In an article entitled ‘The Rise of AuDHD’ in April 2024, The Guardian revealed that one study by researchers at Duke University found: “Up to half of people diagnosed as autistic also exhibit ADHD symptoms”.
With more members of the neurodivergent community now diagnosed with Autism and ADHD (AuDHD) it appears to no longer be the popular belief that both conditions are always separate from each other.
AuDHD needs a bespoke approach. Before we examine it, it is always important to bear in mind that autism, ADHD and AuDHD present themselves differently, depending on the person.
To fully grasp it, recognition of overlapping symptoms is helpful. AuDHDers (as they are known), are often known to experience challenges with:
- Concentration
- Social interaction
- Sensory processing
- Masking
It is equally important to understand fundamental differences between the two conditions:
- People with ADHD have a tendency to be impulsive/hyperactive
- Those with autism tend to adopt repetitive/routinised behaviours
Parents may choose to reach out for professional help, perhaps from a paediatrician or child psychologist, to be assessed and receive an accurate diagnosis.
With or without a diagnosis, once traits are apparent, it is important to build a nurturing frame around your child. When children are understood, they are more able to embrace who they are and build inner strength and self-esteem.
Those with AuDHD often need support with:
- Structure/routine
- Emotional regulation
- Sensory management
- Behavioural/emotional Support
- Social interaction and communication
- Assuring that others understand AuDHD
- Family empathy
Computer Science student, Taye, lives with autism and traits of ADHD. They helped to shed light on how support could be given in many areas:
Focus: Taye was in the top set at school, but that didn’t mean it was easy to focus: “As an AuDHDer, focus is essential, underpinning interest and engagement in a topic. At school I could excel at math and science, yet struggled with art. We were offered just paint materials, despite the diversity of art available. Focusing could be extremely hard. This was an unusual observation for most teachers, and there was a tendency for them to think there was potential that wasn’t being released. It would have helped me to have more empathy from them about my specific needs.”
Making decisions: Similarly, when choosing GCSE’s, Taye recalls nearly being talked into doing subjects of no interest, such as taking a language: “Freedom is paramount, especially with AuDHD, so people like myself can focus on what works. I had to fight the system to gain autonomy; not everyone can do that, and having someone to fight my corner would have really helped greatly.”
Social Skills: There can be pressure to comply with neurotypical standards. Taye highlights this point: “Learning to speak out as a child is key, but can be so difficult. I can socialise brilliantly with neurodivergent friends, but when conversing with someone neurotypical, they may require clear, open ground rules, to which they may empathetically respond. As a child, it would’ve been helpful if someone, like a mentor, had helped me with this.”
“If someone judges me after I have explained myself, that’s fine. I know I am doing the best I can. If they have a better way, then I would be happy for them to tell me what it is!”
Sensory issues: Children with AuDHD may seek or avoid sensory stimulation: an alarm, the feel of buttons, the sound of someone sniffing or the click of a pen.
As a parent becomes aware of a child’s sensory difficulties, different approaches can be tried, such as noise-cancelling headphones, which can be a huge help and relief.
It is fundamental that children receive patience with a sensory issue. Taye recalls a childhood incident when challenged by the feel of seawater across their feet: “When a child with AuDHD encounters a sensory difficulty, they often feel fear; if their responsible adult gives a knee-jerk, tense reaction, it could exacerbate the fear. A gentle nod of reassurance would be a much softer approach.”
Regulation: Situations can spark varying emotions from an AuDHDer. Taye calls this the ‘glass effect’; “it’s like a shatter in a glass; differing branches subsequently appear, mirroring emotional and developmental differences, for example, anxiety brought about through social isolation.”
“An understanding of an AuDHDer’s regulatory needs is vital. I was triggered by seawater across my feet. I felt fear. Like sensory issues, a sudden reaction worsens my fear. Showing me a strategy, by maybe wearing sandals, helps to constructively overcome it.”
Organisation: Taye broadly defines two opposite routes for organisation within the AuDHD community: planning meticulously or just diving in and ‘going for it’.
An activity such as travelling, for Taye, would involve specific attention to detail, ensuring transfer times to a destination. However, when participating in a sport, such as mountaineering, it would be difficult to plan due to its unpredictability: “Both organisational choices can be subtly framed as a reflection of life; since some things can’t be planned for, and sometimes, learning to make in-the-moment choices, as an AuDHDer, is part of developing and growing.”
Children are highly recommended not to opt out of an activity because it seems difficult. The more experience children are given, the greater the chance they will have to organise and embrace their organisational capabilities.
As a representative of SEND culture, Taye champions everything that is represented for the neurodiverse community; their journey, the message of hope, change and the consistent voice for inclusivity: “The world of SEND offers a way to overcome challenges, to find a pathway and receive reassurance and support.”
Please note: The information provided within this blog, by SENsational Tutors, is for general information purposes only. We appreciate that every person is unique and any advice/experiences mentioned within the content of each blog may not be reflective of your own personal experience. All information on the site is provided in good faith and is for educational informational purposes only. It is not a substitute for professional advice. Before taking any actions based upon such information, we encourage you to consult with appropriate professionals.
