Navigating Demand Avoidance in the Early Years

This practical, neurodiversity-affirming session strengthens parents in understanding and reframing behaviors that arise when everyday requests feel challenging or uncertain for their child. We will delve into demand avoidance from a young child’s perspective, examining how autonomy needs and uncertainty influence what we see, and offer a strengths-based approach that prioritizes connection and safety. Parents will explore guiding principles for providing flexible, choice-driven support at home, along with collaborative ways to connect with schools and support staff. There are no one-size-fits-all solutions, instead the focus will be on strengthening understanding as a way to navigate forwards with confidence.

Format: 55-minute talk + 5-minute Q&A

Michelle Karren, M.Sc., BCBA, is a Vancouver-based behaviour analyst and founder of Esprit Learning, where she partners with families, schools, and community teams to support autistic, ADHD, gifted, and demand-avoidant learners. Over more than 25 years, Michelle has developed a neurodiversity-affirming, relationship-centred practice that replaces pressure with flexible structure, reduces uncertainty, and protects autonomy while still moving daily routines forward. A parent who has navigated raising ASD and ADHD learners, Michelle brings empathy and practicality to every conversation, reframing behaviour from the child’s perspective and modeling collaborative problem-solving families and educators can use right away. She offers 1:1 sessions for ages 3–13 in North Vancouver (office near Lonsdale Quay) and East Vancouver (at This World’s Ours), along with parent coaching, school consultation, and professional workshops for educators and clinicians.Michelle regularly presents to schools and community organizations and works closely with teachers and support staff to bridge home–school plans, especially during transitions such as the start of kindergarten.

Learning outcomes

• A compassionate perspective on demand avoidance during early childhood.
• Principles for adaptable, choice-driven support that respects autonomy while safeguarding connection.
• Key advocacy points for collaborating with teachers and support staff