The only person you are destined to become is the person you decide to be.

 V.O.I.C.E for Neurodiversity currently has three main training initiatives which are: (1) Cultural Humility and Cultural Consciousness Training for providers and those involved in the Access to Care Public Health Research Study.  (2) “There’s Something Off with My Child,” a 5-week training program we conduct for parents/caretakers who have young children (ages 4-7) that recently received a Neurodiversity diagnosis. (3) Our Project ECHO (Extension for Community Healthcare Outcomes) Executive Functioning & Neurodiversity model which has evidenced-based curriculum designed to equip public health workers (clinical and non-clinical personnel) with comprehensive skills and strategies on managing clients/cases that present with neurodiversity and co-occurring conditions.    

For the Access to Care Public Health/Community Research study, participating clinics/providers, prescribers and coaches will be provided training on assessments that includes strategies and techniques for holistic evaluations inclusive of contextual/environmental/biological factors that account for strengths, areas/forces of empowerment, and simultaneously clarifies the interplay of co-occurring conditions. For intervention and treatment, training emphasizes a strengths-based approach that encourages: building a village, utilizing/leveraging community and community resources, drawing on cultural-specific tools the individual identifies, and effectively coping with the interplay between intersections and contextuality.

Our Project ECHO Executive Functioning & Neurodiversity model recognizes the value in ensuring relevant, culturally conscious knowledge and training reaches the providers and public health workers in the community who engage families and individuals dealing with neurodiversity.  We're optimistic that highly helpful information about executive functioning, reasonable accommodations, evidenced-based medicines, therapies, and interventions can improve quality of life for persons with neurodiversity.  We also believe our ability to leverage educational resources and supports through an ECHO model will yield greater public awareness and advocacy in communities, stakeholders, and impacted individuals. 

 The U.S.DEPARTMENT OF EDUCATION | 2020-21 CIVIL RIGHTS DATA COLLECTION states “During the 2020-21 school year, there were 1.2 million children enrolled in preschools. Nearly 1,000 public preschool children received one or more out-of-school suspensions, and approximately 220 preschool children were expelled. Further, in public preschools, "Black and white children, and children of two or more races were disproportionately suspended and expelled, with black public preschool children receiving out-of-school suspensions at a rate nearly twice their enrollment.”   VFN created “There's Something’s Off with My Child” Parent Training Program to work directly with school districts in helping identified families navigate understanding and managing their child's neurodiversity.  

The training timeline spans a five-week period and occurs once a week, in the evening for 90 minutes virtually.  At the start of the program, parents/guardians will take a brief comprehensive survey assessing their understanding of what neurodiveristy/ADHD is. At the end of the training the same survey will be administered again to evaluate parents’ growth of understanding neurodiversity and its effects. A virtual platform will be used to provide families the most convenient conditions to participate in. Because our program provides compliment dinner (delivered from a local restaurant or franchise establishment) to participating families, their daily, routine burdens are lightened, as they’re afforded the comfort of learning in a safe, familiar environment and focus on the training with fewer distractions (e.g., having to physically come to a brick and mortal building, locating a babysitter for their children, preparing dinner, etc.).  The first week (Week Zero) comprises an orientation and general introduction to the program. Participants will have an opportunity to meet the facilitators as well as each other. Program rules of engagement will be covered as well as administrative and logistical essential information.  Week One and Two focuses on understanding ADHD, the areas and functions of the brain impacted, and how these compromises translate to executive dysfunction (i.e., significant challenges the brain has with initiating, performing and/or completing life-essential tasks such as planning, organizing, motivation, making decisions/reasoning, problem solving, managing emotions, time management, and others). Parent participants also learn about evidenced-based interventions and strategies to help improve these areas. Week Three is designed to discuss the significance of diet, nutrition, and sleep.  The final week, (Week Four) is strategically situated during our monthly parent support group meetings to engage our community of parents who share their triumphs, challenges, and lessons learned.  On that platform, parents learn about available national and local resources and start developing a reliable community of support.