MwM - Presentation on Misophonia

For students with misophonia, a sensory disorder involving a negative response to specific stimuli (Swedo et al., 2022), the sights and sounds of classroom environments can be a regular source of stress. Children with misophonia have diminished comprehension in the presence of activator stimuli (Seaborne & Fiorella, 2018) as well as worse well-being overall (Rinaldi et al., 2022). Though the disorder may affect up to 20% of adults (Vitoratou et al., 2023), awareness is limited in the general population (Dixon et al., 2023) and among teachers (Porcaro et al., 2019), and misophonia is not yet included in the DSM or ICD. By learning about the symptoms of misophonia and its long-term impacts on well-being, school psychologists can better support these students with misophonia who might not have access to other informed resources. This presentation will introduce school psychologists to misophonia and explore potential interventions and accommodations, emphasizing the importance of creating a safe environment in which all students can grow.

Learning Objectives:

• define misophonia, recognize its symptoms and common co-occurring conditions, and better understand the unique challenges it poses for students in school settings.
• differentiate misophonia from other sensory, emotional, or behavioral concerns.
• identify proactive accommodations and environmental modifications to support student engagement and well-being.
• explore how misophonia can be supported through existing frameworks, including IDEA and Section 504.
• consider ethical and culturally responsive practices when supporting students whose needs are not formally recognized by current diagnostic frameworks.

Presenter:

Cole Gibson is a graduate student at the University of Southern Maine working toward a doctorate in school psychology. Over the past four years, he has presented on misophonia ten times across academic and community settings. He also serves as the research captain for the misophonia advocacy nonprofit soQuiet, a role through which he supports both the Misophonia Research Network and the Lived Experience Action Panel. Having lived with visual and auditory misophonia triggers for over a decade without receiving accommodations, his efforts are centered around making misophonia support more accessible for students and the adults they will become.

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