Happy December! I can’t believe just how close we are to winter break. I hope you are able to find time for some very important self-care before January rolls around.
This month, we are talking about Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). Next month, we will address Specific Learning Disorders (SLD).
In an attempt to view ADHD and ASD through a lens of difference rather than deficit, we are going to look at some common differences and strengths (taken from Neurodiversity-Affirming Handbook by Mott & Rodwell).
ADHD
Common Differences
- Talkative (may interrupt because they need to get their thoughts out)
- High energy; may have an active body and/or mind
- May get distracted easily or pay attention to details unrelated to the task at hand
- May find it difficult to get started
- May have difficulty engaging in non-preferred tasks
- May have sensory processing differences, such as fidgeting or stimming
- May become easily overstimulated or underestimated
- May miss details, but may be able to see the big picture/main idea
- May have difficulty with time judgment
- Executive functioning skills may be delayed 3–5 years
- May demonstrate emotional sensitivity and emotional regulation challenges. May have rejection sensitive dysphoria, which is intense sensitivity and emotional pain related to real or perceived rejection or criticism.
Common Strengths
- Intense focus when interested
- Creativity
- Spontaneity
- Energy
- Compassionate
- Willing to take risks
- Innovative
- Keen sense of humour
- Works well under pressure
- Talkative
- Curious
- Persistent
- Keen sense of justice
ASD
Common Differences
- May demonstrate Monotropism, which is the tendency to focus on a small number of interests at a given time, having an “attention tunnel,” and/or trouble switching tasks/topics
- May have sensory processing differences; may stim and become over- or under-stimulated
- May need more or less input from the environment
- May show engagement or attention in subtle ways (body movement, expression change, repeating what was heard)
- May interpret language literally and be a “blunt” communicator
- May talk in depth about a topic of interest (“info-dumping”) and may struggle to engage with topics outside of these interests
- May demonstrate emotional sensitivity
- May have differences in eye contact preferences
- May relate to others by sharing examples from their own experiences
Common Strengths
- Honesty
- Detail-oriented and precise
- Have in-depth knowledge and/or expert knowledge in a topic of interest
- Keen sense of loyalty and justice
- Enthusiastic
- Logical thinking skills
- Strong memory for facts
- Deep focus when interested
- Innovative
- Recognition of patterns
- Making and using routines
Setting Goals
Neurodiversity affirming care does not mean that we ignore the challenges that ND individuals may face. However, according to Raelene Dundon, author of A Therapist’s Guide to Neurodiversity Affirming Practice with Children and Young People, “we need to be considering what the child can learn or change to reduce distress and improve the child’s quality of life, and what the adults in the child’s life can do to support the child to make that happen.”
It is important that we ask our children and youth what success looks like for them and what goals they have for themselves. We should endeavour to promote autonomy and help our children learn to advocate for themselves.
Additional Resources
Counselling Services & Wraparound Support
We continue to have a counsellor supporting the needs of our learners in Grades K–6. If you would like to have your child connect with her, please reach out to Jenny Duffield.
I am here to support the needs of our Grades 7-12 students. If you would like your child to connect with me, please reach out to me via email.
Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Head of Student Supports, Paige McDonald.