeat the pain he experienced as a child.
This is a raw and hopeful conversation for autistic adults with complicated pasts, parents seeing familiar traits in their children, and anyone trying to move from survival mode into healing, accountability, and a more peaceful life.
In This Episode, We Cover
p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Who Juan is: a Puerto Rican father, family man, autism advocate, and first-time author who describes himself as an ordinary man who survived unusual circumstances.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why family, fatherhood, love, accountability, and staying positive are central to Juan's identity.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Juan's memoir, The Untold Story of an Autistic Orphan: The Awakening, and why he chose to write it.amazon+1

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> What "the awakening" means: understanding himself, seeing his behavior from others' perspectives, and finding a deeper sense of purpose.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How autism understanding helped Juan view past conflicts, misunderstandings, and painful relationships with more compassion.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why forgiveness is not necessarily about excusing another person; it can be a way of releasing the emotional weight you continue to carry.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Growing up without knowing he was autistic.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Childhood traits that make more sense now: intense curiosity, sensory-driven impulses, strong reactions, difficulty explaining behavior, and being misunderstood by adults.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Juan's story about cutting his grandmother's clothing because the sound and sensation created an urge he could not explain at the time.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How sensory seeking or sensory-driven behavior can be misread as intentional misbehavior or "being bad."

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The labels placed on him in childhood: brat, bad, troublemaker, disruptive, and difficult.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Being kicked out of school and treated as a behavior problem rather than a hurting child with unmet support needs.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How his son's autism assessment became the beginning of Juan's own self-recognition.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Seeing his son show behaviors similar to the stories he had heard about his own childhood.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How becoming a parent helped Juan understand some of the stress and fear his own mother may have experienced as a single parent.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why seeking an autism assessment was part of a broader process of understanding unstable work patterns, conflict avoidance, and the tendency to leave jobs or situations when they felt unsafe.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How diagnosis changed his parenting: pausing before arguing, trying to see his child's perspective, and responding with more understanding.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why autistic adults who are questioning themselves do not need to be perfect—or wait until they are overwhelmed—to seek guidance.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The importance of accepting uncertainty, asking questions, seeking support, and being willing to learn more about yourself.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Childhood abandonment, instability, life on the streets, incarceration, and the desire to create a family life Juan did not have as a child.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How the desire to become a present, loving father helped him keep moving through hardship.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Shame and memoir writing: how to look back honestly without letting the past become your permanent identity.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Juan's central self-compassion message: treat yourself as you would treat your best friend.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Redemption as forgiveness, responsibility, repair, letting go, and creating peace.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Juan's "book bag full of rocks" metaphor for the heaviness of resentment, anger, tension, and unresolved pain.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How diagnosis and a compassionate relationship with his wife helped reduce conflict and improve communication.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why being met with love, patience, and gentleness can interrupt an old pattern of defensiveness, argument, running, or escalation.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Moving from survival to reflection: recognizing the pattern of running from consequences and deciding to face hard things instead.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How asking a social worker for help became a turning point in choosing a more stable direction.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Writing a book while autistic: hyperfocus, emotional intensity, revisiting buried memories, crying, planning, and staying with a project because it felt meaningful.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The patterns writing revealed: rigid thinking, intense arguments, difficulty letting go without clear proof, and going deeply into a belief or conflict.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Therapy as support—not proof that someone is "crazy."

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why avoiding therapy may be connected to fear, stigma, ego, shame, or the belief that needing help means weakness.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> What parents can do when their child's traits bring up grief, confusion, or painful memories from their own childhood: face the feelings, seek support, and resist running from what hurts.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Juan's hope: his children and family will experience a life with more love, stability, safety, and support than he did.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why Juan feels "rich" through family connection, healing, and giving others hope—not only through money or status.

About the Guest
Juan Colon is the author of The Untold Story of an Autistic Orphan: The Awakening, a memoir about his experiences with childhood loss, abandonment, instability, homelessness, incarceration, fatherhood, survival, and late autism discovery.amazon+1
Juan's story centers on the power of self-understanding, accountability, forgiveness, family, faith, and choosing a different path. Through his memoir and public conversations, he shares a message for autistic adults who may feel defined by their past: as long as you are here, there is still room to learn, repair, grow, and build a life that feels more aligned with who you are.
His book is available as a Kindle title through Amazon under Juan and Ibelise Books.amazon+1
Key Takeaways
p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> An autism diagnosis can help adults reinterpret years of conflict, sensory experiences, social struggle, impulsivity, and shame with greater accuracy and compassion.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Being misunderstood as a child can create a painful identity story: "I am bad," "I am a problem," or "something is wrong with me."

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Sensory-driven or autistic behavior is not automatically malicious behavior. Children often need curiosity, support, and explanation—not punishment and labels.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Understanding your autistic child may help you recognize and heal pieces of your own childhood story.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Accountability and self-compassion can coexist. Understanding why something happened does not erase responsibility, but it can help create a different response next time.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Forgiveness can be a release for the person carrying pain; it does not have to mean pretending harm never happened.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Therapy is not proof that you are broken or "crazy." It is one way to seek support, perspective, tools, and healing.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Your past may explain parts of your story, but it does not have to decide the life you build from here.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> A meaningful "why"—such as parenthood, family, love, or a desire to break cycles—can help people choose a different path even when change is difficult.

What happens when autistic children grow up—and the supports, services, funding, and public attention begin to disappear?
In this episode of Adulting with Autism, I talk with Tammy Michelle, co-founder of the Chaka Khan Foundation, founder of Artistology, artist advocate, entertainment executive, and mother of two autistic adult sons. Tammy shares her family's advocacy journey, beginning with her sister Chaka Khan's recovery work and expanding after Tammy's eldest son, Tallon, was diagnosed autistic in the early 2000s.chakakhanfoundation+1
We talk about the gaps Black and Brown families face in autism diagnosis, resources, and advocacy; the service cliff that affects autistic adults after childhood; and why the Chaka Khan Foundation's Beyond 25 initiative centers workforce development, technology training, gaming, community, and long-term quality of life.
Tammy also shares why music has been a powerful force for communication, regulation, healing, connection, and expression throughout her family's life—and is a foundational tool for the Foundation's work in supporting neurodiverse communities. Grounded in its profound role in the brain, Tammy explains how music, mindfulness, and mediation are some of the most important supports autistic adults can build. 
In This Episode, We Cover
Who Tammy Michelle is: co-founder of the Chaka Khan Foundation, founder and CEO of Artistology, artist manager, creative-wellness advocate, and longtime entertainment executive.artistology

The origins of the Chaka Khan Foundation in 1999, when Tammy and Chaka Khan began creating community support connected to substance-use recovery, women's healing, and underserved youth.chakakhanfoundation

How Tammy's advocacy expanded after her eldest son Talon was identified as autistic.

The early 2000s reality of autism awareness: limited public understanding, stereotypes shaped by media such as Rain Man, and fewer visible resources for families.

Why parents may react defensively at first when someone raises developmental concerns—and how understanding can grow with information, support, and time.

The barriers Black and Brown families have historically faced in accessing accurate diagnosis, early intervention, special education services, advocacy, and resource navigation.

Why lack of information about legal rights and services can become an access barrier in underserved communities.

The foundation's early partnership with Cure Autism Now and its role in autism-awareness efforts, resource fairs, fundraising, and community outreach.chakakhanfoundation

How family advocacy evolved from autism awareness to tutoring, education, women's recovery support, wellness programs, and community empowerment.chakakhanfoundation.

The experience of parenting an autistic adult: Talon is now 28, uses limited spoken language, and continues to have adult goals, desires, relationships, interests, and a right to community.

Why "non-speaking" does not mean "has nothing to say" or "does not want the same things other young adults want."

The questions parents begin facing as their children become adults:

What happens after parents are gone?

What services will remain?

What does self-sufficiency look like for this person?

How can families plan for communication, safety, autonomy, relationships, and quality of life?

The Chaka Khan Foundation's Beyond 25 initiative, which focuses on skills development, independence, career growth, community, and what happens when systems stop showing up for autistic adults.

Gaming, esports, technology training, and workforce development as potentially meaningful pathways for neurodivergent adults.

Why gaming is more than entertainment: it can involve real skills, professional roles, technical systems, teamwork, strategy, design, broadcasting, production, and career opportunities.

Tammy's younger son's late autism diagnosis and the relief that can come from finally understanding lifelong social, sensory, and communication differences.

Why a diagnosis can bring validation rather than limitation.

What employers can do to make hiring, onboarding, feedback, and advancement more accessible: identify strengths, recognize unique skill sets, use real assessments, and create opportunities that align with capability.

Autism awareness, acceptance, inclusion, and access as a pathway: awareness creates understanding; compassion allows inclusion; inclusion makes access more possible.

Playground communication boards: large public visual-communication boards featuring play activities, wants, needs, and emotion choices.

How communication boards help children communicate what they want to do, what they need, and how they feel without requiring spoken language.

Why public play spaces should include communication access as part of standard community design.

Music and regulation: how Tallon sings more fluently than he speaks, uses music as a source of connection and calm, and enjoys Michael Jackson videos.

Music as medicine: Tammy's experiences with musicians in her family, her brother's stroke recovery, and the use of sound and singing bowls as supportive tools.

What if your child is not being defiant, lazy, careless, or disrespectful—but struggling with a brain function they cannot simply force into place?
In this episode of Adulting with Autism, I talk with Judy Richardson-Mahre, founder of Kaleidoscope Coaching and Counseling, ADHD specialist, therapist, educator, wife to an ADHD partner, and mother of four neurodivergent children.kcccares+1
Judy shares what changed when her husband and daughter were diagnosed around the same time—and when her husband said, "You mean I'm not just stupid?" That moment became part of her mission: helping neurodivergent children, adults, couples, and families replace blame with accurate brain-based understanding.
We discuss ADHD as brain wiring rather than a discipline problem, why consequences often fail when executive function is impaired, how emotional escalation can be a form of attempted motivation, and what positive discipline looks like when you are raising kids with different strengths, struggles, and support needs.
In This Episode, We Cover
p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Who Judy is: ADHD specialist, therapist, educator, engineer, wife to an ADHD partner, and mother of four neurodivergent children.kcccares+1

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why her family's diagnoses changed her career and inspired her to help families understand neurodiverse brains.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The moment her husband learned about ADHD and asked, "You mean I'm not just stupid?"

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> ADHD as brain wiring—not moral failure, poor parenting, laziness, lack of intelligence, or malicious behavior.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why behavior often reflects a mismatch between expectations and executive-function capacity.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How Judy's engineering background supports her focus on systems, strengths, problem-solving, and brain-based patterns.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> What life looked like before diagnosis: chaos, escalations, confusion, discouragement, outside criticism, and attempts to gain "control" that made everyone more dysregulated.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why different ADHD children can express challenges differently: emotional intensity, difficulty following multi-step directions, high energy, forgetfulness, and other executive-function needs.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why parents need to understand executive functions before interpreting behavior.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The dangers of placing neurotypical expectations on neurodivergent children.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why consequences often do not work when a child lacks reliable control over the skill being punished.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The "glasses" analogy: when a child cannot see, we provide glasses; we do not punish them for failing to see harder.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How negative messages affect ADHD children and can create shame, rejection sensitivity, low self-worth, and later mental-health struggles.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why Judy says children with ADHD can receive overwhelmingly more negative feedback than neurotypical peers.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How chronic criticism can turn into rejection sensitivity and the expectation that every interaction will bring judgment or disapproval.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Long-term effects of missed support: anxiety, depression, shame, self-harm risk, substance use, relationship challenges, driving difficulties, and employment instability.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why words such as "defiant," "irresponsible," "lazy," "not trying," and "bad behavior" can misrepresent executive-function struggles.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> ADHD and internal motivation: why a non-preferred task can trigger avoidance, anger, emotional escalation, or conflict.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How anger may become the brain's attempt to create enough stimulation to complete an unwanted task.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Alternatives to anger-based motivation: music, dance, body movement, playfulness, novelty, co-regulation, and creating positive emotional activation before a hard task.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Positive discipline: not authoritarian, not permissive, but a combination of kindness, firmness, mutual respect, boundaries, accountability, and skill building.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Judy's Parent Rescue approach: pairing positive discipline with ADHD and neurodiversity-informed parenting support.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Setting developmentally appropriate expectations and adding support when a child cannot yet meet a demand independently.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How to set boundaries around items such as screen time without arguing, negotiating endlessly, escalating, or shaming.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why parents need to regulate their own anxiety before trying to regulate a child.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Parenting as a marathon rather than a sprint: repetition, systems, support, respite, tag-teaming, and realistic expectations.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why teenagers and young adults can trigger parents so intensely—and how family-of-origin wounds can affect a parent's reaction.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> ADHD in couples: forgotten agreements, shutdown during conflict, emotional escalation, different planning strengths, and mismatched executive function.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Judy's relationship metaphor: "I'm the planner, and he's the planter."

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why a fair division of labor is not traditional or identical—it is based on actual strengths, capacity, and what each person can reliably carry.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why an undiagnosed or defensive ADHD partner may benefit from a neutral third party such as a therapist or ADHD-informed couples clinician.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> When therapy, coaching, or both may be useful for ADHD adults and couples.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> What to seek in an ADHD-informed clinician: specific training in executive function, ADHD, neurodiversity, relationships, and the varied ways ADHD presents.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How to recognize approaches that are too shaming, rigid, behavior-focused, or designed to make neurodivergent people seem more neurotypical.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why movement, sensory tools, music, breathing, and nervous-system regulation are essential supports for anxious ADHD brains.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Judy's closing message: when parents understand neurodiversity, compassion, patience, mutual respect, and connection become more possible.

About the Guest
Judy Richardson-Mahre is the founder of Kaleidoscope Coaching and Counseling in Apple Valley, Minnesota. She is an Adlerian marriage and family therapist, educator, ADHD specialist, parent coach, and consultant who supports neurodivergent individuals, couples, parents, families, educators, and clinicians.kcccares+1
Her approach blends therapy, coaching, positive discipline, parent education, ADHD-informed strategies, executive-function support, couples work, and neurodiversity-affirming care. Kaleidoscope Coaching and Counseling provides support for ADHD, anxiety, depression, parenting, co-parenting, grief, loss, adolescent therapy, adult therapy, couples therapy, and family therapy.kcccares+1
Find Judy, her services, ADHD coaching, training resources, and Parent Rescue information at kcccares.com.kcccares+1
Key Takeaways
p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> ADHD behavior is not automatically a behavior problem; it may reflect executive-function capacity, internal-motivation differences, nervous-system activation, or a need for more support.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Shame-based language can create long-term damage, especially when a child repeatedly hears that they are lazy, bad, difficult, or not trying.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Consequences are ineffective when a child does not have reliable control over the skill being punished.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Positive discipline is neither permissive nor authoritarian; it combines kindness, firmness, boundaries, accountability, and skill teaching.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Anger and avoidance may be an ADHD brain's attempt to create enough stimulation to approach a non-preferred task.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> A fair division of labor in ADHD relationships is based on strengths and reliability—not rigid gender roles or equal-looking task lists.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Regulation comes before executive function. When anxiety and emotion rise, access to planning, memory, flexibility, and impulse control drops.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Parents do not have to be perfect. Understanding the brain and reducing shame can change a family's direction at any point.

What if you are not lazy, unfocused, or incapable—you simply need an execution system that matches your actual brain, energy, attention, and capacity?
In this episode of Adulting with Autism, I talk with Rob Nickester: entrepreneur, investor, former 35-year IT professional, late-diagnosed ADHD adult, and founder of Inspire X. Rob helps entrepreneurs, executives, and high-capacity adults become more consistent finishers instead of constantly cycling through great ideas, unfinished projects, overthinking, and last-minute pressure.paste.txt
Rob shares his journey from barely graduating high school to a successful IT career, real-estate investing, and coaching. He talks honestly about hiding struggles, feeling like the dumbest person in the room, failing professional certification exams, and realizing that asking for help does not prove you are incapable.
We also break down his practical 3x3 Focus Method: three priorities, three action steps per priority, and three meaningful wins at the end of the week. If you are a neurodivergent adult who is busy all day but still feels like you never move the needle, this episode is for you.paste.txt
In This Episode, We Cover
p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Who Rob is: entrepreneur, investor, former IT infrastructure architect, real-estate partner, late-diagnosed ADHD adult, speaker, and founder of Inspire X.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why he left a 35-year W-2 career to focus fully on entrepreneurship, investing, and coaching.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> His work helping companies, executives, founders, and entrepreneurs become "brilliant starters" and more consistent finishers.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Growing up with ADHD traits before having language for them: boredom, restlessness, distractibility, procrastination, intense energy, and hyperfocus.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Hyperfocus as both a strength and a challenge: procrastinating for weeks, then producing high-quality work in one intense final burst.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why Rob believes many ADHD adults can outperform others in short bursts but struggle with consistency, long-range planning, and sustainable follow-through.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The fear of speaking up in leadership settings, even while being technically capable and successful.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Waiting to be directly asked a question because of the belief: "I am the dumbest person in the room."paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How imposter syndrome and fear of judgment can limit leadership presence, promotions, opportunity, and visibility.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The power of saying, "I don't know—but I can find out," instead of pretending to have every answer.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> His Colorado-parking-lot story: receiving a failed certification result, hiding it from his wife, and carrying the belief that he had been exposed as unintelligent.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why opening up to peers often reveals that other people have failed, struggled, retaken tests, and felt the same insecurity.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why highly capable ADHD adults may become skilled at hiding struggle: systems were often not designed for how they learn, focus, process information, or demonstrate competency.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Learning by doing versus reading, listening, memorizing, and taking traditional tests.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why 45–50 minute lessons can lose an ADHD brain after 15–20 minutes, even when the person is capable of understanding the material.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Building execution systems around real attention, energy, capacity, and time horizon rather than idealized productivity standards.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Rob's 3x3 Focus Method:

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Choose three priorities for the week

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Break each priority into three tangible action steps

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Complete nine action steps total

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> End the week with three meaningful wins.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why ADHD adults often see what is urgent now and what is close ahead—but can struggle to connect with distant future goals.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How to identify a true next action versus a vague or overwhelming goal.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why "start a business" is not a next step, while "list three business-name options" or "identify one product category" is.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How to know a task is too big: if it requires more than three action steps in the time frame, break it down again.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The difference between busy work, productivity, and actual execution.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why you can complete many tasks but still not move the needle forward.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The 80/20 principle: identifying the high-impact 20 percent of actions that drive real progress rather than spending the day on the 80 percent of noise.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How ADHD minds can "complexify" everything through overthinking, overpreparing, overresearching, and analysis paralysis.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> A podcast-outreach example: researching hosts may feel productive, but sending the actual message creates a result.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why a new system often gets abandoned after two weeks: novelty fades, boredom arrives, and the original "why" gets lost.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Using a meaningful reason, goal, or personal leverage to remain engaged when motivation drops.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Rob's personal non-negotiables: routines, sleep, food awareness, movement, exercise, and experimenting to understand what supports or disrupts focus.paste.txt

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why he uses exercise to burn off enough physical and mental energy to sleep and quiet his mind.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> His final message for listeners in their own "parking lot after failure": speak up, ask for help, challenge limiting beliefs, and use community rather than carrying the struggle alone.paste.txt

About the Guest
Rob Nickester is an entrepreneur, investor, coach, speaker, and founder of Inspire X. After a 35-year technology career, he transitioned out of his W-2 role to focus on entrepreneurship, real-estate investing, leadership development, and coaching.paste.txt
Rob has invested in apartment buildings, car washes, RV parks, and other business ventures. He began coaching after people in his investing and networking circles asked how he had built a successful career and investment portfolio despite early academic struggles and a late ADHD diagnosis.paste.txt
Through Inspire X, Rob supports companies, executives, entrepreneurs, founders, and ambitious professionals who have big goals but struggle with consistency, execution, focus, completion, self-doubt, and limiting beliefs.paste.txt
Find Rob at inspirex.co, robnikester.com, or follow @RobNikester on social platforms. His free community and resources, including the 3x3 Focus Method and 33 Rise Challenge, are available through his Skool community: skool.com/inspirex.paste.txt
Key Takeaways
p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> ADHD can include procrastination, distraction, boredom, hyperfocus, and last-minute intensity—but those traits do not equal lack of intelligence or capability.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Imposter syndrome often makes highly capable people stay quiet, hide mistakes, and wait to be invited into conversations they are already qualified to join.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> You do not need to have every answer. "I don't know, but I can find out" is often a stronger leadership response than pretending.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> If your task has too many moving pieces, it is not a usable next action yet. Break it down again.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Being busy is not the same as executing; execution means choosing actions that move a meaningful goal forward.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> ADHD-friendly systems should be simple, visible, action-oriented, and close enough in time for the brain to connect with them.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Consistency does not come only from discipline. It comes from knowing your "why," reducing complexity, and making high-impact actions easier to repeat.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Failure does not prove you are the dumbest person in the room. It is often proof that you are doing something challenging enough to learn from.

What happens when we stop asking neurodivergent people to adapt to a world that was not designed for them—and start asking communities, schools, employers, and systems to change instead?
In this episode of Adulting with Autism, I talk with Jennifer Dantzler, founder and executive director of Inspire ND, a Houston-based nonprofit creating inclusive communities for autistic and neurodivergent individuals through education, engagement, advocacy, employer training, and community partnerships.inspirend+1
Jennifer shares what she has learned after more than two decades supporting children, adolescents, adults, families, employers, schools, first responders, and community organizations. We talk about why awareness alone is not inclusion, why "sensory-friendly" events can still miss the point, and what happens when neurodivergent young adults reach the service cliff after high school.
This episode is for autistic adults, parents, caregivers, employers, teachers, advocates, and anyone who wants to help create communities where people are known, valued, supported, and able to thrive.
In This Episode, We Cover
p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Who Jennifer is: founder and executive director of Inspire ND, Board Certified Behavior Analyst, Licensed Behavior Analyst, educator, advocate, and longtime leader in autism and neurodiversity inclusion.inspirend+1

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Inspire ND's mission: creating inclusive communities for people with autism and other neurodiversities through education, engagement, advocacy, training, and community partnerships.inspirend+1

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why real inclusion is not about asking neurodivergent people to fit into the existing system.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> What inclusion looks like in daily life: sensory access, visual supports, clear systems, predictable expectations, trained staff, and environments that work for different communication and learning styles.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The difference between awareness, good intentions, one-time "sensory-friendly" events, and genuine systemic inclusion.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why simply lowering music or changing lighting for one event does not make an organization fully accessible.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> A theater example: training all staff and volunteers so people can attend any performance with headphones, regulation tools, communication differences, or sensory needs.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why self-advocates must be included in the conversation: systems cannot be fixed if people do not ask, listen, and respond to what neurodivergent people actually need.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How Jennifer's work evolved from early-intervention services to adolescent and young-adult support, community education, and broader inclusion advocacy.inspirend+1

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why a skill learned only in a protected environment is not enough; people need opportunities to use skills in restaurants, stores, classes, parking lots, workplaces, and real community settings.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The adult-service cliff: why services often disappear after graduation or around age 22.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why families need to start transition planning during adolescence rather than waiting until high school ends.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The importance of planning for safety, independent living, employment, transportation, healthcare, advocacy, relationships, and quality of life.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Medicaid waiver waitlists and why families should learn about eligibility and planning options early, even if support may not be accessed for years.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Small workplace changes that benefit everyone: written processes, job descriptions, visual instructions, explicit expectations, clear meeting notes, predictable feedback, and task breakdowns.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why written communication and process documentation are especially helpful for visual learners and people with executive-function differences.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How managers can ask about work needs without forcing disclosure: questions about environment, noise, meeting length, email style, task instructions, structure, and communication preferences.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The overlooked strengths neurodivergent employees may bring: creativity, honesty, pattern recognition, different problem-solving approaches, direct feedback, attention to detail, and thinking outside traditional systems.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why directness can be mislabeled as rudeness when it may actually be an honest observation or an attempt to solve a problem.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why behavioral interview questions such as "If you were a fruit, what fruit would you be?" exclude talented people without predicting job performance.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Better hiring strategies: job trials, portfolios, skills demonstrations, real-world observation, and practical work samples.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The Tetris example: why a worker was fired for being "too slow" when he had never been given a clear productivity expectation.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why onboarding must state expectations directly rather than hoping employees infer them.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How to identify whether a business issue is a lack of ability, unclear expectations, sensory overload, poor communication, or a mismatch between the person and environment.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> What successful adulthood means when we stop using a one-size-fits-all timeline: quality of life, safety, meaningful activity, chosen social connection, autonomy, contribution, and the ability to access what you enjoy.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why a person's special interest does not automatically need to become their job.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Financial literacy, transportation, healthcare, self-advocacy, and other adult skills: why these need repetition, visuals, modeling, concrete practice, and many different learning formats.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The M&M budgeting example: turning abstract financial concepts into concrete visual tools.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> How young adults can request support without losing authorship of their own lives.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why accommodations are not lesser standards; they are access tools that help people show their real ability.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> A simple conversation starter for workplace accommodation needs: "What would your ideal work environment look like?"

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Why parents can support independence by using visuals, environmental modifications, task analysis, and fading prompts instead of providing lifelong verbal hand-holding.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Bathroom independence, privacy, safety, and the importance of helping young adults complete personal-care routines as independently as possible.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Jennifer's podcast, Shining Through: Inspiring Voices of Autism, and why creating a platform for autistic people, parents, educators, and advocates matters.open.spotify+1

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> What gives Jennifer hope: more self-advocates speaking up, more public language around neurodiversity, more accessible communities, and the next generation's growing confidence.

About the Guest
Jennifer Dantzler is the founder and executive director of Inspire ND, a nonprofit focused on creating truly inclusive communities for people with autism and other neurodiversities. She has more than 20 years of experience building programs, training communities, supporting families, and creating opportunities for autistic adolescents and young adults.inspirend+1
Jennifer originally founded Including Kids Autism Center in 2003 to provide early intervention. As community needs changed, she shifted her focus toward adolescence, young adulthood, community inclusion, employer training, education, engagement, and advocacy.inspirend+1
She is a Board Certified Behavior Analyst and Licensed Behavior Analyst in Texas, with a postgraduate certificate in autism from Johns Hopkins University and a master's degree in intensive special needs education from Simmons College.inspirend+1
Jennifer also hosts Shining Through: Inspiring Voices of Autism, a podcast featuring autistic individuals, parents, educators, community leaders, and advocates sharing real stories and practical strategies.open.spotify+1
Find Jennifer, Inspire ND programs, community resources, workshops, trainings, and podcast information at inspirend.org.inspirend+1
Key Takeaways
p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Inclusion is not a single sensory-friendly event; it is a system-wide commitment to trained staff, flexible environments, clear communication, and ongoing access.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Neurodivergent people should not be expected to adapt alone; communities, schools, workplaces, and families also need to change.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> The adult-service cliff after high school is real, which makes transition planning during adolescence essential.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Employers can become more inclusive without requiring disclosure by asking concrete questions about communication, sensory needs, work environment, and process preferences.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Behavioral interviews often reward social improvisation rather than actual job skill. Work samples and practical trials are more meaningful.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Clear expectations are an inclusion tool. A worker cannot meet an expectation that was never explained.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Successful adulthood is about quality of life—not a neurotypical timeline or a narrow definition of independence.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Independence grows through exposure, visual supports, practice, repetition, environmental modifications, and fading support—not by throwing a person into adulthood unprepared.

p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Ask, listen, believe the answer, and adjust. Many inclusion changes are simpler than organizations assume.