Discussed in this Podcast:

✅ Two-student demonstration technique: Have two children demonstrate tasks first (getting books, lining up) before asking the AuDHD student – provides visual guidance without direct demands.

✅ Flexible scheduling approach: Recognize AuDHD students need structure some days and spontaneity others – check in daily about their needs rather than rigid expectations.

✅ “Take the thought to court” strategy: When students experience RSD, ask “Where is the evidence?” to challenge negative assumptions about others’ thoughts.

✅ Alternative perspective questioning: Ask “What else could the teacher have been thinking?” or “Who else could they have been looking at?” to combat RSD interpretations.

✅ Parent collaboration on expectations: Meet with parents at year’s start to set realistic grade expectations (60% English, 80% History) to reduce perfectionism pressure.

✅ Sensory-first assessment: Before implementing behavior strategies, conduct sensory assessments.

✅ Visual supports for ADHD component: Use visual schedules and demonstrations specifically for the ADHD aspect, not just autism.

✅ Variety within routine: For math lessons, maintain the subject but vary activities within to satisfy both autism’s need for routine and ADHD’s need for novelty.

✅ Kinesthetic learning integration: Apply “involve me and I learn” principle – physical involvement addresses sensory pathways.

✅ “Class clown” pattern recognition: Understand that peer approval seeking (“class clown” behavior) often outweighs consequences due to RSD.

Understanding AuDHD means recognizing “different days when my brain needs different things” – flexibility is key

Recognizing 50-70% have both conditions requires combining approaches – “variety within routine” for math lessons

 “Take the thought to court” technique – asking “where is the evidence?” to challenge distorted thinking

Recognizing RSD drives peer approval seeking – “their peers wanting them to do something is far bigger than the principal telling them off”

Understanding RSD perfectionism – collaborate with parents on realistic expectations to reduce pressure