Child Autism Assessment

Neurodiversity-affirmative multi-disciplinary autism assessments for children and young people from 6-17 years of age. These assessments adhere to best practice standards and will be accepted by state agencies.

Contact to Book an Appointment

Child Autism Assessment Process

  • First, submit a “Child & Adolescent Enquiry Form” to book a Parent Consultation appointment. The Parent Consultation can be conducted online or in-person.

    Once an appointment becomes available, you will be contacted to complete a Consent Form, Intake Forms, as well as parent-rated and young-peason rated assessment forms. These need to be completed prior to the Parent Consultation.

    On the day of the Parent Consultation, only the parent(s) should attend. We will broadly focus on your child’s development and present experience. We will consider things like your child’s social communication preferences, sensory processing, and other autistic traits (e.g., monotropic style of interest pursuit, SPINs or “special interests,” stimming, etc.). Other neurodivergent and mental health presentations will also be considered: We will consider your child’s attention, need for movement, emotion regulation and executive function, as well as important relationships and formative experiences.

    By the end of the Parent Consultation, we will have a better understanding of your child’s neurotype, strengths, and needs—and we will be able to determine whether or not a more in-depth assessment of autism is indicated. If it is not indicated, we will explore this, and we will discuss alternative formulations and options.

  • If we have decided to proceed with a formal assessment, the child’s teacher will be sent selected standardised assessments that need to be completed, such as the Social Responsiveness Scale and the Sensory Processing Measure, etc. An assessment of adaptive functioning ability and needs will also be completed if indicated. These assessments provide an understanding of how the child’s doing in school.

  • During this appointment, parent(s) will be completing the Autism Diagnostic Interview-Revised (A.D.I-R.). This is a comprehensive clinical interview used to assess autism. This assessment is particularly focused on behaviors in key areas: social interactions, communication and language, repeated behaviours, and focused interests.

    During the A.D.I.-R. assessment, the parents or caregivers attend rather than the child. This interview will delve into the child’s developmental history based on the parents' recollections. The A.D.I.-R. aims to gather a detailed history of the child’s behaviour and development. It is a structured conversation that helps in understanding the child's skills, needs, and any neurodivergent traits. The questions are carefully designed to identify autism in the early developmental period. When preparing for an A.D.I.-R. interview, it might be helpful to gather any relevant medical records, reports, developmental milestone dates, as these will likely be discussed during the session.

  • The Autism Diagnostic Observation Schedule (A.D.O.S.-2) will be completed. This is a semi-structured standardised play-based assessment for younger children. For adolescents, the A.D.O.S.-2 Module 4 is more of a conversational interview. The appointment is in-person with the child or young person.

    The A.D.O.S.-2 will involve two clinicians, typically the Clinical Psychologist and an experienced C.O.R.U.-Registered Speech and Language Therapist. One clinician will conduct the A.D.O.S.-2 while the other observes and takes notes. Afterwards, both clinicians will score the A.D.O.S.-2.

  • The feedback appointment can be conducted remotely or in-person; this appointment is for the parent(s) only to attend unless agreed otherwise. Direct feedback for young people will depend on their age, where they are at in the process of understanding themselves, and parental factors.

    We will discuss all of the information we have learned about your child since the beginning of the assessment process. If your child meets diagnostic criteria for autism, this will be discussed in depth. Alternatively, if your child does not meet criteria for autism, this will be explained to you, and you will be presented with an alternative formulation. Throughout, you will be given ample time to reflect on the outcome and ask questions. Regardless of the diagnostic outcome, you will gain important information about your child’s strengths, difficulties, and needs.

  • A comprehensive psychological report will be provided in a timely manner following the Feedback Appointment. If diagnostic criteria for autism is met, the report will include a D.S.M-5 diagnosis. If your child does not meet criteria for autism, an alternative formulation will be documented in the report for your records and supportive recommendations will be made if needed.

    The report will include information regarding neurodiversity-affirmative organisations, books, and other sources of information to facilitate the process of learning about autism and the neurodiversity movement. The report will be fully accepted by the Health Service Executive (H.S.E.) and Department of Education and Skills (D.E.S.). Recommendations for D.E.S. accommodations and H.S.E. services will be included in the report if needed and if eligible.

  • Age at Booking

    The child must be at least 6-years-old and no older than 17-years-and-11-months.

    Consent

    As per an interpretation of the H.S.E. Consent Policy, consent from all legal guardians is a requirement before a direct assessment of a child under the age of 16 can take place. (Note: Adolescents give their own consent from the age of 16.)

    Once the Parent Consultation appointment is booked, you will be sent a consent form, intake forms, and parent-rated standardised assessments for completion. These forms will need to be completed and returned before the Parent Consultation can proceed. If the consent form is not completed in full, the Parent Consultation will not be able to proceed, and you will be refunded.

    If you know there will be an issue obtaining the consent of all legal guardians (e.g., whereby parents are separated or divorced), please do not book until all legal guardians are in a position to freely consent or consider requesting a referral to the appropriate public sector service.

    Other reasons why a formal assessment might not proceed include, but are not limited to, risk of harm towards self and/or a severe mental health presentation.

    Terms of Service

    Please refer to the Terms of Service page before booking.

NOTE: The fee for the first appointment is €200. During this parent consultation appointment, we will determine whether or not there are sufficient traits of autism present to justify the time and expense of proceeding with a diagnostic assessment. If further diagnostic assessment is not indicated, we will explore what might be going on, and a letter can be sent to the G.P. with any indicated recommendations. If we do proceed after the consultation, the fees are detailed in the section below.

Multi-disciplinary Autism Assessments

The A.D.O.S.-2 will involve two experienced clinicians—typically the All Kinds of Minds Clinical Psychologist and an experienced Speech and Language Therapist. Tina Usborne, a Speech and Language Therapist (C.O.R.U. No. 016775) working in a private capacity, will be doing many of the A.D.O.S.-2 assessments alongside the Clinical Psychologist. Tina studied at Trinity College Dublin, and she has been immersed in her field for 36-years, inclusive of work experience in hospital and school settings in the U.S.A., as well as the H.S.E. C.H.O. 1 Primary Care Speech and Language Service as a Senior S.L.T.

Fees & Options

  • Autism Assessment

    WHAT: An autism assessment without a cognitive assessment, as described above. (Some children will have a valid cognitive assessment available, some do not need one, etc.)

    NOTE: A payment plan can be agreed for this assessment, if needed. 

    TOTAL FEE: The total fee for this assessment is €1,650.

    PAYMENT OPTIONS: It is €200 to book the first appointment, which is a parent consultation appointment. You can then either (1) pay in full, (2) pay when booking each appointment, or (3) pay by entering into a five-month payment plan or “subscription” using the payment system Stripe. With the payment plan option, €330 a month for five-months would be automatically deducted from the card you entered for the original payment. You will receive the Psychological Report once the final payment is made.

  • Autism & Cognitive Assessment

    WHAT: The standard autism assessment, described above, as well as a cognitive assessment, which considers a child’s verbal comprehension, fluid reasoning, visual spatial ability, working memory, and processing speed.

    NOTE: A payment plan can be agreed for this assessment, if needed.

    TOTAL FEE: The total fee for this assessment is €2,000. 

    PAYMENT OPTIONS: It is €200 to book the first appointment, which is a parent consultation appointment. You can then either (1) pay in full, (2) pay when booking each appointment, or (3) pay by entering into a six-month payment plan or “subscription” using the payment system Stripe. With the payment plan option, €333.34 a month for six-months would be automatically deducted from the card you entered for the original payment. You will receive the Psychological Report once the final payment is made.

  • Autism & Dyslexia Assessment

    WHAT: Specific Learning Disabilities can often co-occur with Autism; this option includes an assessment of Autism, as well as Dyslexia and Dyscalculia (i.e., Specific Learning Disabilities).

    NOTE: A payment plan can be agreed for this assessment, if needed.

    TOTAL FEE: The total fee for this assessment is €2,200. 

    PAYMENT OPTIONS: It is €200 to book the first appointment, which is a parent consultation appointment. You can then either (1) pay in full, (2) pay when booking each appointment, or (3) pay by entering into a six-month payment plan or “subscription” using the payment system Stripe. With the payment plan option, €366.67 a month for six-months would be automatically deducted from the card you entered for the original payment. You will receive the Psychological Report once the final payment is made.

  • Autism & A.D.H.D. Assessment

    WHAT: Autism and A.D.H.D. can co-occur; this option includes assessment of Autism, as well as A.D.H.D. This neurotype is known as “AuDHD.”

    NOTE: A payment plan can be agreed for this assessment, if needed.

    TOTAL FEE: The total fee for this assessment is €2,200. 

    PAYMENT OPTIONS: It is €200 to book the first appointment, which is a parent consultation appointment. You can then either (1) pay in full, (2) pay when booking each appointment, or (3) pay by entering into a six-month payment plan or “subscription” using the payment system Stripe. With the payment plan option, €366.67 a month for six-months would be automatically deducted from the card you entered for the original payment. You will receive the Psychological Report once the final payment is made.

Additional Payment Information

Many insurance companies offer partial reimbursement for private psychological assessments conducted by psychologists who are Chartered Members of the Psychological Society of Ireland. The All Kinds of Minds Clinical Psychologist holds Chartered Membership, as well as Full Member of the Clinical Division. Furthermore, clients have the opportunity to claim tax deductions for these assessments. It is the responsibility of the client to consider and pursue these reimbursement options.

Autism Q&A

  • Autism is a neurodevelopmental difference that represents a natural variation in the way some people perceive and interact with the world, as well as process information (e.g., social and sensory information, etc.). Autism is an integral part of a person's identity. For more information about Autism, see the A.S.A.N. About Autism Page.

    Research suggests that genetics plays a significant role. There have always been autistic people. Autism occurs across all racial, ethnic, and socio-economic backgrounds, and this highlights the diversity of autistic people.

    Unfortunately, it is still important to debunk historical misinformation: Autism is not “caused” by parenting practices or vaccines, as extensive research has not supported this kind of stigmatising and harmful misinformation.

    Prevalence rates of autism have been increasing in recent years, and this is thought to be due to increased awareness and diagnostic practices. As of 2023, it is estimated that 1 in 36 children in the United States are autistic. In Ireland, prevalence rates are 1-to-1.5% of the population. However, prevalence rates may vary by region and population.

  • Empirically supported traits of Autism can include the following:

    Diverse Communication Styles: Autistic individuals may have diverse communication styles, preferences, and needs.

    Intense Interests: Many autistic individuals have deep interests in specific subjects. These interests can become areas of expertise.

    Sensory Processing Differences: Autistic individuals often have unique sensory experiences (e.g., heightened sensory processing, sensory preferences, etc.). Understanding and accommodating sensory processing differences supports well-being and comfort.

    Individualised Learning Styles: Autistic children often have individualised learning styles that benefit from tailored approaches. Recognising and accommodating these different learning needs can enhance the educational experience.

    Appreciation for Routine and Predictability: A preference for routine and predictability is often cited as an autistic trait. Routine can be a source of comfort and security for autistic individuals. Understanding and respecting these needs can promote well-being.

    Different Social Engagement Preferences: Autistic individuals may engage socially in their own unique ways. They might have different needs and preferences when connecting with others.

    Focused Attention: Autistic individuals may demonstrate considerable focus and attention on specific tasks or activities, reflecting their capacity for deep concentration and thorough exploration.

  • Autism is a diverse spectrum, and autistic individuals have a wide range of strengths and abilities. Some strengths associated with autism, which are supported by research, include:

    Attention to Detail: Some autistic individuals have strong attention to detail, which can be valuable in various fields such as science, engineering, and art (Plaisted et al. 1998).

    Strong Memory: Some autistic individuals have excellent memory skills, particularly in areas of interest (Boucher and Lewis, 1992).

    Dedication and Focus: Many autistic individuals can become deeply dedicated to their interests, demonstrating an exceptional level of focus and persistence (Mazefsky et al., 2013).

    Analytical Thinking: Some autistic individuals have strong analytical and logical thinking skills. These abilities are valuable in scientific research, mathematics, computer programming, and other technical fields (Dawson et al., 2007).

    Creative Expression: Some autistic individuals demonstrate unique and creative ways of thinking and expressing themselves. This creativity can be channeled into various forms of art, music, and innovation. Research has explored creative talents in autism, as seen in "The Creative Cognition Approach: Autism and the Creative Brain" by Pring (2013).

    Honesty and Integrity: Some autistic individuals are known for their honesty and strong sense of ethics, which can be highly valued in personal and professional relationships. While not always discussed in research explicitly, these qualities are frequently reported.

    Specialised Knowledge: Individuals with autism sometimes develop deep expertise in specific areas of interest. This specialisd knowledge can lead to contributions in niche fields. Research has examined the phenomenon of "hyperfocus" in autism, as discussed in "The Experience of Hyperfocus in Autistic Individuals: An Exploratory Study" by Hull et al. (2020).

    Of course, it is important to note that these qualities are not universal among autistic individuals, and individual strengths vary widely.

    Additionally, autistic individuals face various challenges as a near-minority in a world that was not constructed with their needs in mind. Autistic individuals are a highly heterogeneous group of people, and research continues to explore the diverse characteristics and experiences of autistic individuals.

  • Autism presents across all genders and backgrounds, but research suggests cisgender girls might present differently than cisgender autistic boys in certain ways, as follows:

    Social Interaction: Autistic girls may imitate social behaviours, leading to the perception that they have a neurotypical social style. This "masking" behaviour can hide their social differences (Lai et al., 2017).

    Autistic girls might develop intense interests in social topics, such as celebrities, fiction, or animals, which are typical for their age but are pursued with greater zeal and depth (Attwood, 2007).

    Autistic girls often prefer to socialise in one-on-one settings rather than in groups, and their friendships are often characterised by a deep emotional connection (Kreiser & White, 2014).

    Communication: While some cisgender autistic girls may have a rich vocabulary, they might struggle with the unspoken neurotypical "rules" of conversation, such as turn-taking or recognising non-literal language forms like sarcasm (Gould & Ashton-Smith, 2011).

    Autistic girls’ speech might be more “formal,” and they may prefer not to engage in casual conversations or “small talk” (Attwood, 2007).

    Stimming and Monotropism: Routines might be more subtle and even internalised, such as mental routines or specific ways of imagining things (Gould & Ashton-Smith, 2011).

    Sensory Sensitivities: Like other autistic individuals, autistic girls may have sensory sensitivities, such as finding certain sounds too loud or clothing textures uncomfortable (Kern et al., 2007).

    Co-occurring Presentations: Autistic girls might have a higher prevalence of internalised distress, including anxiety or depression, partially because of societal pressures and the effort of masking (Lai & Baron-Cohen, 2015).

    Differences from cisgender autistic boys: While both autistic boys and girls may experience higher levels of bullying, autistic girls are more susceptible to relational aggression, such as friendship manipulation (Cridland et al., 2014).

  • The "double empathy problem" is a concept that challenges traditional assumptions about autism and empathy. It suggests that difficulties in social interaction between neurotypical and neurodivergent individuals are mutual, with both parties struggling to understand and connect with the other due to differences in their social and communication styles, preferences, and needs.

    The term was coined by Damian Milton, an autistic researcher, in his paper titled "On the Ontological Status of Autism: The 'Double Empathy Problem'" published in 2012. The double empathy problem has gained recognition as a valuable perspective for understanding social interactions between neurodivergent and neurotypical individuals.

  • Monotropism is a theory proposed by autistic researcher Dinah Murray and her colleagues, which suggests that autistic individuals tend to focus their attention and cognitive resources on a single or a limited number of interests or stimuli at any given time. This focus on a "monotropic" system is seen as a natural cognitive style rather than a limitation. It suggests that autistic individuals often have an intense focus on their interests and are highly attuned to specific details, which can be a valuable cognitive trait.

    Citation link:

    Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism, and the diagnostic criteria for autism. Autism, 9(2), 139-156.

  • The Circle Model of autism is an alternative way of thinking about autism that moves away from the traditional Spectrum Model. While the Spectrum Model views autism as a linear spectrum on a single dimension, the Circle Model represents a more complex and multidimensional understanding of autism.

    The Circle Model recognises that individuals can have varying combinations and degrees of autistic traits across different domains and acknowledges that each autistic individual's profile is different. This model emphasises the strengths and abilities of autistic individuals, as well as difficulties.

    The Circle Model encourages a more nuanced understanding of autism, moving beyond rigid categorisations and acknowledging the full range of diversity within the autistic experience.

    Here is a very good visual example of the Circle Model.

  • Social Communication “Disorder” (S.C.D.) will always be considered as a differential diagnosis by the Clinical Psychologist at All Kinds of Minds. Essentially, S.C.D. individuals have a different way of processing social or pragmatic information, as well as different ways of communicating.

    Comparisons with Autism:

    Similarities: Both autistic individuals and S.C.D. individuals have social communication differences.

    Differences: Autism is characterised by a broader range of traits beyond social communication differences, including repetitive behaviours (e.g., stimming, echoed language, etc.), a monotropic cognitive style (e.g., deep interests that are remarkable in breadth and depth), and sensory processing differences. It is important to remember that while all autistic individuals will have a degree of social communication difference, not everyone with social communication differences is autistic.

    Comparison with Language Disorder:

    Similarities: Both S.C.D. and language disorders involve challenges related to communication.

    Differences: Language disorder primarily involves difficulties in the acquisition and use of language due to difficulties in understanding or producing vocabulary, sentence structure, and discourse. S.C.D., on the other hand, centres on difficulties in the social use of verbal and nonverbal communication. S.C.D. individuals typically have a clear understanding of language structure, but struggle specifically with the social application of language.

  • Many autistic individuals and advocates prefer not to use functioning labels (e.g., “high functioning” or “low functioning”) because these labels are overly simplistic, often inaccurate, and do not capture the complexity of autism.

    Here are some reasons why functioning labels can be problematic:

    Inaccurate Representation: Functioning labels, such as "high-functioning" or "low-functioning," are often based on a narrow set of criteria, typically related to language and intellectual abilities. They do not consider the wide range of strengths and challenges that autistic individuals may have across various domains, including sensory processing, social communication, and executive functioning.

    Stigmatisation and Stereotyping: Functioning labels can perpetuate stereotypes and stigmatisation. For example, "high-functioning" labels may lead to the assumption that an autistic person does not face any challenges or require any accommodations, while "low-functioning" labels may lead to underestimating an individual's capabilities and potential.

    Fluctuating Abilities: Autism is dynamic, and an individual's abilities can vary greatly from day to day or across different contexts. Functioning labels are static and do not account for this variability.

    Impact on Services and Support: Functioning labels can influence the types of services and supports that autistic individuals receive. Some may be denied essential support based on perceptions of being "high-functioning," while others may be denied opportunities for autonomy and independence based on perceptions of being "low-functioning."

    Identity and Self-Esteem: Many autistic individuals prefer to define themselves based on their unique qualities, interests, and experiences rather than by functioning labels. These labels can impact self-esteem and identity, leading some individuals to feel marginalised.

    It is more helpful to discuss specific support needs when discussing autism rather than using on functioning labels. Focusing on individual support needs helps avoid oversimplifications and assumptions about an individual's capabilities.

    Emphasising support needs is central to person-centered planning, which involves collaborating with the individual to identify their goals, preferences, and the supports necessary to achieve them. Additionally, an individual's needs may change over time or in different situations. Focusing on support needs allows for flexibility in providing the right support at the right time.

  • Autism and A.D.H.D. share overlapping traits and characteristics, such as:

    Executive Functioning Challenges: Both autistic individuals and “ADHDers” may experience difficulties with executive functions, which include skills like planning, organising, initiating tasks, and maintaining attention. These challenges can impact daily life and academic or work performance (Zalewska, A., 2019). Executive functioning difficulties in ADHDers arise primarily from difficulties related to inhibitory control, working memory, task initiation, and attention regulation. Organisational difficulties, leading to challenges in structuring tasks or activities and often resulting in misplaced items or last-minute rushes, can occur. There can also be difficulty with time management, estimating how long a task will take, or perceiving the passage of time accurately.

    Executive functioning challenges in autism are diverse, affecting processes such as cognitive flexibility, planning, and initiating actions. They can also be intertwined with social communication differences. Difficulties switching between tasks or adapting to changes in routine are common. While some autistic individuals may excel at detailed planning, others might struggle with organising tasks, foreseeing consequences, or sequencing actions. Challenges in starting tasks or activities, especially if they are not aligned with personal interests, can occur. Some autistic individuals may have difficulty holding and processing multiple pieces of information simultaneously, especially in dynamic social situations. A preference for routines or familiar environments may be associated with difficulties adapting to unexpected changes. Lastly, autistic individuals might focus on details rather than the overall context or “bigger picture.”

    Sensory Processing Differences: Some ADHDers have sensory processing differences—but sensory processing differences are more strongly associated with autism. Sensory processing difficulties are a core feature of autism and are included in the diagnostic criteria for autism. For ADHDers, while these difficulties are prevalent, they are not a central diagnostic feature. Also, the range and depth of sensory sensitivities might be more diverse in autism, encompassing all sensory modalities. Individuals with sensory processing differences can be hypersensitive (i.e., they may seek to avoid certain sensory inputs, such as sound, light, or textures) and/or hyposensitive (i.e., they may seek out certain stimuli). Sensory sensitivities can influence individuals comfort in and response to various environments (Ben-Sasson, A. et.al., 2007).

    Social Interaction Differences: Social challenges in ADHDers primarily stem from impulsivity, inattention, and hyperactivity. ADHDers might interrupt others, act before thinking, or struggle to wait their turn, leading to unintentional social faux pas amongst neurotypical peers. They might miss social cues because they are distracted or not paying close attention to social interactions. This can make them appear as if they're not listening or not interested in others. Also, restlessness or fidgeting can be perceived by neurotypical people as disruptive in group settings. There is often a desire to engage socially and make friends, but the ADHDers difficulties can make sustained positive interactions more challenging—especially with neurotypical peers. ADHDers often recognise and feel hurt when rejected or left out, but they might not always understand why their actions lead to these outcomes.

    By contrast, social challenges for autistic children are related to inherent differences in understanding and interpreting social information. Autistic children might have difficulty interpreting body language, facial expressions, or tone of voice, and might use fewer non-verbal cues (e.g., gestures and facial expressions) when interacting with others. Predicting and understanding the behaviours, thoughts, or feelings of neurotypical peers can be challenging—and vice versa. (See the double empathy problem.) While some autistic children might be less aware of or concerned with peer perceptions, many recognise their social differences from neurotypical peers. These differences can land do lead to social misunderstandings with neurotypical peers (Johnston, K., et.al., 2015).

    To summarise: The root of social difficulties for ADHDers is more tied to impulsivity, inattention, and hyperactivity—while, for autistic children, it is related to differences in understanding and navigating social interactions with neurotypical peers. The type of social miscues differs: Miscues for ADHDers might involve interrupting or not listening—whereas for autistic children, this might manifest as missing the nuances of a conversation with neurotypical peers or not understanding neurotypical social expectations. Awareness and desire for social connection might differ: ADHDers often actively seek peer connections despite challenges—while autistic children might have variable social motivation.

    Emotional Regulation: Both autistic individuals and ADHDers can struggle with emotional regulation. ADHDers may experience difficulties in managing their emotions, leading to emotional meltdowns, burnout, etc. (Yerys, B. E., et. al., 2017). For ADHDers, emotion regulation difficulties are often linked to impulsivity and the challenges of inhibitory control. ADHDers might have rapid and strong emotional reactions to stimuli, often appearing to act without thinking. They might become frustrated, impatient, or irritated more quickly than others, often due to difficulties with waiting or experiencing setbacks. Emotional reactions can be intense, leading to difficulties regulating strong feelings of disappointment, excitement, or frustration, as well as difficulty calming down after becoming upset. ADHDers can experience challenges in shifting attention away from a distressing event or stimulus, which can prolong difficult emotional states.

    For autistic children, emotion regulation difficulties are multifaceted, stemming from sensory sensitivities and social communication differences. Over-or-under-responsiveness to sensory input can trigger strong emotional responses. For instance, an unexpected loud noise might result in an intense fear or distress response. Difficulties being understood by neurotypical peers can lead to misinterpretations, potentially resulting in seemingly unexpected emotional responses in the autistic young person. Lastly, difficulties adapting to change or unexpected outcomes can cause anxiety or distress.

    Hyperfocus vs Monotropic Interest Pursuit: A.D.H.D. is characterised by variable attention regulation. While distractibility is common, the opposite can also occur, leading to hyperfocus. Hyperfocus in ADHDers refers to an intense concentration on a specific task or activity, often to the exclusion of everything else. ADHDers might hyperfocus on various activities, from video games to work tasks. The subject of hyperfocus might change frequently. Hyperfocus in ADHDers often occurs when the individual is particularly interested or engaged in an activity; this contrasts with day-to-day tasks that might be difficult to focus on due to inattention. Many ADHDers describe using hyperfocus productively, especially in creative or work-related tasks, though it can also lead to imbalance when other responsibilities are neglected.

    The term "hyperfocus" is less frequently used in the context of autism, but individuals with autism can exhibit intense concentration on specific interests or activities—and this is known as a monotropic approach to interests. Many people with autism have specific topics or activities, that they are passionate about; this can range from academic subjects to hobbies or even specific items or phenomena. Unlike the more variable nature of A.D.H.D. hyperfocus, the topics of intense concentration in autism tend to be more consistent over time. The focus on a passionately held interest or activity is not necessarily driven by external rewards but seems to be intrinsically motivating. Engaging in an interest can be comforting and a way to manage anxiety or overwhelming sensory input. Deep dives into these interests can lead to high levels of expertise or knowledge in specific areas (Tani, P., et. al., 2006).

    Movement: Fidgeting for A.D.H.D. individuals refers to small and often restless movements, especially with the hands and feet. These can include tapping, bouncing, or shifting position frequently. ADHDers may fidget to help maintain attention. Fidgeting can act as a self-regulation mechanism to help them stay engaged in a task or situation. Fidgeting might increase during tasks requiring sustained attention or in situations where the ADHDer needs to stay still for extended periods.

    By contrast, “repetitive behaviours,” often referred to as "stimming" (short for self-stimulatory behaviours), are behaviours or body movements that are done repeatedly. They can include hand-flapping, rocking, spinning, humming, flicking, etc. Like fidgeting in ADHDers, stimming can be a self-regulation mechanism. It can help manage overstimulation or understimulation, and help the autistic individual cope with anxiety or other emotions. Stimming can also provide pleasing sensory input or help modulate overwhelming sensory experiences. Stimming is often more consistent for the autistic individual compared to the variable fidgeting seen in ADHDers. Both fidgeting and stimming can be misinterpreted by neurotypical individuals, and it is important that neurodivergent children should not be deterred from fidgeting or stimming—unless, of course, the behaviour is causing harm.

  • There are many famous and influential autistic individuals who have openly discussed being autistic. Here are some well-known autistic individuals:

    Temple Grandin: An accomplished author, speaker, and professor of animal science, Temple Grandin is one of the most well-known autistic individuals.

    Greta Thunberg: The Swedish environmental activist Greta Thunberg, who gained global recognition for her efforts to combat climate change, has spoken openly about being autistic.

    Daryl Hannah: The actress Daryl Hannah, known for her roles in films like "Blade Runner" and "Splash," has discussed her experiences being autistic.

    Dan Aykroyd: The actor and comedian Dan Aykroyd, famous for his roles in "Ghostbusters" and "Blues Brothers," has spoken about being autistic.

    Satoshi Tajiri: The creator of the Pokémon franchise, Satoshi Tajiri, has shared his journey as an autistic individual and how it influenced the development of Pokémon.

    Haley Moss: Attorney and autism advocate Haley Moss, who became the first openly autistic lawyer in Florida, is known for her work promoting neurodiversity and inclusion.

    Susan Boyle: The Scottish singer Susan Boyle, who gained fame through "Britain's Got Talent," has talked about being autistic and how music has been a source of expression.

    John Elder Robison: An author, advocate, and neurodiversity activist, John Elder Robison has written about his experiences as an autistic individual in books like "Look Me in the Eye."

    Chris Packham: A British naturalist and television presenter, Chris Packham has discussed being autistic and his passion for wildlife conservation.

    Sir Anthony Hopkins: The renowned actor Sir Anthony Hopkins, known for his roles in films like "The Silence of the Lambs," revealed his late-in-life autism identification in interviews.

    Elon Musk: The entrepreneur and C.E.O. of companies like SpaceX and Tesla, has publicly discussed being autistic.