About Kimberly Kitzerow

Kimberly Kitzerow is an educator who synthesizes existing scientific and educational data related to neurodivergence and special education. She earned dual Bachelor’s degrees in Education and Special Education from the University of Wisconsin–Superior, with a minor in Instructional Strategies, graduating summa cum laude. She later completed Bioinformatics coursework at the University of Wisconsin–Madison, earning all A’s.

Her work began as part of her own educational training. During the period in which she was preparing for student teaching, she was unable to complete full-day placements while raising her nonverbal autistic daughter. Her daughter was deemed too aggressive for full days of school, which prevented Kimberly from working the hours required for traditional placements. As a result, she transitioned into capstone projects that focused on synthesizing research related to neurodivergence and other disabilities into accessible formats for others. These projects were published on a website and emphasized translating complex, interdisciplinary research into practical applications. Through this work, she developed her primary skill set: evaluating, organizing, and communicating complex research across disciplines in a way that could be applied in real-world educational contexts.

Kimberly later applied this same synthesis skill set to support her daughter and was able to help her acquire speech. Her daughter is now fully conversational. The instructional strategies used were grounded in neuroplasticity-based learning principles. Kimberly formalized these strategies into a framework she named NeuroToggle®, a neuroplasticity-based instructional framework designed to build and refine neural circuits through intentional learning design.

After helping her daughter acquire speech through neuroplasticity-based instructional strategies, Kimberly Kitzerow shared that experience publicly. In response, many people asked whether she had “cured” her daughter’s autism. She clarified that she had not cured autism, but had supported her daughter in addressing an autism-related comorbidity, specifically nonverbality.

That clarification led to further questions. People wanted to understand what comorbidities are, why they commonly occur alongside autism, and how they relate to one another. In response, Kimberly began examining the underlying physiology associated with recurring patterns of co-occurring traits and conditions.

Using systems-level thinking, she synthesized raw protein data, biomarkers, and isolated scientific findings across biochemistry, neurology, immunology, and developmental science by constructing a biochemical network. This work focused on identifying relationships among individual data-level findings and organizing them into coherent biological systems, rather than summarizing or combining existing conceptual models or other primary sources.

This inquiry led to the development of several novel primary sources, which include Neurodivergent Biochemistry and Kitzerow’s Autism and the Comorbidities Theory. These frameworks integrate raw biological data to explain why certain traits and conditions frequently co-occur in autism. They are grounded in original data-level synthesis and systems organization, resulting in new models and terminology that did not previously exist.

Across both educational and scientific domains, the unifying feature of this work is the integration of isolated findings into functional, system-level frameworks.