How to help children with Autism and AuADHD
How to help children with Autism and AuADHD
“Searching for symptoms (on Google) of any suspected condition is often inconclusive, and it is frustrating when symptoms overlap with differing conditions”
A question I often get asked by parents: does my child have autism? Autistic Spectrum Disorders can vary greatly, and children will need to be diagnosed by a medical professional. More confusing is if that child has two or more co-existing conditions such as ADHD and Autism. AuADHD is the abbreviation for an individual with both of these conditions. AuADHD is becoming a more prevalent diagnosis after a child has received an Autism Diagnosis, and there are still unanswered questions relating to hyperactivity, attention, distractability and inattention.
Searching for symptoms (on Google) of any suspected condition is often inconclusive, and it is frustrating when symptoms overlap with differing conditions. Parents may find that many of their children fall under various labels, and asking me is a shortcut.
The characteristics of autistic spectrum disorders
1. Language-based difficulties (to include non-verbal children)
auditory processing challenges
speech and language delay
2. Motor-related difficulties, fine motor and gross motor
can have coordination challenges (DCD)
3. Social-communication difficulties
challenged in understanding the theory of mind (the perspective of someone other than themselves)
challenged in understanding object permanence (out of sight, out of mind - to exclude habitual likes/dislikes)
The above list is not exhaustive but is a starting point. It is never about a few stereotypical traits: stimming (repetitive behaviours), poor eye contact and a special hobby or interest (such as trains/transport).
“ASD children......they are not emotionally aloof, but more emotionally overwhelmed.”
Do children on the spectrum lack emotional warmth?
Children on The Autistic spectrum do not lack emotional warmth. In some children, there is an inability to demonstrate emotional warmth effectively, but it is not absent. If parents and caregivers do not model the correct behaviour in such cases, the ASD child will most probably be weak in demonstrating emotional warmth, too. In my observations, children with autism are overloaded with sensory information, and they cannot filter out unimportant feelings. But they are not emotionally aloof, more emotionally overwhelmed.
The characteristics of ADHD
Executive function disorder
poor emotional regulation
poor working memory
lack of impulse control
or unable to focus due to over or under-activity
2. Poor understanding of time, time management, disorganised
3. Excessive or underactive physical movement
4. Excessive talking and,or daydreaming
AuADHD occurs when the above characteristics are combined.
If the characteristics of both conditions co-exist, then a diagnosis of AuADHD is reached. It can take considerable time, years, and an exhaustive process to get an AuADHD diagnosis.
“in my experience, the detailed components of what each child receives at a practical level fall on the parent to follow through.”
What happens after a diagnosis
The schools will implement strategies based on the Individual Educational Plan (IEP) they draw up. The local authority should provide an EHCP (Educational Health Care Plan) with a road map for all necessary educational and medical interventions.
However, in my experience, the detailed components of what each child receives at a practical level fall on the parent to follow through. Despite their child having various specialists, i.e., an educational psychologist, pediatric doctor, psychiatrist, speech and language therapist, occupational therapist and more, observe their child to create multiple reports and assessments. The parent must make sure their child receives the help needed.
“Or, their child is proficient in using a scooter or bicycle but struggles to stand on one leg, indicating potential issues with static balance rather than dynamic balance”
Because the starting point is a child who cannot access how to learn at school, all needs are focused entirely from an educational standpoint.
For ASD/AuADHD children, the priority should be on emotional needs, not educational. Dysregulated children can not learn. In the news, we hear more parents opting to remove their children from formal education in favour of homeschooling. In some instances, the child refuses to attend school; other children may cope the entire day and have massive meltdowns at the end of the day at home as a result of masking their discomfort.
Helping parents with a child diagnosed OR with suspected autism, ADHD or AuADHD.
Parents should get their child checked out by the opticians and the audiologist once they suspect problems.
The optician does not rule out motor-related issues relating to their child's eyes, and an audiologist does not determine if an auditory processing disorder exists. Still, both specialists do provide an overview of the overall health of those vital sensory organs.
“A dysregulated child needs to feel a sense of control before they can relax and learn.”
Parents should observe motor-related challenges during age-appropriate activities at home, outside, and play. Using this information, make comparisons based on the observations. A child may be able to use cutlery and fasten their buttons but struggle when using a pencil. These symptoms indicate difficulties with hand-eye coordination, as writing requires advanced skills in both areas. Or, their child is proficient in using a scooter or bicycle but struggles to stand on one leg, indicating potential issues with static balance rather than dynamic balance. It's essential to recognise your child's ability. All learning is rooted in correct movement patterns. As a parent, sharpening your observational skills can be vital in understanding their baseline.
Foundational steps to help a child diagnosed OR with suspected autism, ADHD or AuADHD.
Bridging the developmental gaps using Reflex Integration Therapy early can provide a child with the physical infrastructure to develop weak, underdeveloped, or missing skills. Reflex Integration, combined with the safe and Sound protocol, helps calm the over-sensitive nervous system.
A dysregulated child needs to feel a sense of control before they can relax and learn.
Reflex integration therapy is about returning to foundational skills and providing the infrastructure to cope alone. It is a way to teach a correct motor pattern that builds on the next set of skills. With correct motor patterns in place, they have unlocked a code to do more activities.
AuADHD means compromised attentional control and an inability to follow through on thoughts or actions; it is a loop of frustration. The child can't learn because they can't remember or follow through. Having Executive Functioning Disorder is helped by reflex integration and working memory training. As the child grows, they repeat the Working Memory training. Reflex Integration can mean dramatic changes as the child finds alternative, more efficient processes, which becomes the preferred way in time. All language-based challenges are addressed first with iLS Focus and then with The Phonic Integration Program.
Working with the problems we see, diagnosed or otherwise.
Nobody can fix all the issues all at once. There needs to be a systematic approach to any intervention. With the tools we have at our disposal at Raviv Practice London and the idea of addressing the fundamental building blocks of development, regulating emotions, and building cognitive infrastructure, we aim to make a tangible difference in everyday life and allow each child not to get stuck in behaviours that become entrenched.
Dyslexia? Dyspraxia? ADHD? ASD? Speech & Language? Developmental Delay? Anxiety?
Is every school day a struggle? As a parent, you may feel exhausted and on this journey alone. Each year you see the gap getting wider. You need to do something - change the approach, help your child learn for themselves, find a way to turn this around - to help while you can - do this NOW. the first step is free.
About the Author
Usha Patel is a Neurocognitive Therapist and Director at Raviv Practice London. Parents searching to help their suspected/neurodiverse child can get evidence-based solutions with results in as little as 8 weeks. Those in search of jargon-free help can get started straight away.
