GAIN CLARITY, BUILD UNDERSTANDING, AND TAKE THE NEXT STEP WITH EXPERT ASSESSMENTS FOR AUTISM, ADHD, LEARNING DIFFERENCES, AND MORE.

Psychological & Cognitive Diagnostic Resources

Neurodivergent-affirming therapist with blue and pink stripes writing in a spiral notebook on a small white table lit by a lamp with a green base.

Burnout

WHAT IS IT?

Autistic burnout is a unique autistic experience, and is a broad term that refers to the emotional, mental, and often physical fatigue and exhaustion that comes from excessive, long-term stress without relief or appropriate support. It is characterized by pervasive, long-term (typically 3+ months) exhaustion, loss of function, and reduced tolerance to stimuli.

Burnout can be a disabling experience and cause confusion, anxiety, and brain fog. It affects communication, executive functioning, sensory responses, physical health, and mental health. Burnout is not just depression; it is a distinct experience rooted in challenges navigating a neurotypical world, and requires different support and recovery strategies than depression. It is the result of masking and unmet support needs, and not enough recovery time. 

    • Reduce as many demands and expectations as you can. Consider time away from work or school.

    • Focus on what your sensory system needs. Change your environment – consider things like the lighting, noises, and the comfortability of your surroundings

    • Create your own safe space that makes you feel happy 

    • Be kind to yourself and give yourself time to heal, your mind and body are in a process of change 

    • Decrease your energy output. Avoid crowded places, delay or delegate non-critical tasks, and rest. 

    • Go back to the basics of your routine! Focus on sleep, rest, diet, and hygiene. 

    • Stim! It helps autistic folks process and self-regulate emotions

    • Spend time focusing on your special interests to help yourself regulate and recharge

    • Autistic folks need lifestyles that have adequate support in place to prevent burnout. Prevention is much easier than burnout management! 

    • Decrease masking where it is possible and safe 

    • Reflect on your social and work load during typical weeks. Consider the sensory input and executive functioning skills needed, and adjust supports accordingly.

PDA (kids/parents)

WHAT IS IT?

PDA is an acronym that stands for Pathological Demand Avoidance or Persistent Drive for Autonomy. While it is not an officially accepted diagnosis, many neurodiversity-affirming providers recognize this distinct profile of autism. Some commonalities with autism include sensory differences, interoceptive awareness challenges, unique perspectives on social interactions, strong interests, ability to intently focus on small details over the big picture, and challenges with emotional regulation and anxiety.

With PDA, demands of all types, including things many would not think of as a demand, can trigger an automatic threat or anxiety response. Some demands could include agendas, rules, questions, pecking order, laws, expectations, etc. 

PDA is NOT oppositional-defiant disorder. Traditional supports and interventions for autistic individuals do not work and can make things worse for a PDAer. PDAers often have sensitive nervous systems and can easily go into fight, flight, or freeze. Avoiding demands is NOT a choice; it is not a matter of “won’t,” it is a matter of “can’t.”

    • An anxiety-based need for control

    • Avoidance of everyday tasks

    • Includes avoidance of things they like and want to do

    • Does not respond to rewards and consequences - both feel like pressure

    • Does not respond well to imposed structure or routine set by others

    • Enjoys spontaneity/novelty and often do not like routines

    • Enjoys pretending and role play

    • Are very interested in social interactions

    • Can act very differently in various environments

    • Makes eye contact

  • For Parents

    • Parenting approaches can seem a bit unconventional, but focus on building a partnership with your child based on trust, flexibility, and collaboration. A careful use of language and balancing of demands works best.

    • Use declarative language (I wonder…, I notice…, I’m thinking…, I am worried that…,) and casual observations (“The weather looks cold”). Avoid direct commands (“Start your homework”) and indirect commands (“Let’s go get ice cream now”)

    • Choose priorities and give them the “deep why” behind your needs for them.

    • Listen to understand and use co-regulation (lend them your calm nervous system)

    • Have PDAers plan/decide as much structure and contingency rules as possible 

    • Request accommodations at school. Here is a template for reasonable accommodations written in a letter format

    For Teens and Adults

    • Recognize your demands, avoidance patterns, and triggers

    • Focus on self-acceptance

    • Manage, reduce & disguise demands in your life

    • Have demand-free time

    • Ensure you have sensory support 

    • Explore different ways of working

    • Inform others as desired & consider accommodations at school/work

  • For Parents 

    For Adults

    For Kids 

    • Unlocking the Power of My PDA Brain by Dr. Jennifer Hussman

Autism (adults) 

WHAT IS IT?

Autism is a natural variation in how people think, feel, communicate, and experience the world. It is a neurodevelopmental identity that influences social interaction, sensory processing, interests, and learning styles. Autistic adults may or may not have received a diagnosis in childhood, and their traits can present differently than in children.

Autism is not a disorder to be cured but a valid and meaningful way of being. Autistic adults bring valuable perspectives and strengths and deserve support that honors their autonomy and lived experience.

    • Deep focus and persistence in areas of interest

    • Unique perspectives and creative problem-solving

    • Strong sense of justice and integrity

    • Honest and direct communication

    • Sensory sensitivity can lead to heightened awareness and perception

    • Sensory overwhelm and fatigue

    • Navigating neurotypical social norms and expectations

    • Executive functioning differences (planning, organizing, prioritizing)

    • Burnout from masking and chronic invalidation

    • Lack of understanding and appropriate accommodations in workplaces and social environments

    • Workplace accommodations (flexible schedule, communication preferences, quiet spaces)

    • Self-regulation strategies and sensory supports

    • Self-advocacy tools and peer support groups

    • Validation and unmasking spaces to be authentically yourself

    • Therapy that is affirming, collaborative, and informed by lived experience

Autism (kids) 

WHAT IS IT?

Autism is a naturally occurring neurodevelopmental difference in how a person experiences, processes, and interacts with the world. Autistic children often think, communicate, move, and feel differently from non-autistic peers. Autism is not a disorder to be "fixed"—it’s a valid and valuable way of being. Autistic children thrive when supported, understood, and allowed to be themselves.

    • Attention to detail 

    • Visual perception 

    • Creative and artistic talents 

    • Mathematical and technical abilities 

    • Interests or expertise in niche areas

    • Character strengths such as honesty, openness, sincerity, loyalty

    • Sensory sensitivities (to sound, light, touch, etc.)

    • Differences in communication (e.g., delayed speech, echolalia, use of AAC)

    • Social communication differences (e.g., interpreting body language, making friends)

    • Difficulty with transitions or unexpected changes

    • Emotion regulation struggles or meltdowns when overwhelmed

    • Executive functioning challenges (e.g., organization, flexibility, initiating tasks)

    • Visual supports, routines, and schedules

    • Sensory accommodations (headphones, fidgets, movement breaks)

    • Respect for communication preferences (AAC, scripts, nonverbal cues)

    • Flexible and predictable environments

    • Opportunities for choice, autonomy, and interest-based learning

    • Adults who listen, validate, and collaborate—not control

    • Wonderfully Wired Brains by Louise Gooding

    • Too Much!: An Overwhelming Day by Jolene Gutiérrez

    • My Brain is Magic by Prasha Sooful

    • The Brain Forest by Sandhya Menon

ADHD (adults) 

WHAT IS IT?

ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental profile marked by differences in attention regulation, impulse control, emotional regulation, and energy levels. In adults, ADHD may not look like hyperactivity—it often presents as restlessness, forgetfulness, difficulty prioritizing, and a need for novelty and stimulation.

ADHD is not a lack of discipline or motivation. It is a different way of experiencing and interacting with the world, and many adults with ADHD have developed creative systems to adapt.

    • Spontaneity and flexibility

    • High energy and enthusiasm

    • Hyperfocus on meaningful tasks

    • Sociability and humor

    • Creativity and big-picture thinking

    • Courage to try new things

    • Time blindness and inconsistent focus

    • Difficulty starting or completing tasks

    • Forgetfulness or disorganization

    • Emotional reactivity and sensitivity

    • Chronic overwhelm or executive dysfunction

    • Impacts on work and relationships

    • Body-doubling or accountability partners

    • Externalizing supports (visual reminders, planners, timers)

    • ADHD coaching or therapy with executive functioning focus

    • Medication and/or supplements

    • Strength-based approaches that focus on building scaffolds rather than fixing

A neurodivergent-affirming therapist, holding a colorful geometric structure made of interconnected plastic sticks and joints.

ADHD (kids) 

WHAT IS IT?

ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental profile marked by differences in attention regulation, impulse control, emotional regulation, and energy levels. ADHD in children can look like high energy, impulsivity, intense emotions, distractibility, and a need for movement and stimulation. It’s not a behavior problem—it’s a brain that’s wired for novelty and movement. These children often thrive in creative, flexible environments. 

    • Energetic and playful

    • Curious and imaginative

    • Passionate about interests

    • Empathetic and emotionally attuned

    • Resilient and brave

    • Strong verbal skills and quick thinking

    • Sitting still or focusing for long periods

    • Waiting turns or delaying gratification

    • Regulating big emotions

    • Finishing tasks that feel boring

    • Organization and following multi-step directions

    • Often misunderstood or mislabeled as defiant

    • Movement breaks and fidget tools

    • Visual schedules and checklists

    • Positive reinforcement and predictable routines

    • Calm-down corners and co-regulation with adults

    • Task chunking and transitions with warnings

    • Educators who focus on connection before correction

    • Wonderfully Wired Brains by Louise Gooding

    • The Brain Forest by Sandhya Menon

Dyslexia

WHAT IS IT?

Dyslexia is a learning difference that primarily affects reading, writing, and spelling. It’s not a reflection of intelligence or effort. Dyslexic individuals often have strengths in problem-solving, creative thinking, and oral communication.

    • Strong visual and spatial reasoning

    • Big-picture and conceptual thinkers

    • Excellent verbal skills and storytelling

    • Creative, hands-on learners

    • Empathy and perseverance

    • Strengths in art, design, engineering, or entrepreneurship

    • Decoding words and reading fluency

    • Spelling and written expression

    • Working memory and processing speed

    • Confidence and self-esteem, especially in academic settings

    • Multi-sensory reading programs (like Orton-Gillingham)

    • Text-to-speech and audiobooks

    • Typing or voice-to-text supports

    • Extra time and alternate ways to demonstrate learning

    • Strength-based IEPs and classroom accommodations

    • Wonderfully Wired Brains by Louise Gooding

    • The Brain Forest by Sandhya Menon

A neurodivergent-affirming social worker, in Cincinnati, OH, sitting in a cozy colorful striped sweater with curly blonde hair and a colorful striped sweater, talking to a woman.

PTSD

WHAT IS IT?

Post-Traumatic Stress Disorder (PTSD) is a response to one or more traumatic events where the brain and body continue to react as if the danger is still present. PTSD can affect memory, emotional regulation, physical health, and daily functioning.

    • Deep empathy and compassion

    • Heightened awareness and intuition

    • Resilience and survivor strength

    • Motivated to support others through healing

    • Insightful and reflective

    • Flashbacks or intrusive memories

    • Emotional numbness or reactivity

    • Hypervigilance and sleep issues

    • Avoidance of reminders of the trauma

    • Trouble with trust, boundaries, or connection

    • Trauma-informed therapy with an affirming provider

    • Grounding strategies and nervous system regulation

    • Safe, supportive environments and relationships

    • Journaling or expressive therapies

    • Peer support and psychoeducation about trauma

Non-Verbal Learning Disorder 

WHAT IS IT?

NVLD is a learning profile characterized by strengths in verbal expression but challenges with visual-spatial tasks, social cues, and executive functioning. This profile is not officially recognized as a diagnostic disorder, but individuals may have difficulty interpreting nonverbal communication, organizing information, or navigating spaces.

    • Strong verbal and vocabulary skills

    • Excellent memory for facts and details

    • Well-developed reading and auditory learning abilities

    • Kind, empathetic, and eager to please

    • Hardworking and resilient

    • Reading body language and facial expressions

    • Spatial awareness and visual organization

    • Abstract reasoning and math concepts

    • Social problem-solving and flexibility

    • Coordination and handwriting

    • Explicit teaching of social rules and nonverbal cues

    • Visual supports and modeling

    • Support with math and visual-spatial skills

    • Occupational therapy for motor coordination

    • Emotional validation and scaffolded independence

    • Wonderfully Wired Brains by Louise Gooding

    • The Brain Forest by Sandhya Menon

Rejection Sensitivity Disorder 

WHAT IS IT?

RSD is a common experience for people with autism, ADHD, and other neurodivergent profiles. It refers to an extreme emotional sensitivity to perceived criticism, rejection, or failure. RSD is not about being overly emotional—it's about having a nervous system that reacts quickly and intensely to social pain.

    • Deeply caring and conscientious

    • High empathy and emotional depth

    • Motivated to do well and support others

    • Creative and expressive

    • Loyal and dedicated in relationships

    • Fear of failure or letting others down

    • Avoidance of new situations or challenges

    • Intense emotional pain from perceived rejection

    • Low self-esteem and people-pleasing tendencies

    • Difficulty receiving feedback or critique

    • Self-compassion and nervous system regulation

    • Supportive, validating relationships

    • Values-based action

    • Knowing and naming RSD as a pattern

    • Therapy focused on emotional resilience

Anxiety

WHAT IS IT?

Anxiety is a natural emotional response that becomes problematic when it is persistent, overwhelming, or interferes with daily life. It can show up as worries, physical symptoms, overthinking, avoidance, or emotional outbursts. It often co-occurs with other neurodivergent experiences.

    • Thoughtful and detail-oriented

    • Strong empathy and care for others

    • Preparedness and foresight

    • Passionate and determined

    • Deep sense of responsibility

    • Worrying excessively or catastrophizing

    • Trouble sleeping or relaxing

    • Avoiding feared situations

    • Perfectionism and difficulty letting go of control

    • Physical symptoms like headaches or stomach aches

    • Supportive therapy with an affirming provider

    • Medication (when appropriate and desired)

    • Mindfulness and grounding practices

    • Building predictable routines and gradual exposure

    • Journaling and creative outlets

    • Nervous system regulation (e.g., movement, deep pressure)

Depression

WHAT IS IT?

Depression is more than sadness—it affects how someone thinks, feels, and functions. It can include emotional numbness, hopelessness, lack of motivation, and physical symptoms like fatigue. It often co-occurs with other neurodivergent experiences.

    • Depth of insight and emotional intelligence

    • Artistic expression and self-reflection

    • Strong empathy for others' pain

    • Determination to keep going despite heaviness

    • Ability to hold space for others

    • Loss of interest in previously enjoyed activities

    • Sleep and appetite changes

    • Negative self-talk and hopelessness

    • Fatigue and low motivation

    • Feeling isolated or misunderstood

    • Supportive therapy with an affirming provider

    • Medication (when appropriate and desired)

    • Routines that include movement, nourishment, and rest

    • Social connection and support groups

    • Self-compassion and redefining success