This article opens by exploring the concept of neurodiversity, defining key terms such as neurotypical, neurodivergent, and neurominorities. It then provides a curated selection of recommended courses, articles, videos, and clinical assessment tools designed to enhance your understanding and improve the quality of care you offer to neurodiverse clients and their families.
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What is neurodiversity?
Much like no two fingerprints are the same, recent neuroscientific research shows that no human brains are anatomically identical (Valizadeh et al., 2018). Each of our brains develop and function differently, leading to variation in how we think, feel and behave (Prat, 2022). This diversity is reflected by the wide range of individual:
- Intellectual abilities
- Communication skills
- Social skills
- Emotional functioning
- Sensory experiences
- Motor (movement) skills, and
- Learning abilities
Neurotypical vs neurodivergent
While all brains are unique, there are patterns of development and functioning that are more common, and those that are less common. Neurotypical clients possess the “majority brain”; they process information, experience the world around them and behave in ways that are considered “typical” (Baron-Cohen, 2017; Silberman, 2015).
Individuals whose brains develop and work differently from those of neurotypical people possess “minority brains”; they are considered neurodivergent or neurominorities (Doyle, 2020). Their brain differences may be subtle and undetectable to you, or may be very obvious. Individuals who are neurodivergent have strengths and struggles which differ (sometimes vastly) from their neurotypical peers (Cleveland Clinic, 2022).
“Neurodivergence” is a non-medical term. This means that there are no medical criteria or definitions that can be used to diagnose a client as “neurodivergent”, as medical diagnosis focuses instead on a specific disorder that is considered to fall outside the bounds of typical social behaviour or adaptive functioning. However, the following medical conditions are considered to fall under the umbrella of neurodiversity by people who self-identify as neurodivergent:
- Autism spectrum disorder (ASD)
- Attention deficit hyperactivity disorder (ADHD)
- Dyscalculia (difficulty with maths)
- Dysgraphia (difficulty writing)
- Dyslexia (difficulty reading)
- Dyspraxia (difficulty with coordination)
- Intellectual disabilities
- Sensory processing disorders
- Tourette’s syndrome (Cleveland Clinic, 2022).
Extracted from the article, Neurodiversity, Neurodivergence and Being Neurotypical.
Featured courses and training on working with neurodiversity
Following is a curated list of Mental Health Academy courses and training on working with neurodiversity. Click the links to learn more about each course, and enrol (enrolment is available for MHA members only – if you’re not a member, click here to learn more about membership):
- Anti-Ableism and Accessibility: Thinking Outside the Box. Shannon Kratky discusses what is involved in recognising and counteracting ableist tendencies so that greater inclusion and accessibility – and through that, greater disability social justice – can be achieved.
- A Coach-Approach to Reducing School Refusal & Disengagement in Complex Students. Elaine Taylor-Klaus discusses the dynamics behind school refusal and disengagement of complex children and explains what such students need from the adults in their lives to re-engage.
- Working with ADHD in Children and Adolescents. In this neurodiversity course, the symptoms, causes, and risk factors of ADHD are explained, along with the neuroscience that makes an ADHD brain different from a neurotypical one. You learn about the importance of early diagnosis, ADHD comorbidities, and the therapies that are most helpful.
- Working with ADHD in Adults. In this neurodiversity course, you will learn about attention-deficit hyperactivity disorder, or ADHD, in adults – a somewhat different presentation than the same disorder for children. Symptoms, causes, and risk factors are discussed, as well as the therapies that are the most helpful and strategies clients can implement for self-care.
- OnTrac: A CBT Based Manualised Group Program for Adolescents with ADHD. Grace da Camara gives an overview of the OnTrac program for older children and teens with ADHD and provides a session-by-session breakdown of what is covered and how it is delivered.
- PTSD in Autistic Adults: Understanding the Causes, Symptoms, & Support for Suicide Prevention. Lisa Morgan and Dr. Mary P. Donahue explain why autistic people are at higher risk for PTSD than non-autistic peers and identify ways you can support autistic people with PTSD.
- Autistic Patients: The Need for Providers to Embrace Different Thinking. Lisa Morgan and Dr. Mary P. Donahue identify contextual factors in health care settings which may cause harm to autistic clients. They explain important aspects of autistic culture and offer strategies for supporting such clients.
- Autism and Depression. Dr. Tony Attwood outlines the characteristics of depression and anxiety associated with autism. Attwood also explores how mental health helpers need to work differently with clients on the autism spectrum in order to be maximally helpful, especially in light of the frequent alexithymia and overwhelm of the senses that they experience.
- Eight Core Themes from Parents Who Have Raised a Child with Autism Spectrum Disorder. Dr. Thomas DeGeorge expands on his observed reality over years of working with ASD: namely, that clinicians have paid little attention to the emotional needs of parents. DeGeorge identifies eight themes that came up in interviews with parents who have a child with ASD and outlines implications for counsellors.
For more courses, visit https://www.mentalhealthacademy.com.au/catalogue
Recommended neurodiversity resources
Following is a curated list of neurodiversity resources, including articles, videos, and popular books. Click the links to learn more about each resource.
- Neurodiversity, Neurodivergence and Being Neurotypical (read article)
- The Lost Generation of Adults with Autism (read article)
- Supporting the Lost Generation of Adults with Autism (read article)
- Assessing and Treating ADHD (read article)
- ADHD vs Neurotypical Brains: Implications for Therapists (read article)
- Harnessing ADHD Benefits with a Neurodivergent-affirmative Approach (read article)
- The Importance of Early Diagnosis in Child ADHD (read article)
- Comorbidities in Child ADHD (read article)
- Working with the Highly Sensitive Client (read article)
- What is Ableism? (watch video)
- Combatting Depression in Autism: “Alexi-persona” and Energy Accounting (watch video)
- Parenting ADHD Children: Prevalence & Impact (watch video)
- Parenting Kids with ADHD: Autonomy, ADHD & Neurodiversity Affirmation (watch video)
- Complex & Neurodiverse Kids and Behaviour Issues: What’s Really Going On? with Elaine Taylor-Klaus (watch video)
- Fireside: Child ADHD and Parenting (watch video)
- Neurodiversity: The New Normal (watch video)
- Challenging Our Disordered Thinking About Neurodiversity (watch video)
Neurodiversity clinical assessment tools
Neurodiversity clinical assessment tools vary depending on the specific condition being assessed. Neurodiversity includes a broad range of neurological conditions such as Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), dyslexia, dyspraxia, and more. Here are some widely used and validated clinical tools for assessing neurodiversity in various conditions:
Autism Spectrum Disorder (ASD)
- Autism Diagnostic Observation Schedule, Second Edition (ADOS-2): Considered the gold standard for assessing ASD, ADOS-2 is a structured observation tool used by clinicians to assess social interaction, communication, and play.
- Autism Diagnostic Interview, Revised (ADI-R): This is a semi-structured interview conducted with the parents or caregivers of individuals suspected of having ASD. It explores developmental history, social interaction, communication, and restricted behaviours.
- Social Communication Questionnaire (SCQ): A brief screening tool used to evaluate communication skills and social functioning in children over 4 years old, helping to identify ASD.
- Childhood Autism Rating Scale (CARS): A behaviour rating scale that helps in identifying autism in children aged 2 and older, evaluating behaviours such as social-emotional functioning and communication.
Attention-Deficit/Hyperactivity Disorder (ADHD)
- Conners’ Rating Scales-Revised (CRS-R): This tool includes parent, teacher, and self-report versions that assess ADHD symptoms in children and adolescents, including hyperactivity, impulsivity, and attention issues.
- Vanderbilt ADHD Diagnostic Rating Scale: A screening tool for children aged 6-12 years that assesses symptoms of ADHD and other behavioral disorders, typically filled out by both parents and teachers.
- Adult ADHD Self-Report Scale (ASRS): A widely used self-report questionnaire that helps in diagnosing ADHD in adults. It assesses attention difficulties, hyperactivity, and impulsivity.
Dyslexia
- Dyslexia Screening Test (DST): This test is used for children and adults to screen for dyslexia. It assesses phonological processing, memory, literacy, and other language-related skills.
- Comprehensive Test of Phonological Processing (CTOPP): A more in-depth assessment that evaluates phonological processing abilities, helping to identify dyslexia or reading disabilities.
- Wide Range Achievement Test (WRAT-5): This test evaluates reading, spelling, and arithmetic skills, helping to identify difficulties related to dyslexia.
Dyspraxia (Developmental Coordination Disorder)
- Movement Assessment Battery for Children (MABC-2): This tool assesses motor skills and coordination in children, commonly used for diagnosing dyspraxia.
- Developmental Coordination Disorder Questionnaire (DCDQ): A parent questionnaire that helps in identifying motor coordination difficulties in children aged 5-15 years, frequently used to screen for dyspraxia.
Sensory Processing Disorders
- Sensory Processing Measure (SPM): This tool evaluates sensory processing, social participation, and motor planning in children aged 5-12 years, focusing on different sensory modalities.
- Sensory Profile 2: A comprehensive assessment that evaluates a child’s sensory processing patterns in home, school, and community contexts. It is useful for diagnosing sensory processing issues and planning interventions.
General Neurodiversity Tools
- Neuropsychological Testing (e.g., WISC-V, WAIS-IV): These standardised intelligence tests (Wechsler Intelligence Scale for Children and Wechsler Adult Intelligence Scale) are used to assess cognitive functioning and identify strengths and weaknesses in individuals with suspected neurodivergent profiles.
- Behavior Assessment System for Children, Third Edition (BASC-3): A comprehensive tool used to evaluate behaviour and emotions in children and adolescents, which can help in identifying neurodevelopmental disorders.
Executive Functioning Assessments
- Behavior Rating Inventory of Executive Function (BRIEF-2): This tool assesses executive functioning in children and adolescents, providing insight into skills such as working memory, cognitive flexibility, and emotional regulation.
Each of these tools should be used in conjunction with a thorough clinical interview, developmental history, and other diagnostic measures for a complete evaluation.
References
- Baron-Cohen, S. (2017). Editorial Perspective: Neurodiversity – a revolutionary concept for autism and psychiatry. J Child Psychol Psychiatry, 58(6), 744-747. https://doi.org/10.1111/jcpp.12703
- Cleveland Clinic. (2022). Neurodivergent. https://my.clevelandclinic.org/health/symptoms/23154-neurodivergent
- Doyle, N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. Br Med Bull, 135(1), 108-125. https://doi.org/10.1093/bmb/ldaa021
- Prat, C. (2022). The Neuroscience of You: How Every Brain Is Different and How to Understand Yours. Dutton.
- Silberman, S. (2015). Neurotribes : the legacy of autism and the future of neurodiversity. Avery.
- Valizadeh, S. A., Liem, F., Mérillat, S., Hänggi, J., & Jäncke, L. (2018). Identification of individual subjects on the basis of their brain anatomical features. Scientific Reports, 8(1), 5611. https://doi.org/10.1038/s41598-018-23696-6