Autism and ADHD Handout
©Jared Stewart, M.Ed. jareds@svacademy.org
ADHD Strengths
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Adventurous
Animated
Artistic
Creative
Curious
Exciting Presenters
Flexible
Forgiving
Fun-loving
Great imagination
Hyperactivity (Productive)
Idealistic
Impulsivity (Decisive)
Incentive driven
Intuitive
Leadership Abilities
Musical
Passionate
Persuasive
Risk taker
Sense of Humor
Sensitive
Spontaneous
Trusting
Visionary
Autism Spectrum Strengths
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Other Strengths
by Lara Honos-Webb, PhD; excerpted from The Gift of ADHD. Studies
suggest that many ADHD traits can be expressions of deeper gifts:
powerful imagination, searching insight and unusual intuition.
Seeing the Big Picture
Those with ADHD are excellent at getting the big picture, in and out of
the classroom. Students with ADHD may miss the little details, but they are
masters at understanding the importance and meaning of material.
The Energy of Impulse
To think daringly original thoughts and to create new ideas or
perspectives requires impulsiveness. It is a necessary ingredient for forging
new ground in any area of study or thought.
Naturally Creative
ADHDers have been given the natural ability to engage in reverie or
imaginative thought, to be bold and daring in wanting to bring his
imagination into the world, and to be sensitive to inspiration from his
thoughts, emotions, or the outside world.
On the Importance of Being Confused
Confusion is essential to creativity. In pretending to know it all,
“normal” students and teachers gloss over the complexity and mystery of
the world. Admitting or experiencing “not knowing” can be a liberating
experience. In fact, the struggle to always have the right answer actually
prevents a person from learning. If we think we have the answers, we are
not open to a deeper understanding or exploring other ways of seeing the
world. Thus, the slower, less-certain ADHD approach is often a strength.
Approximately 1-3% have ASD
Approximately 3-10% have ADHD
Roughly 1/3 of those have both!
Ability to put ideas together in a unique manner—highly creative
Ability to thrive on routines and clear expectations
Deep concern, caring, and love for “safe” beings
Deep curiosity and desire to learn (usually prefer independent learning)
Exceptional ability to systematize
Exceptional ability with puzzles, mazes, and word games
Exceptional auditory abilities (hyperconnected auditory brain centers)
Exceptional rote memory (often vast stores of facts and figures)
Exceptional visual abilities (static spatial, illusions, patterns, colors, etc)
Five times more likely than “neurotypicals” to have perfect pitch
Great honesty and respect for rules
Highly deductive/analytic/logical—able to make more rational decisions than NT’s
Idealism and a strong sense of right and wrong/social justice
Laser-like focus of energies/attention on topic of interest
Often natural leaders (albeit with some communication issues)
Perfectionism (this can be both a strength and a challenge depending…)
Powerful learning style strengths (implicit; vis/spat.; log/math; naturalistic; etc)
Superior ability to process/locate information
Ten times more likely to have savant skills (music, art, calculation, etc)
Valuable employment characteristics: persistent, accurate, logical, reliable
Notes on Giving Praise:
Effective teachers praise their students consistently (frequently and predictably) and proactively (before a child
gets off task). Successful teachers focus their behavioral intervention strategies on praise rather than on
punishment. The following strategies provide some tips for giving effective praise:
1. Define the appropriate behavior while giving praise.
Praise should be specific for the positive behavior displayed by the student. The comments should focus on what the
student did right and should include exactly what part of the student's behavior was desirable. Rather than praising a
student for not disturbing the class, for example, try praising for quietly completing a math lesson on time.
2. Give praise immediately and sincerely.
The sooner that approval is given regarding appropriate behavior, the more likely the student will repeat it. The more
sincere and emotionally positive the praise is, the more reinforcing it becomes. Similarly, students will notice when
teachers give insincere praise, and this insincerity will make praise less effective.
3. Vary the statements given as praise.
Don’t use the same phrase over and over. Eventually it loses all meaning and influence. Mix things up! 
Notes on External Reinforcement:
Many students with ADHD and/or ASD do not deal well with
abstract rewards, and will respond much better to concrete,
external rewards. These rewards will need to be delivered as
immediately, frequently, and powerfully as possible. Here are
some strategies to consider:
1. Establish positive consequences before negative ones.
Get as many positive consequences in place as possible. Set your
students up to win! When negative consequences are
administered, they should be given in a fashion that does not
embarrass or put down students.
2. Token economy systems can work, but...
These systems typically involved giving students tokens (e.g.,
poker chips) when they display appropriate behavior. These
tokens are in turn ex-changed for tangible rewards or privileges at specified times. The tokens need to be appropriate to
the students’ developmental level, age, and interests. Rewards must be changed or rotated frequently.
3. Consider Response-cost programs.
A specific response-cost program found to be effective with ADHD students involves giving a given number of points at
the start of each day. When a rule is broken (a problem behavior is displayed), points are taken away. Thus, to maintain
their points students must avoid breaking the rule. At the end of the period or day, students are typically allowed to
exchange the points they have earned for a tangible reward or privilege.
DEALing with Inappropriate Behaviors:
(Jared Stewart, M.Ed.)
1. Determine Context
 ABC’s (antecedent, behavior, consequences)?
 Sensory/Biological factors?
 Purpose of behavior? (what were they intending to do?)
2. Explore Causes
 Comprehension or communication deficits (verbal/nonverbal)
 Physical/Biological Factors (health, pain, comorbid, etc)
 Sensory Factors (hyper/hypo stimulation, boredom, etc)
3. ALleviate Behavior (using intervention strategies)
• Facilitate Communication! (student, family, & educational team)
• Teach social/emotional coping skills as well as academic skills
• Therapy as necessary (CBT, ABA, Group, etc)
Instructional Interventions
1. Antecedent intervention strategies
 Priming
 Academic Modifications
 Visual Supports/Schedules
 Planners/Organizers
 Environmental Modifications
o Arrangement and seating
o Color
o Lighting
o Temperature
o Distractions
o Stimulation Level
o Space Use
2. Scaffolding/Task Analysis
3. Explicit instruction
4. Literacy strategies
5. Active learning strategies
6. Graphic organizers
7. Video Modeling
8. Self-Management
Effective Classroom
Interventions
Behavioral Interventions
1. ABA
2. “Home Base”
3. Token Economies
4. Social Skills Training
5. Planned Distractions
6. Relaxation Techniques
7. Problem Solving Systems
8. Procrastination/Delay Systems
Developed by Dr. Ruth Aspy and Dr. Barry Grossman, 2008
9. Know when/how to disengage!
10. Occupational Therapy and/or Sensory Integration Therapies
Home-coordinated Interventions
1. Homework supports
– Build in rewards (that the child helps choose)
– Build in breaks (5 minutes every 20)
– Set times/places (low distraction, natural lighting or no windows, clean, etc)
– Get an extra of each textbook/workbook to keep at home if possible
2. Planner supports (reinforce the system that the school uses)
3. Sleep supports (use sleep hygiene, consider Melatonin)
4. Teacher supports (invite teacher to home!)
5. Medication supports (make sure it’s addressed)
Other Tips
1. Use the “Rule of 2”
2. Get your MBA— “Master of Being About”
3. Find ways to say YES [but] (avoid “No”, “Stop”, and “Don’t”) –focus on what it is you WANT them to do!
4. Always give PURPOSE for desired actions
5. Teach SYSTEMS that break down tasks for specific results, and help them to run these independently
6. Social Stories (often in the form of videos)
7. PRAISE – PRAISE - PRAISE! (make things feel GOOD!)
8. Consider exercise and diet
9. Pick your battles!
Some Hints for Helping with Differential Diagnosis:
Behavior Issue
More Like ASD
Could be Either or Both
More like ADHD
Friendships
Often not terribly interested in
making friends (or very
selective); tends to be socially
anxious or see peers as objects
Bullied (or a bully); Lonely—
avoided by peers; Perceived as
overbearing; Often interested
in performing for others
Makes friends easily, but loses
them quickly; Likes to “show
off”
Video Games
Likes to focus on the rules,
setting, and mechanics of the
game; often shows repetitive
or asocial quality to their play
Plays games for hours;
Difficulty regulating interest;
Seems obsessed or addicted
Likes the instantaneous
feedback, high stimulation,
and fast pace of the game;
often sees it as a way to
socialize
Reciprocity/
Sharing
Creates for self first; often
neglects basic social
reciprocity
Perceived as rude or antisocial; Interrupts; Grabs
objects
Trouble waiting for turn or for
instructions; blurts out
answers
Poor planning
and
Organization
Gets stuck in the details; lacks
“big picture” or ability to see
main ideas; loses track of time
pursuing special interest
Difficulty with deadlines;
difficulty “caring” about the
expectations of others
Difficulty keeping track of
assignments/materials;
difficulty seeing the steps;
forgets about
commitments/appointments
Movement/
Motor issues
Repetitive, rhythmic, selfstimulating movements; poor
at sports; stiff or
uncoordinated; doodles
constantly; anxious
Difficulty staying seated;
Constantly moving or
fidgeting; Poor handwriting;
“sloppy” work; hits others;
trouble relaxing/slowing
Movement more coordinated
and energetic; movement aids
concentration and executive
function; good at sports
Poor eye contact; rigid
posture; inexpressive face (flat
affect); needs lots of personal
space; delayed/no reactions
Monotonous or odd
prosody; uses words that are
“wrong”;
Very quiet; talks endlessly
about the same subject(s);
echolalia
Fascinated with inherent
systems; stereotypical fixation
on movement, objects, rules,
maps, schedules; difficulty
with change
Doesn’t understand the
physical or social
consequences/context; Is
hyperfocused or
hyperstimulated
Mismatched or unstylish
clothes; poor hygiene and
grooming; fails to read others’
body language
Often touches or invades
others’ personal space; misses
facial or body cues because of
inattention
Excessive talking;
interrupts or injects self into
conversations that may or may
not involve them; quotes
movies/TV a lot
Switches topics frequently;
Makes constant ongoing
comments/noises/narration;
Asks people to repeat
information/instructions
Capable of focusing for hours
on areas of interest; extremely
hyperfocused
Often “burns through” an
interest and moves on to a
new object of hyperfocus
Seems oblivious to danger;
tendency to be accused of
stalking and/or harassment
Makes decisions impulsively,
without taking the time to
think through the
consequences
Learning disabilities; Dislikes
school; Dislikes group work;
Lots of incomplete or missing
assignments
Loses assignments and
materials, starts a project but
doesn’t finish, unable to spend
the time needed
Nonverbal
difficulties
Verbal
difficulties
Perseverative
Interests
Dangerous/
Risky
Behaviors
Poor grades
School and schoolwork is high
stress; gets caught up in the
minute details and
perfectionism
©Jared Stewart, M.Ed.