All your questions about Autism, answered
This Autism FAQ covers the most searched questions, like what Autism actually is, why it’s often missed, and what real support can look like.
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This Autism FAQ covers the most searched questions, like what Autism actually is, why it’s often missed, and what real support can look like.
Autism is a complex, lifelong neurodevelopmental difference that shapes how a person communicates, processes sensory input, moves, and interacts with the world around them. This FAQ draws from research and lived experience to answer the most common questions people ask when exploring Autism, either for themselves or in support of someone they care about.
Autism is a neurodevelopmental condition characterized by differences in brain connectivity, sensory processing, social communication, and behavioral patterns. These differences begin in early development and continue throughout life. Research using neuroimaging techniques has shown that Autistic people often exhibit variations in both brain structure and functional connectivity, particularly in regions associated with social cognition, motor planning, and sensory integration (Ecker et al., 2015).
Rather than thinking of Autism as a single profile, it is more accurate to understand it as a spectrum of experience. The term "spectrum" refers to the diversity of traits and how they manifest in different people, not to a linear scale of severity. Each Autistic person presents a unique constellation of traits shaped by identity, environment, and support.
We capitalize Autism and Autistic in the same way that Deaf and Black are often capitalized: to recognize identity, culture, and community. Many Autistic people consider Autism to be an integral part of who they are, not just a medical diagnosis. Capitalization signals respect for this identity-first perspective, which is widely preferred within the Autistic community. It also helps challenge deficit-based narratives and reinforce the idea that Autism is a valid and meaningful way of experiencing the world.
Autism is classified as a developmental disability, but that designation does not imply dysfunction or incapability. Instead, disability in this context refers to the interaction between a person’s neurocognitive traits and a world that is not designed to accommodate them. The social model of disability emphasizes that many challenges Autistic people face are created or intensified by inaccessible environments, rather than by Autism itself.
Autism is primarily heritable. Twin and family studies consistently show that genetics play a major role, with heritability estimates ranging from 64% to over 90% (Tick et al., 2016). Many different genes are involved and there is no single “Autism gene.” While some environmental factors may influence early brain development, there is no scientific evidence that vaccines, parenting style, or trauma cause Autism. Myths linking vaccines to Autism have been thoroughly debunked by decades of research and are not supported by any credible scientific studies.
Autistic people often share some experiences and ways of processing the world, though how these show up can vary widely from person to person. Common traits include:
Yes. Many people, especially women, nonbinary people, and people of color, go undiagnosed until adulthood, often after years of feeling “different” without knowing why. This is largely because Autism has historically been diagnosed through a narrow lens, centered on stereotypes of white, cisgender boys who show externalizing behaviors, meaning their traits are more visible to others, like hyperactivity, meltdowns, or difficulty following social rules.
These stereotypes overlook people whose Autism presents more internally. For example, Autistic girls and AFAB (assigned female at birth) individuals are more likely to mask their traits, people-please, or experience anxiety and depression rather than act out. Instead of being recognized as Autistic, they are often identified with other valid mental health conditions such as borderline personality disorder, OCD, or mood disorders. While these diagnoses may reflect real experiences, they can also obscure an underlying Autistic identity, especially when shaped by masking and unmet support needs.
Discovering you are Autistic later in life is not unusual, and it can be deeply validating. Many people arrive at this realization through self-reflection, community connection, or reading about others’ experiences. While a formal diagnosis can help with access to accommodations and support, it also comes with many barriers including cost, long waitlists, clinician bias, and limited access to specialists, especially for marginalized communities. Because of this, self-diagnosis is a valid and empowering path for many. It can be an important step toward understanding yourself, unlearning shame, and finding community.
Masking is when Autistic people hide or tone down their traits to blend in, avoid judgment, or meet expectations. It can look like copying social cues, scripting conversations, pushing through sensory discomfort, or pretending to be “fine” when they’re not.
Often learned early as a way to stay safe in non-accepting environments, masking can become second nature, but it’s exhausting. Long-term masking is linked to anxiety, burnout, identity loss, and increased risk of suicidality (Hull et al., 2019).
Masking also doesn’t look the same for everyone. Explore how masking shows up in Autistic women and AFAB people and in Autistic men and AMAB people and why it’s so often overlooked.
Some Autistic people do not use verbal speech as their primary form of communication. Others may speak in certain contexts but become non-speaking in times of stress, fatigue, or overload. This is sometimes referred to as situational mutism.
Non-speaking individuals often communicate through other means, such as typing, sign language, communication boards, or AAC (augmentative and alternative communication) devices. Research clearly shows that being non-speaking does not mean lacking intelligence or emotion; many non-speaking Autistic people have rich inner lives and strong cognitive and emotional capacities that are simply expressed differently (Tager-Flusberg & Kasari, 2013).
These labels are reductive and harmful. “High-functioning” can erase the very real challenges someone faces just because they appear to cope well on the outside. “Low-functioning” can overlook strengths, autonomy, and potential. Both center neurotypical expectations and fail to reflect the actual support someone needs.
Support needs aren’t static, they shift with context. Things like sensory load, masking, social pressure, and access to accommodations all influence how someone shows up. Autism isn’t a scale of ability, it’s a dynamic, relational experience shaped by the environment.
We’ve also moved away from outdated clinical terms like Asperger’s syndrome and pervasive developmental disorder (PDD). While some people still connect with those identities, they’re no longer used in diagnostic manuals. This shift, led by the Autistic community, reflects a broader move toward more inclusive, strengths-based language that recognizes Autism as a spectrum, not a hierarchy.
Autism and ADHD are both neurodevelopmental conditions that often co-occur. While Autism involves differences in social communication, sensory integration, and need for predictability, ADHD is more closely associated with inattention, hyperactivity, and impulsivity. Shared traits such as executive functioning challenges can complicate diagnosis.
Studies estimate that 30–80% of Autistic people also meet criteria for ADHD. This overlap, sometimes called AuDHD, underscores the need for diagnostic models that consider co-occurring neurodivergence (Leitner, 2014).
A clinical diagnosis of Autism is typically made by a psychologist, psychiatrist, or developmental specialist. It involves structured interviews, observation, and a detailed developmental history. Tools like the ADOS-2 (Autism Diagnostic Observation Schedule) and AQ (Autism-Spectrum Quotient) may be used, though these tools aren’t always inclusive of how Autism presents across genders, cultures, or lived experience. Clinical diagnosis can be helpful for accessing formal support, workplace accommodations, and benefits, but it’s not always accessible.
Many people face barriers to clinical diagnosis, including long waitlists, high costs, lack of trained providers, and systemic bias in healthcare. Because of this, many turn to self-diagnosis, especially in adulthood. Self-diagnosis is increasingly recognized within the Autistic community when it’s rooted in careful research, lived experience, and a strong sense of personal resonance.
Both clinical and self-diagnosis can be meaningful and one isn’t more “real” than the other. What matters most is having language that helps you understand your experience and get the support you deserve.
No. Autism is not a disease, disorder, or something broken that needs to be fixed; it’s a lifelong neurodevelopmental difference. Framing it as something to be “cured” is not only scientifically unsupported, but also deeply harmful. This kind of thinking has historically fueled ableist practices, including harmful behavioral interventions and the marginalization of Autistic voices.
Autism is a natural variation in how brains develop and process the world. The goal of support should never be to force Autistic people to appear “neurotypical,” but to build environments that affirm their ways of being. That means access to accommodations, respectful communication, sensory-friendly spaces, and communities that value neurodiversity. Autistic people don’t need to be cured, they need to be understood, supported, and included.
Good support is flexible, personalized, and affirming. It starts by recognizing that there’s no one-size-fits-all approach to meeting Autistic needs, and that support should never aim to “fix” someone, but to help them thrive on their own terms.
Respecting communication styles, honoring regulation strategies, and co-creating environments where Autistic people don’t have to mask are the foundations of true inclusion. It’s not about changing the person, it’s about changing the conditions.
Tick, Brian, et al. “Heritability of Autism Spectrum Disorders: A Meta‐Analysis of Twin Studies.” Journal of Child Psychology and Psychiatry, vol. 57, no. 5, 2016, pp. 585–595. Wiley, https://doi.org/10.1111/jcpp.12499.
Ecker, Christine, et al. “Intrinsically Disorganized: A Quantitative Review of Structural Brain Connectivity in Autism Spectrum Disorders.” Biological Psychiatry, vol. 77, no. 7, 2015, pp. 794–803. Elsevier, https://doi.org/10.1016/j.biopsych.2014.10.014.
Lai, Meng-Chuan, and Simon Baron-Cohen. “Identifying the Lost Generation of Adults with Autism Spectrum Conditions.” The Lancet Psychiatry, vol. 2, no. 11, 2015, pp. 1013–1027. Elsevier, https://doi.org/10.1016/S2215-0366(15)00277-1.
Hull, Laura, et al. “Development and Validation of the Camouflaging Autistic Traits Questionnaire (CAT-Q).” Journal of Autism and Developmental Disorders, vol. 49, no. 3, 2019, pp. 819–833. Springer, https://doi.org/10.1007/s10803-018-3792-6.
Tager-Flusberg, Helen, and Connie Kasari. “Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum.” Autism Research, vol. 6, no. 6, 2013, pp. 468–478. Wiley, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4177746/.
Leitner, Yair. “The Co-Occurrence of Autism and Attention Deficit Hyperactivity Disorder in Children – What Do We Know?” Frontiers in Human Neuroscience, vol. 8, 2014, article 268. Frontiers Media, https://doi.org/10.3389/fnhum.2014.00268.
Siu, Alice. “Decoding the Overlap Between Autism and ADHD.” The Transmitter, 13 Nov. 2023, https://www.thetransmitter.org/spectrum/decoding-overlap-autism-adhd/.
This Autism FAQ covers the most searched questions, like what Autism actually is, why it’s often missed, and what real support can look like.
Autism is a complex, lifelong neurodevelopmental difference that shapes how a person communicates, processes sensory input, moves, and interacts with the world around them. This FAQ draws from research and lived experience to answer the most common questions people ask when exploring Autism, either for themselves or in support of someone they care about.
Autism is a neurodevelopmental condition characterized by differences in brain connectivity, sensory processing, social communication, and behavioral patterns. These differences begin in early development and continue throughout life. Research using neuroimaging techniques has shown that Autistic people often exhibit variations in both brain structure and functional connectivity, particularly in regions associated with social cognition, motor planning, and sensory integration (Ecker et al., 2015).
Rather than thinking of Autism as a single profile, it is more accurate to understand it as a spectrum of experience. The term "spectrum" refers to the diversity of traits and how they manifest in different people, not to a linear scale of severity. Each Autistic person presents a unique constellation of traits shaped by identity, environment, and support.
We capitalize Autism and Autistic in the same way that Deaf and Black are often capitalized: to recognize identity, culture, and community. Many Autistic people consider Autism to be an integral part of who they are, not just a medical diagnosis. Capitalization signals respect for this identity-first perspective, which is widely preferred within the Autistic community. It also helps challenge deficit-based narratives and reinforce the idea that Autism is a valid and meaningful way of experiencing the world.
Autism is classified as a developmental disability, but that designation does not imply dysfunction or incapability. Instead, disability in this context refers to the interaction between a person’s neurocognitive traits and a world that is not designed to accommodate them. The social model of disability emphasizes that many challenges Autistic people face are created or intensified by inaccessible environments, rather than by Autism itself.
Autism is primarily heritable. Twin and family studies consistently show that genetics play a major role, with heritability estimates ranging from 64% to over 90% (Tick et al., 2016). Many different genes are involved and there is no single “Autism gene.” While some environmental factors may influence early brain development, there is no scientific evidence that vaccines, parenting style, or trauma cause Autism. Myths linking vaccines to Autism have been thoroughly debunked by decades of research and are not supported by any credible scientific studies.
Autistic people often share some experiences and ways of processing the world, though how these show up can vary widely from person to person. Common traits include:
Yes. Many people, especially women, nonbinary people, and people of color, go undiagnosed until adulthood, often after years of feeling “different” without knowing why. This is largely because Autism has historically been diagnosed through a narrow lens, centered on stereotypes of white, cisgender boys who show externalizing behaviors, meaning their traits are more visible to others, like hyperactivity, meltdowns, or difficulty following social rules.
These stereotypes overlook people whose Autism presents more internally. For example, Autistic girls and AFAB (assigned female at birth) individuals are more likely to mask their traits, people-please, or experience anxiety and depression rather than act out. Instead of being recognized as Autistic, they are often identified with other valid mental health conditions such as borderline personality disorder, OCD, or mood disorders. While these diagnoses may reflect real experiences, they can also obscure an underlying Autistic identity, especially when shaped by masking and unmet support needs.
Discovering you are Autistic later in life is not unusual, and it can be deeply validating. Many people arrive at this realization through self-reflection, community connection, or reading about others’ experiences. While a formal diagnosis can help with access to accommodations and support, it also comes with many barriers including cost, long waitlists, clinician bias, and limited access to specialists, especially for marginalized communities. Because of this, self-diagnosis is a valid and empowering path for many. It can be an important step toward understanding yourself, unlearning shame, and finding community.
Masking is when Autistic people hide or tone down their traits to blend in, avoid judgment, or meet expectations. It can look like copying social cues, scripting conversations, pushing through sensory discomfort, or pretending to be “fine” when they’re not.
Often learned early as a way to stay safe in non-accepting environments, masking can become second nature, but it’s exhausting. Long-term masking is linked to anxiety, burnout, identity loss, and increased risk of suicidality (Hull et al., 2019).
Masking also doesn’t look the same for everyone. Explore how masking shows up in Autistic women and AFAB people and in Autistic men and AMAB people and why it’s so often overlooked.
Some Autistic people do not use verbal speech as their primary form of communication. Others may speak in certain contexts but become non-speaking in times of stress, fatigue, or overload. This is sometimes referred to as situational mutism.
Non-speaking individuals often communicate through other means, such as typing, sign language, communication boards, or AAC (augmentative and alternative communication) devices. Research clearly shows that being non-speaking does not mean lacking intelligence or emotion; many non-speaking Autistic people have rich inner lives and strong cognitive and emotional capacities that are simply expressed differently (Tager-Flusberg & Kasari, 2013).
These labels are reductive and harmful. “High-functioning” can erase the very real challenges someone faces just because they appear to cope well on the outside. “Low-functioning” can overlook strengths, autonomy, and potential. Both center neurotypical expectations and fail to reflect the actual support someone needs.
Support needs aren’t static, they shift with context. Things like sensory load, masking, social pressure, and access to accommodations all influence how someone shows up. Autism isn’t a scale of ability, it’s a dynamic, relational experience shaped by the environment.
We’ve also moved away from outdated clinical terms like Asperger’s syndrome and pervasive developmental disorder (PDD). While some people still connect with those identities, they’re no longer used in diagnostic manuals. This shift, led by the Autistic community, reflects a broader move toward more inclusive, strengths-based language that recognizes Autism as a spectrum, not a hierarchy.
Autism and ADHD are both neurodevelopmental conditions that often co-occur. While Autism involves differences in social communication, sensory integration, and need for predictability, ADHD is more closely associated with inattention, hyperactivity, and impulsivity. Shared traits such as executive functioning challenges can complicate diagnosis.
Studies estimate that 30–80% of Autistic people also meet criteria for ADHD. This overlap, sometimes called AuDHD, underscores the need for diagnostic models that consider co-occurring neurodivergence (Leitner, 2014).
A clinical diagnosis of Autism is typically made by a psychologist, psychiatrist, or developmental specialist. It involves structured interviews, observation, and a detailed developmental history. Tools like the ADOS-2 (Autism Diagnostic Observation Schedule) and AQ (Autism-Spectrum Quotient) may be used, though these tools aren’t always inclusive of how Autism presents across genders, cultures, or lived experience. Clinical diagnosis can be helpful for accessing formal support, workplace accommodations, and benefits, but it’s not always accessible.
Many people face barriers to clinical diagnosis, including long waitlists, high costs, lack of trained providers, and systemic bias in healthcare. Because of this, many turn to self-diagnosis, especially in adulthood. Self-diagnosis is increasingly recognized within the Autistic community when it’s rooted in careful research, lived experience, and a strong sense of personal resonance.
Both clinical and self-diagnosis can be meaningful and one isn’t more “real” than the other. What matters most is having language that helps you understand your experience and get the support you deserve.
No. Autism is not a disease, disorder, or something broken that needs to be fixed; it’s a lifelong neurodevelopmental difference. Framing it as something to be “cured” is not only scientifically unsupported, but also deeply harmful. This kind of thinking has historically fueled ableist practices, including harmful behavioral interventions and the marginalization of Autistic voices.
Autism is a natural variation in how brains develop and process the world. The goal of support should never be to force Autistic people to appear “neurotypical,” but to build environments that affirm their ways of being. That means access to accommodations, respectful communication, sensory-friendly spaces, and communities that value neurodiversity. Autistic people don’t need to be cured, they need to be understood, supported, and included.
Good support is flexible, personalized, and affirming. It starts by recognizing that there’s no one-size-fits-all approach to meeting Autistic needs, and that support should never aim to “fix” someone, but to help them thrive on their own terms.
Respecting communication styles, honoring regulation strategies, and co-creating environments where Autistic people don’t have to mask are the foundations of true inclusion. It’s not about changing the person, it’s about changing the conditions.
Tick, Brian, et al. “Heritability of Autism Spectrum Disorders: A Meta‐Analysis of Twin Studies.” Journal of Child Psychology and Psychiatry, vol. 57, no. 5, 2016, pp. 585–595. Wiley, https://doi.org/10.1111/jcpp.12499.
Ecker, Christine, et al. “Intrinsically Disorganized: A Quantitative Review of Structural Brain Connectivity in Autism Spectrum Disorders.” Biological Psychiatry, vol. 77, no. 7, 2015, pp. 794–803. Elsevier, https://doi.org/10.1016/j.biopsych.2014.10.014.
Lai, Meng-Chuan, and Simon Baron-Cohen. “Identifying the Lost Generation of Adults with Autism Spectrum Conditions.” The Lancet Psychiatry, vol. 2, no. 11, 2015, pp. 1013–1027. Elsevier, https://doi.org/10.1016/S2215-0366(15)00277-1.
Hull, Laura, et al. “Development and Validation of the Camouflaging Autistic Traits Questionnaire (CAT-Q).” Journal of Autism and Developmental Disorders, vol. 49, no. 3, 2019, pp. 819–833. Springer, https://doi.org/10.1007/s10803-018-3792-6.
Tager-Flusberg, Helen, and Connie Kasari. “Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum.” Autism Research, vol. 6, no. 6, 2013, pp. 468–478. Wiley, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4177746/.
Leitner, Yair. “The Co-Occurrence of Autism and Attention Deficit Hyperactivity Disorder in Children – What Do We Know?” Frontiers in Human Neuroscience, vol. 8, 2014, article 268. Frontiers Media, https://doi.org/10.3389/fnhum.2014.00268.
Siu, Alice. “Decoding the Overlap Between Autism and ADHD.” The Transmitter, 13 Nov. 2023, https://www.thetransmitter.org/spectrum/decoding-overlap-autism-adhd/.
This Autism FAQ covers the most searched questions, like what Autism actually is, why it’s often missed, and what real support can look like.
Autism is a complex, lifelong neurodevelopmental difference that shapes how a person communicates, processes sensory input, moves, and interacts with the world around them. This FAQ draws from research and lived experience to answer the most common questions people ask when exploring Autism, either for themselves or in support of someone they care about.
Autism is a neurodevelopmental condition characterized by differences in brain connectivity, sensory processing, social communication, and behavioral patterns. These differences begin in early development and continue throughout life. Research using neuroimaging techniques has shown that Autistic people often exhibit variations in both brain structure and functional connectivity, particularly in regions associated with social cognition, motor planning, and sensory integration (Ecker et al., 2015).
Rather than thinking of Autism as a single profile, it is more accurate to understand it as a spectrum of experience. The term "spectrum" refers to the diversity of traits and how they manifest in different people, not to a linear scale of severity. Each Autistic person presents a unique constellation of traits shaped by identity, environment, and support.
We capitalize Autism and Autistic in the same way that Deaf and Black are often capitalized: to recognize identity, culture, and community. Many Autistic people consider Autism to be an integral part of who they are, not just a medical diagnosis. Capitalization signals respect for this identity-first perspective, which is widely preferred within the Autistic community. It also helps challenge deficit-based narratives and reinforce the idea that Autism is a valid and meaningful way of experiencing the world.
Autism is classified as a developmental disability, but that designation does not imply dysfunction or incapability. Instead, disability in this context refers to the interaction between a person’s neurocognitive traits and a world that is not designed to accommodate them. The social model of disability emphasizes that many challenges Autistic people face are created or intensified by inaccessible environments, rather than by Autism itself.
Autism is primarily heritable. Twin and family studies consistently show that genetics play a major role, with heritability estimates ranging from 64% to over 90% (Tick et al., 2016). Many different genes are involved and there is no single “Autism gene.” While some environmental factors may influence early brain development, there is no scientific evidence that vaccines, parenting style, or trauma cause Autism. Myths linking vaccines to Autism have been thoroughly debunked by decades of research and are not supported by any credible scientific studies.
Autistic people often share some experiences and ways of processing the world, though how these show up can vary widely from person to person. Common traits include:
Yes. Many people, especially women, nonbinary people, and people of color, go undiagnosed until adulthood, often after years of feeling “different” without knowing why. This is largely because Autism has historically been diagnosed through a narrow lens, centered on stereotypes of white, cisgender boys who show externalizing behaviors, meaning their traits are more visible to others, like hyperactivity, meltdowns, or difficulty following social rules.
These stereotypes overlook people whose Autism presents more internally. For example, Autistic girls and AFAB (assigned female at birth) individuals are more likely to mask their traits, people-please, or experience anxiety and depression rather than act out. Instead of being recognized as Autistic, they are often identified with other valid mental health conditions such as borderline personality disorder, OCD, or mood disorders. While these diagnoses may reflect real experiences, they can also obscure an underlying Autistic identity, especially when shaped by masking and unmet support needs.
Discovering you are Autistic later in life is not unusual, and it can be deeply validating. Many people arrive at this realization through self-reflection, community connection, or reading about others’ experiences. While a formal diagnosis can help with access to accommodations and support, it also comes with many barriers including cost, long waitlists, clinician bias, and limited access to specialists, especially for marginalized communities. Because of this, self-diagnosis is a valid and empowering path for many. It can be an important step toward understanding yourself, unlearning shame, and finding community.
Masking is when Autistic people hide or tone down their traits to blend in, avoid judgment, or meet expectations. It can look like copying social cues, scripting conversations, pushing through sensory discomfort, or pretending to be “fine” when they’re not.
Often learned early as a way to stay safe in non-accepting environments, masking can become second nature, but it’s exhausting. Long-term masking is linked to anxiety, burnout, identity loss, and increased risk of suicidality (Hull et al., 2019).
Masking also doesn’t look the same for everyone. Explore how masking shows up in Autistic women and AFAB people and in Autistic men and AMAB people and why it’s so often overlooked.
Some Autistic people do not use verbal speech as their primary form of communication. Others may speak in certain contexts but become non-speaking in times of stress, fatigue, or overload. This is sometimes referred to as situational mutism.
Non-speaking individuals often communicate through other means, such as typing, sign language, communication boards, or AAC (augmentative and alternative communication) devices. Research clearly shows that being non-speaking does not mean lacking intelligence or emotion; many non-speaking Autistic people have rich inner lives and strong cognitive and emotional capacities that are simply expressed differently (Tager-Flusberg & Kasari, 2013).
These labels are reductive and harmful. “High-functioning” can erase the very real challenges someone faces just because they appear to cope well on the outside. “Low-functioning” can overlook strengths, autonomy, and potential. Both center neurotypical expectations and fail to reflect the actual support someone needs.
Support needs aren’t static, they shift with context. Things like sensory load, masking, social pressure, and access to accommodations all influence how someone shows up. Autism isn’t a scale of ability, it’s a dynamic, relational experience shaped by the environment.
We’ve also moved away from outdated clinical terms like Asperger’s syndrome and pervasive developmental disorder (PDD). While some people still connect with those identities, they’re no longer used in diagnostic manuals. This shift, led by the Autistic community, reflects a broader move toward more inclusive, strengths-based language that recognizes Autism as a spectrum, not a hierarchy.
Autism and ADHD are both neurodevelopmental conditions that often co-occur. While Autism involves differences in social communication, sensory integration, and need for predictability, ADHD is more closely associated with inattention, hyperactivity, and impulsivity. Shared traits such as executive functioning challenges can complicate diagnosis.
Studies estimate that 30–80% of Autistic people also meet criteria for ADHD. This overlap, sometimes called AuDHD, underscores the need for diagnostic models that consider co-occurring neurodivergence (Leitner, 2014).
A clinical diagnosis of Autism is typically made by a psychologist, psychiatrist, or developmental specialist. It involves structured interviews, observation, and a detailed developmental history. Tools like the ADOS-2 (Autism Diagnostic Observation Schedule) and AQ (Autism-Spectrum Quotient) may be used, though these tools aren’t always inclusive of how Autism presents across genders, cultures, or lived experience. Clinical diagnosis can be helpful for accessing formal support, workplace accommodations, and benefits, but it’s not always accessible.
Many people face barriers to clinical diagnosis, including long waitlists, high costs, lack of trained providers, and systemic bias in healthcare. Because of this, many turn to self-diagnosis, especially in adulthood. Self-diagnosis is increasingly recognized within the Autistic community when it’s rooted in careful research, lived experience, and a strong sense of personal resonance.
Both clinical and self-diagnosis can be meaningful and one isn’t more “real” than the other. What matters most is having language that helps you understand your experience and get the support you deserve.
No. Autism is not a disease, disorder, or something broken that needs to be fixed; it’s a lifelong neurodevelopmental difference. Framing it as something to be “cured” is not only scientifically unsupported, but also deeply harmful. This kind of thinking has historically fueled ableist practices, including harmful behavioral interventions and the marginalization of Autistic voices.
Autism is a natural variation in how brains develop and process the world. The goal of support should never be to force Autistic people to appear “neurotypical,” but to build environments that affirm their ways of being. That means access to accommodations, respectful communication, sensory-friendly spaces, and communities that value neurodiversity. Autistic people don’t need to be cured, they need to be understood, supported, and included.
Good support is flexible, personalized, and affirming. It starts by recognizing that there’s no one-size-fits-all approach to meeting Autistic needs, and that support should never aim to “fix” someone, but to help them thrive on their own terms.
Respecting communication styles, honoring regulation strategies, and co-creating environments where Autistic people don’t have to mask are the foundations of true inclusion. It’s not about changing the person, it’s about changing the conditions.
Tick, Brian, et al. “Heritability of Autism Spectrum Disorders: A Meta‐Analysis of Twin Studies.” Journal of Child Psychology and Psychiatry, vol. 57, no. 5, 2016, pp. 585–595. Wiley, https://doi.org/10.1111/jcpp.12499.
Ecker, Christine, et al. “Intrinsically Disorganized: A Quantitative Review of Structural Brain Connectivity in Autism Spectrum Disorders.” Biological Psychiatry, vol. 77, no. 7, 2015, pp. 794–803. Elsevier, https://doi.org/10.1016/j.biopsych.2014.10.014.
Lai, Meng-Chuan, and Simon Baron-Cohen. “Identifying the Lost Generation of Adults with Autism Spectrum Conditions.” The Lancet Psychiatry, vol. 2, no. 11, 2015, pp. 1013–1027. Elsevier, https://doi.org/10.1016/S2215-0366(15)00277-1.
Hull, Laura, et al. “Development and Validation of the Camouflaging Autistic Traits Questionnaire (CAT-Q).” Journal of Autism and Developmental Disorders, vol. 49, no. 3, 2019, pp. 819–833. Springer, https://doi.org/10.1007/s10803-018-3792-6.
Tager-Flusberg, Helen, and Connie Kasari. “Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum.” Autism Research, vol. 6, no. 6, 2013, pp. 468–478. Wiley, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4177746/.
Leitner, Yair. “The Co-Occurrence of Autism and Attention Deficit Hyperactivity Disorder in Children – What Do We Know?” Frontiers in Human Neuroscience, vol. 8, 2014, article 268. Frontiers Media, https://doi.org/10.3389/fnhum.2014.00268.
Siu, Alice. “Decoding the Overlap Between Autism and ADHD.” The Transmitter, 13 Nov. 2023, https://www.thetransmitter.org/spectrum/decoding-overlap-autism-adhd/.
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