Oddball Paradigms in Autism Research

Lexicon: Oddball Paradigms

Oddball trials, also known as oddball tasks or oddball paradigms, are a type of research experimental design used in cognitive and sensorimotor research. The oddball paradigm has been widely used in autism research to investigate sensory processing differences, attentional issues, and cognitive control. During an oddball task, researchers typically measure various physiological and behavioral responses, such as reaction times, accuracy rates, ERPs (via EEG) or fMRI (to examine neural activity patterns).

The oddball paradigm typically consists of two types of stimuli and participants are asked to detect and respond to the oddball.

• Standard Stimuli: These are the most common stimuli presented in the sequence and serve as the baseline / control stimuli, occurring with higher frequency. Participants are generally instructed to ignore standard stimuli and withhold any response to them
• Target Stimuli: These are the less frequent or "oddball" stimuli that differ in some way from the standard stimuli. The target stimuli can be defined by various characteristics, such as a different color, shape, sound, or any other perceptual feature.

The purpose of oddball trials is to investigate how the brain processes and detects rare or deviant stimuli amidst a background of more common stimuli. By manipulating the frequency and characteristics of the target and standard stimuli, researchers can examine various aspects of cognitive processing, including

• Attention: how participants allocate and sustain their attention to detect infrequent target stimuli. It allows researchers to explore the mechanisms of selective attention, attentional capture, and the ability to filter out irrelevant information.
• Perception & perceptual processing: how the brain discriminates between different stimuli; how the brain detects and discriminates deviant stimuli based on sensory features, and how it forms representations and expectations about the environment
• Memory and Cognitive Control: Participants may be required to remember the occurrence or characteristics of the target stimuli and maintain this information for subsequent recall or recognition. Also sheds light on cognitive control processes, such as response inhibition and response selection when distinguishing between standard and target stimuli.

Oddball Paradigms in Autism Research

Oddball paradigms in autism research, offer a window into the sensory processing differences, attentional mechanisms, and cognitive control capabilities.

1. Sensory Processing Differences: One of the core areas of investigation in autism is sensory processing as autistics often exhibit atypical responses to sensory stimuli, which can range from heightened sensitivity to specific stimuli to a diminished response to others. Oddball paradigms help researchers understand these sensory anomalies by comparing how autistics detect and respond to infrequent target stimuli compared to neurotypical controls. This can reveal whether there is an enhanced perceptual sensitivity or other unique patterns of sensory processing in autism.

2. Attention and Attentional Allocation: Studies focus on how autistics sustain and allocate their attention when faced with rare target stimuli amidst a stream of more common stimuli. Findings often indicate differences in how attention is captured and maintained, which can be linked to broader attentional issues in autism. For instance, some research suggests autistics may focus more on local details rather than global features of stimuli (Weak Central Coherence theory)

3. Cognitive Control and Inhibition: Cognitive control, including response inhibition and flexibility in shifting attention, is frequently assessed through oddball tasks. These tasks can highlight the executive functioning issues, such as challenges with inhibiting inappropriate responses or switching attention between different tasks or stimuli.

Key Findings from Autism Research

Research using oddball paradigms has provided several key insights into the neurocognitive characteristics of ASD:

• Enhanced Perceptual Sensitivity: Some studies suggest that autistics may exhibit enhanced perceptual sensitivity, reacting more quickly or accurately to target stimuli than neurotypical individuals. This heightened sensitivity might be associated with an increased focus on specific features in the environment.

• Atypical Neural Responses:  Differences in the amplitude and latency of ERP components, such as the P3 wave, which is linked to attentional processes and cognitive evaluation, have been noted (1).

• Attentional Allocation Differences: The way individuals with autism allocate their attention during oddball tasks often differs from that of neurotypical individuals. This can include a tendency to focus more narrowly on specific stimuli aspects, potentially reflecting a unique attentional strategy or sensory processing style (2).

• Cognitive Control Challenges: Oddball tasks also reveal cognitive control issues, such as difficulties with response inhibition and flexibility in attention shifting. These findings are consistent with broader patterns of executive dysfunction observed in autism (3).

2 versions of this post

PlainSpeak. In plain language for the Lay Reader

For the scientific/academic reader

References:

1. Gomot, M., et al. (2008). Atypical auditory processing in children with autism: A cohort study with event-related potentials. Journal of Autism and Developmental Disorders, 38(7), 1307-1316.
2. Sokhadze, E. M., et al. (2009). Atypical prefrontal cortex development in autism: ERP evidence of abnormal inhibitory control in a Go/NoGo task. Behavioral and Brain Functions, 5, 9.
3. Hill, E. L. (2004). Executive dysfunction in autism: A review of the evidence for specific deficits. Developmental Psychopathology, 16(3), 377-401.

 

Multilingual and disability inclusion is essential for creating equitable and inclusive societies. Many of us have extended family members whose primary language may not be English, or who only speak their native tongue

Read Full Article at unesco.org...

The Uncomfortable Truth Behind a Comforting Word

In the world of scientific research, words carry weight. They shape perceptions, influence emotions, and sometimes, soften the harsh realities of the work being done. One such word is "sacrifice," a term often used to describe the killing of animals, particularly rats, after they have been subjected to various experiments in the name of research. But what does "sacrifice" really mean in this context, and why does it seem to make everyone feel better about a process that is fundamentally unsettling?

The Comforting Illusion of Sacrifice

The word "Sacrifice" is imbued with noble connotations. It suggests an offering, a giving up of something valuable for a greater good. In religious and historical contexts, sacrifices are seen as acts of devotion, acts that are often rewarded with blessings or benefits. In the laboratory, however, the use of "sacrifice" to describe the euthanization of lab rats serves a different purpose—it sanitizes the act, masking the uncomfortable truth of what is actually happening.

The Reality Behind the Term

In research settings, rats are often subjected to a variety of procedures. These can include surgeries, injections, and exposure to drugs or other substances, all in the pursuit of scientific knowledge. After these procedures, the animals are typically euthanized. The term "sacrifice" is used to describe this final act. But let's be clear: the rats are not voluntarily giving up their lives for the greater good. They are being killed because their continued existence is no longer deemed necessary or beneficial for the study.

Making Everyone Feel Better

Using the word "sacrifice" helps researchers, lab technicians, and the public feel better about the process. It creates a psychological buffer, a way to cope with the ethical dilemmas inherent in animal research. By framing the killing as a sacrifice, it suggests that the act is justified, that it is part of a noble quest for knowledge and human advancement. This linguistic choice helps to ease the guilt and moral discomfort that might otherwise accompany the act of ending an animal's life.

The Irony and Ethical Implications

The irony is palpable. While the term "sacrifice" suggests a willing, even heroic act, the reality is one of imposed death following a period of often stressful and painful experimentation. This discrepancy raises important ethical questions. Are we too quick to accept this euphemism without questioning the underlying practices? Does the term "sacrifice" allow us to avoid confronting the moral complexities of animal research?

Perhaps it is time to reconsider our language and the comfort it provides. Transparency in research practices, including the language we use, is crucial. Instead of relying on euphemisms, we should strive for honesty about what happens to animals in research settings. This might involve using more straightforward terms like "euthanize" or "kill" to describe the end of an animal's life in the lab.

 I got to co-write the Foreword for this book with Dr Temple Grandin.

Neurodiverse people are often expected to manage their emotions to align with narrow social norms —showing just enough to seem relatable but not so much to be seen as "other."

Read Full Article at

 https://www.psychologytoday.com/us/blog/giving-voice/202409/caught-between-tears-and-stoicism

 

Do you grow out of autism?

 The understanding of autism has come full circle—from Kanner’s original view that it is a lifelong condition, to the mid-century belief that it was something you might grow out of, and now back to recognizing autism as a spectrum of experiences that continue into adulthood. This evolving perspective has profound implications for how we support and accommodate autistics at every stage of life.

Kanner’s Early View: Autism as a Lifelong Condition

In 1943, child psychiatrist Leo Kanner published his groundbreaking paper on autism, describing it as a rare but distinct developmental disorder. He identified autism as a condition that appeared from early infancy and persisted throughout life, believing it to be innate. His observations of children with social difficulties, repetitive behaviors, and an “insistence on sameness” led him to conclude that these traits were deeply embedded and unlikely to disappear.

Kanner’s view of autism was revolutionary at the time, as he set autism apart from other mental health conditions. He noted that while some children might improve with intervention, autism itself was a lifelong condition. This perspective laid the foundation for early autism research and clinical practice.

The Shift: Autism as a Childhood Disorder

By the mid-20th century, the focus on autism began to shift, and the condition came to be viewed more as a childhood disorder. Several factors contributed to this change:

1. Lack of Longitudinal Data: In the early years of autism research, there was little long-term data on how autistic children fared into adulthood. Without follow-up studies to track their development, the focus remained on interventions aimed at children, especially those designed to improve communication and social skills. This narrow focus reinforced the belief that autism was primarily a childhood condition, and there was little understanding of how the condition evolved across the lifespan.

2. Influence of Developmental Psychology: During the 1950s and 1960s, autism was studied within the context of developmental psychology, which emphasized stages of growth in children. Autism became viewed through the lens of early childhood development, which often led to the assumption that autistic children could “grow out of” the condition. The lack of focus on adult outcomes further entrenched the belief that autism was something that primarily affected children.

3. Institutionalization and Societal Factors: A significant factor in the mid-century shift was the institutionalization of autistic individuals, especially those with more severe symptoms. During much of the 20th century, many autistic children were placed in institutions, often isolated from the community. This removed many autistic adults from public view (out of sight is out of mind) and contributed to the idea that autism was primarily a childhood disorder. Without tracking autistic individuals into adulthood, the misconception persisted that autism either diminished over time or became less visible as people aged.

4. DSM-III and the Diagnostic Focus: The third edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III), published in 1980, played a role in reinforcing the view of autism as a childhood condition. The DSM-III categorized autism as a disorder that first appeared in childhood, and it did not fully address how autism might manifest in adults. While this edition was important in standardizing the diagnosis, it contributed to the ongoing focus on childhood autism.

The Shift Back: Autism as a Lifelong Spectrum

In the late 20th century, research began to challenge the idea that autism was solely a childhood disorder. Several key developments led to the shift back to recognizing autism as a lifelong condition:

1. Longitudinal Studies in the 1970s and 1980s: As researchers began following autistic individuals into adulthood, they found that many core features of autism—such as social and communication challenges—persisted throughout life. These studies demonstrated that while some individuals could develop coping strategies or improve in certain areas, autism did not simply go away with age. This long-term data challenged the earlier view that autism was something children could outgrow.

2. Broader Recognition of the Autism Spectrum: The 1994 publication of the DSM-IV marked a turning point in how autism was understood. The DSM-IV expanded the definition of autism to include related conditions, such as Asperger syndrome and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). These changes reflected a growing awareness that autism manifested differently in individuals and affected people across the lifespan. The concept of an autism "spectrum" began to take hold, highlighting the diverse experiences of autistic individuals, including those who may have been overlooked in earlier childhood-focused models.

3. Advocacy and Autistic Voices: The voices of autistic adults themselves began to play a key role in shifting the narrative. As more autistic individuals spoke about their experiences, it became clear that autism affected them well into adulthood, and they advocated for recognition, rights, and support that extended beyond childhood. This push for greater inclusion helped drive the shift toward understanding autism as a lifelong condition.

4. DSM-5 and the Unified Spectrum: The publication of the DSM-5 in 2013 solidified the shift back to understanding autism as a lifelong condition. The DSM-5 introduced the term Autism Spectrum Disorder (ASD), which combined previous diagnoses under one umbrella. By viewing autism as a spectrum, the DSM-5 recognized that autism presents differently in individuals and persists across all stages of life. This marked a significant step toward integrating the idea that autism is not something one grows out of but a lifelong condition that requires ongoing understanding and support.

The Implications of a Lifelong Understanding

The return to understanding autism as a lifelong spectrum has profound implications for how society supports and accommodates autistic individuals. With this recognition, there is a growing focus on services that support autistic adults in areas such as employment, healthcare, and independent living. This shift also emphasizes the need for tailored support throughout different life stages, including transitions from school to work and aging as an autistic adult.

Additionally, this broader understanding allows for more research into the needs of autistic adults, including mental health, relationships, and aging. As society moves away from the childhood-only model of autism, there is greater awareness of the spectrum of experiences that autistic individuals face, and a commitment to supporting them throughout their lives.

In PlainSpeak: Plain Language for the Lay Reader

The understanding of autism has come full circle—from Kanner’s original view that it is a lifelong condition, to the mid-century belief that it was something you might grow out of, and now back to recognizing autism as a spectrum of experiences that continue into adulthood. This shift has significant implications for how we support and accommodate autistic individuals throughout their lives.

Kanner’s Early View: Autism as Lifelong

In 1943, Leo Kanner first described autism as a lifelong condition. He believed it appeared in early infancy and persisted into adulthood, noting traits like social challenges, repetitive behaviors, and a need for sameness. Kanner thought that while some children could improve with intervention, autism itself was unlikely to disappear.

The Shift to Autism as a Childhood Disorder

By the mid-20th century, autism came to be viewed primarily as a childhood disorder. Several factors contributed to this shift:

• Lack of Longitudinal Data: Early research on autism didn’t track autistic individuals into adulthood, leading to the focus on childhood interventions. The lack of long-term studies contributed to the misconception that autism was a childhood condition.

• Developmental Psychology Influence: Autism was often studied within childhood development models, reinforcing the idea that it was something children could potentially "grow out of" as they developed.

• Institutionalization: Many autistic children were institutionalized, particularly those with severe symptoms. This removed autistic adults from public view, further reinforcing the idea that autism primarily affected children.

• DSM-III (1980): The DSM-III reinforced autism as a childhood disorder, as it primarily focused on diagnosing autism in children and didn’t fully address how autism manifests in adults.

The Shift Back to Lifelong Understanding

By the 1970s and 1980s, research began to show that autism was not something individuals outgrew. Several developments led to the recognition of autism as a lifelong condition:

• Longitudinal Studies: Research following autistic individuals into adulthood revealed that many core traits, such as social and communication challenges, persisted throughout life.

• Broader Spectrum Recognition: The 1994 publication of the DSM-IV expanded the definition of autism to include related conditions like Asperger syndrome, acknowledging that autism manifests differently across the lifespan.

• Autistic Advocacy: Autistic adults began advocating for recognition and support, making it clear that autism affects people well into adulthood, driving a push for lifelong understanding.

• DSM-5 (2013): The DSM-5 introduced Autism Spectrum Disorder (ASD), recognizing that autism exists on a spectrum and persists across all life stages. This marked a formal acknowledgment that autism is not something people grow out of, but a lifelong condition requiring ongoing support.

Implications of a Lifelong Perspective

This shift back to viewing autism as lifelong has significant implications for how society supports autistic individuals. There is now a greater focus on providing services for autistic adults in areas like employment, healthcare, and independent living. As the understanding of autism grows, so does the commitment to supporting autistic individuals at every stage of life, ensuring that their needs are met not only in childhood but well into adulthood.

 My Ted X talk titled "Pebbles in the Pond of Change

Hari Srinivasan, shares a powerful message about the power of small actions in creating ever-widening ripples in the pond of change. Drawing from personal experiences and the legacy of disability rights leaders, he redefines progress as a journey that starts with simple, accessible steps. His inspiring message encourages everyone to identify and act on their own "small pebbles" to drive societal transformation.

 https://www.youtube.com/watch?v=e87-3xydg58

Does Autism Magic Away in Adulthood

 Psychology Today: Do You Grow out of Autism?

https://www.psychologytoday.com/us/blog/giving-voice/202410/do-you-grow-out-of-autism

Autism 4 Dummies.

 I got to co-write the foreword for new Autism 4 Dummies book with Dr Temple Grandin. You can read the full text of the foreword on the Frist Center Website

 https://www.vanderbilt.edu/autismandinnovation/nise-fellow-hari-srinivasan-co-authors-foreword-with-temple-grandin-in-autism-for-dummies/

🎉 We sincerely congratulate Hari Srinivasan, one of our Neurodiversity Inspired Science and Engineering (NISE) fellows. Hari co-authored the foreword for the new book Autism for Dummies with Temple Grandin. 🎉

📖 For those interested in reading Hari's section of the forward, it is provided, with permission, on our website here: https://www.vanderbilt.edu/autismandinnovation/nise-fellow-hari-srinivasan-co-authors-foreword-with-temple-grandin-in-autism-for-dummies/

📘 Those interested in buying the book can find it here: https://bookshop.org/p/books/autism-for-dummies/0071904a7d5f2bf3?ean=9781394301003&next=t
📕 Those interested in other books relating to the staff and students at FCAI can find them on our books page: https://www.vanderbilt.edu/autismandinnovation/books/

Congratulations again, Hari, on your continually inspiring prose.

Book credit:
Title: Autism for Dummies
Authors: Khushboo Chabria, Ranga Jayaraman, and John Marble
Copyright © 2025 by John Wiley & Sons, Inc.

Comments

• Hari, I always love the depth and energy you bring to your work! I feel that the internet is saturated with duplicate content, repeated over and over for clickbait or other purposes, and cutting through the noise with work like yours is exactly what I intend to do.
• Love it, Hari! Really captures such a sweeping array of perspectives with grace and wisdom. Well done!
• Congrats, Hari! I love your foreword- so honest, practical, helpful and well- written. I’m sure it will further the understanding of autistic experience. Thank you!
• So well written. He skillfully captures the complexities and uniqueness of the autism spectrum while providing direction for action and purpose. 
• I have to say, you are so inspiring.  Good role model. TY for infusing hope
• Very nicely done Hari. Congratulations.
• Beautifully written. It makes you feel his world.
• Thank you for representing our community and so grateful for your commitment & dedication Hari !!
• Very cool Hari! Temple is such an inspiration! I saw a great documentary about her and her work.
• This is fantastic. Inspirational! When it comes out, we need to highlight on website and Bluesky.
• I love how Hari called out what Dr Grandin missed. - eg: its beyond early childhood intervention - his speech is still improving. 
• Amazingly written
• Superb
• Amazing as always
• This is so great, Hari! 
• This is so wonderful
• Truly Amazing
• Amazing

• I’m excited to read this inspiring book from people that continue to pave the way. Research and execution of therapeutic strategies has made all the difference over the years for people with all levels of Autism to pursue their full potential. Understanding is critical to gaining support. Different needs for throughout life stages. This knowledge gives practical answers and hope for a bright future!

Sensory and Motor Challenges in Autism, ADHD, and AuDHD

 Sensory and Motor Challenges in Autism, ADHD, and AuDHD

Autism and ADHD each bring unique sensory and motor challenges, but when they co-occur in the form of the combined diagnosis of AuDHD (Autism and ADHD), these difficulties become more complex and intertwined. Sensory processing and motor coordination are integral to navigating daily life, and disruptions in these areas can affect everything from focus and comfort to physical activity and social interactions. Understanding the nuances of sensory and motor challenges in autism, ADHD, and AuDHD offers valuable insights into how individuals with this combined diagnosis (AutDers)experience the world.

Sensory Processing in Autism and ADHD

Both autism and ADHD present distinct sensory processing challenges, but they manifest in different ways.

Autism: Sensory Sensitivities and Overload

Autistic individuals frequently experience heightened sensitivity to sensory stimuli. This can make ordinary environments, like busy streets or noisy classrooms, overwhelming.

• Hypersensitivity: Autistics may find certain stimuli, such as bright lights, loud noises, or specific textures, overwhelming or even painful. Sensory overload is a common occurrence, leading to meltdowns, anxiety, or the need to withdraw from overstimulating environments.

• Difficulty with Sensory Modulation: Autistics often struggle with modulating their responses to sensory input. Even minor changes in their sensory environment can provoke strong reactions, like a startle response or a need to leave the space immediately to calm down.

ADHD: Sensory Seeking and Distractibility

In ADHD, sensory processing challenges often manifest in the opposite direction, with individuals seeking out sensory input to maintain attention.

• Sensory Seeking: ADHDers engage in behaviors to increase sensory stimulation. This might involve fidgeting, tapping, doodling, or moving around constantly to help regulate focus and engagement with tasks.

• Distractibility: ADHD is also associated with difficulty filtering out irrelevant sensory input. In noisy or visually stimulating environments, ADHDers may struggle to focus on tasks as their attention shifts rapidly between multiple sensory inputs.

Sensory Processing in AuDHD: Amplified and Varied

In AuDHD, sensory challenges become even more complex, combining the hypersensitivities of autism with ADHD’s craving for stimulation. This results in a dynamic and sometimes conflicting relationship with sensory input.

• Sensory Hyper- and Hyposensitivity: Individuals with AuDHD (or AutDers)may fluctuate between being overwhelmed by sensory stimuli (autism) and actively seeking out more intense sensory input to maintain focus (ADHD). This creates a push-pull dynamic, where one day a noisy environment may be unbearable, and the next day, they might seek out a stimulating setting for focus.

• Sensory Overload vs. Sensory Seeking: An AutDer might be overstimulated in a chaotic, noisy environment but feel distracted or restless in a quiet, low-stimulation setting. This unpredictable relationship with sensory input can make it difficult to regulate responses and maintain comfort throughout the day.

Motor Coordination in Autism and ADHD

Motor coordination issues are common in both autism and ADHD, but the manifestations are distinct for each condition.

Autism: Repetitive Movements and Dyspraxia

In autism, motor challenges often manifest through repetitive behaviors and difficulty with motor planning.

• Stimming: Autistic individuals frequently engage in repetitive movements like hand-flapping, rocking, or spinning (known as stimming). These behaviors help manage sensory input or emotional regulation and can serve as self-soothing mechanisms.

• Dyspraxia: Many autistic individuals experience motor planning difficulties, known as dyspraxia. This can affect tasks that require fine motor skills, like handwriting or using utensils, as well as gross motor skills, such as running or jumping. This lack of coordination can lead to frustration or a reluctance to engage in physical activities.

ADHD: Restlessness and Impulsivity

Motor challenges in ADHD are often characterized by a need for constant movement and impulsive actions.

• Motor Restlessness: ADHDers often feel the need to move constantly, whether it’s tapping their feet, pacing, or fidgeting. This restlessness helps them stay engaged but can become disruptive in environments that require stillness or focus, like classrooms or meetings.

• Impulsive Movements: ADHD can also lead to impulsive, poorly timed movements, such as acting without thinking through the consequences. This may result in accidents or difficulty executing tasks that require careful motor planning, like playing sports or handling delicate objects.

Motor Challenges in AuDHD: Coordination and Regulation

When autism and ADHD co-occur in AuDHD, motor challenges can be exacerbated, blending the traits of both conditions into a complex pattern of movement and coordination difficulties.

• Increased Stimming and Restlessness:  AutDers may find that their need for repetitive movements (stimming) increases due to ADHD’s impulsivity and restlessness. While stimming can help regulate sensory input and focus, it can also interfere with tasks that require stillness or sustained concentration, such as schoolwork or meetings.

• Motor Coordination Issues: Tasks that require both fine and gross motor coordination, like handwriting or playing sports, may be especially difficult for AutDers

• . Autism’s motor planning challenges combine with ADHD’s impulsive and poorly timed movements, leading to clumsiness, accidents, or difficulty completing activities that require precision.

• Balance and Spatial Awareness: Vestibular processing issues in AuDHD may also affect balance and spatial awareness. This can make it harder for individuals to maintain steady footing, avoid obstacles, or participate in physical activities that require coordinated movement, such as dancing or playing sports.

Sensory-Motor Synchrony and Feedback Loops

Tasks that require integrating sensory input with motor responses, like playing catch or cooking, can be particularly difficult for those with AuDHD.

Sensory-Motor Coordination

Individuals with AuDHD may struggle with tasks that require them to coordinate sensory input with motor responses. Autism’s delayed sensory processing may make it harder to time movements accurately, while ADHD’s impulsivity can cause poorly timed actions.

• Timing and Coordination Issues: For instance, catching a ball might be difficult because the individual can’t synchronize their visual and motor systems quickly enough, or they might act impulsively and miss the catch. These difficulties can extend to daily tasks like cooking, where multiple sensory inputs (sight, smell, touch) need to be integrated for successful task completion.

Sensory-Motor Feedback Loops

Sensory-motor feedback—the brain’s ability to judge how the body interacts with its environment—may also be impaired in AuDHD.

• Misjudging Force and Space: AutDers may misjudge how much force is needed for tasks, like gripping objects too tightly or too loosely, leading to accidents. They may also struggle with spatial awareness, frequently bumping into objects or people. These difficulties can lead to frustration and a sense of clumsiness, especially in social or physical activities.

Additional Sensory and Motor Issues in AuDHD

The combination of autism and ADHD introduces several more nuanced sensory and motor issues that are worth noting.

Difficulty with Sensory Modulation

Individuals with AuDHD may have fluctuating abilities to regulate sensory input. Some days they might be able to tolerate sensory stimuli that overwhelm them on other days. This inconsistency can make sensory regulation unpredictable and lead to confusion about what environments or stimuli will be manageable.

• Overstimulation Followed by Seeking More Input: After experiencing sensory overload, instead of needing rest or withdrawal (as is common in autism), AutDers might feel compelled to seek more sensory input due to ADHD’s craving for stimulation. This can create a confusing pattern of seeking and avoiding sensory experiences.

Fatigue from Sensory-Motor Efforts

Managing sensory overload, stimming, and motor coordination issues can be physically exhausting for individuals with AuDHD.

• Sensory Exhaustion Coupled with Restlessness: Sensory overload is tiring for anyone, but in AuDHD, the need to move (due to ADHD) can persist even when the body is exhausted. This can lead to burnout or physical fatigue, as the individual’s body is pushed beyond its limits without sufficient rest.

• Cognitive Fatigue: The constant effort required to process sensory inputs and manage motor movements can lead to cognitive fatigue. This might manifest as irritability, difficulty concentrating, or emotional dysregulation, especially after extended periods of sensory-motor effort.

Impact on Learning and Daily Activities

Sensory and motor challenges can significantly affect learning, daily tasks, and social interactions for those with AuDHD.

• Learning Challenges: In academic environments, AutDers may struggle with activities that require fine motor skills (e.g., writing, using school supplies) or tasks that involve sensory processing (e.g., focusing in noisy classrooms). The combination of sensory sensitivities and motor difficulties can affect confidence and participation in both academic and social settings.

• Daily Living Skills: Everyday tasks like cooking, cleaning, and self-care can become overwhelming due to the sensory and motor challenges in AuDHD. Sensory overload might make it difficult to shop for groceries, while motor coordination issues can make tasks like brushing teeth or preparing meals exhausting.

in essence...

The sensory and motor challenges of AuDHD are intricate, multifaceted, and unique. AutDers often face conflicting sensory needs—balancing between hypersensitivity and the craving for stimulation—alongside motor coordination issues that affect both fine and gross motor skills. These challenges can lead to frustration, fatigue, and difficulty navigating daily tasks, learning, or physical activities.

Potentially Waiting

 [After 350+ poems, who’s counting….]

Context: This reflection is a portrait of autistic temporality, anticipatory anxiety, sensory vigilance, and meta-awareness, capturing how a simple wait becomes a cognitive and embodied epic. Its  the layered experience of being autistic+ADHD (AuDHD); how the mind loops back on itself in preparation, observation, and reflection; how even stillness is saturated with motion inside. Something as ordinary as arriving for an event transforms into an intricate internal process, filled with precise timing, sensory tension, and ongoing mental calculation. Many AuDHD folks like me, experience heightened sensitivity to time, environment, and social context, not as an overreaction, but  as the everyday reality of how our minds and bodies move through the world.

POTENTIALLY WAITING

Observed start time: metaphysical.

POTENTIALLY, my mind thinks I’m gonna be sooo late.

INHALING, internal urgency, I might miss everything.

EXHALING, every what-if knotted into my chest.

DEFINITELY, I left with hours to spare for the meeting, just in case.

POTENTIALLY, I’m way too early.

INHALING, the loudness of silence in a room not yet occupied.

EXHALING, the weight of showing up too exactly.

DEFINITELY, first by a statistically significant margin.

POTENTIALLY, time is not moving.

INHALING, I’m just waiting and waiting.

EXHALING, the theory that time is elastic.

DEFINITELY I’ve aged three internal years.

POTENTIALLY, no one minds the flickering light.

INHALING, the flicker overhead pretending to be still.

EXHALING, once, twice, don’t look again.

DEFINITELY, it’s Morse coding its way into my amygdala.

POTENTIALLY, I’ve sat too still for too long.

INHALING, the numb buzz creeping up my back.

EXHALING, stimming I hope no one notices.

DEFINITELY, my body is sending status updates I never subscribed to.

POTENTIALLY, everyone else seems chill.

INHALING, background noise pretending not to be foreground.

EXHALING, the urge to catalog them all.

DEFINITELY, I’m indexing each throat-clear and chair-squeak like a crime scene analyst.

POTENTIALLY, I’ll forget this whole feeling.

INHALING, the illusion this moment will fade.

EXHALING, into a future that always remembers.

DEFINITELY, I’ll relive it at 2am during an unscheduled brain audit.

POTENTIALLY, I’m overreacting.

INHALING, the question, again.

EXHALING, the answer, unchanged.

DEFINITELY, but what else would I be doing while waiting?

Estimated wait time: unknown.

UNESCO Training

At the next UNESCO training for our project 

Developing a strong organizational vision & strategy. OKRs and KPIs

UNESCO x SEVENTEEN - Going Together – For Youth Creativity & Well-Being 

Developing a strong organizational vision & strategy. OKRs and KPIs

Training Reflections

Structuring Change: Amplifying Autistic Wellbeing through Strategy and Vision

Today’s  training offered was a call to clarify our impact. To transform values like inclusion into operational frameworks that deliver. Our project—Amplifying Autistic Wellbeing fit right into this conversation. But what made today’s training especially useful was how it broke down abstract ideas like vision and strategy into practical tools like PSMART, OKRs, and KPIs.

We started with a a foundational question: What is your big, bold outcome? 

For us, the answer is right there in the title, Amplifying Autistic Wellbeing. Unpacking that meant we are focusing on amplifying the voices of autistics who are more impacted by their disabilities from the global south, as they often get left out of the autism conversations.  Our core question revolves around what wellbeing means and we are going to explore this via art and other forms of expression. We need to start with many such small steps to get to inclusion and belonging, which is our big bold outcome.

🧠  PSMART in Action -  Grounding Our Goals

The PSMART model helped us evaluate if our goals are

• Performance-Oriented: We’re actively running a hybrid symposium and building an international network. (Tentative date Sep 15, 2025, UK)
• Specific: Focused on the Global South and high-support needs (HSN) autistic youth aged 18–30.
• Measurable: Targeting 100+ network participants.
• Achievable: Backed by community partnerships, accessibility design, and UNESCO’s support.
• Relevant: Aligns with UN SDGs (3, 4, 10, 16) and fills a critical gap in neurodiversity discourse.
• Time-Bound: Clearly mapped from April–November 2025.

It was reassuring to see that the planning we had already done naturally aligned with this model—and where it didn’t, we now have a better structure to adapt.

🧠 Vision vs. Strategy: Where We’re Going, and How We Get There

The training’s diagram of Vision vs. Strategy reminded us that.

• Vision is the dream: A world where autistic youth define and lead the conversation on wellbeing.
• Strategy is the plan: Use participatory, creative, and accessible platforms (like our hybrid symposium) to spotlight their voices and translate them into policy and research.

This clarity matters. We’re not just hosting an event, we’re designing systems of representation.

OKRs (Objectives & Key Results) vs. KPIs (Key Performance Indicators)

Category	OKRs	KPIs
Definition	Actionable goals with measurable outcomes	Metrics that track business performance
Basis	Company missions & aspirations	Past results & current projects
Criteria	Bold, aggressive goals	Steady benchmarks
Purpose	Motivation & alignment	Evaluation & tracking
Duration	Quarterly or yearly	Variable (weekly, monthly, etc.)
Variation	Updated each cycle	Often consistent across cycles

🎯 OKRs: What Success Looks Like

We mapped out our OKRs like this.

Objective: Center HSN autistic youth in wellbeing and policy discourse.

• KR1: Receive ~100 creative submissions using any mode of communication or creative expression. 
• KR2: Co-author research and policy documents 
• KR3: Establish an international network of 100+ individuals committed to inclusive advocacy

These OKRs are not just milestones—they’re mission checkpoints. They ensure we’re staying accountable to our community, not just our calendar.

🧠 KPIs: Measuring Impact Without Losing People

We also reflected on how our KPIs blend quantitative and qualitative indicators

• Quantitative: Number of submissions, participants, countries represented, website engagement
• Qualitative: Participant feedback (via visual surveys, testimonials, videos), policy influence, and narratives of change

As discussed in training, KPIs aren’t just for funders—they’re mirrors for internal growth.

🧠 From Notes to Practice: Why This Matters 

Studying today’s frameworks in the context of our project made one thing clear: HSN autistic individuals are missing from the definition of success.

The structures we learned today help us push back on that. Not by overhauling the system, but by remapping it to include everyone—especially those often written out.

Using creative expression as data.
Treating stimming videos as valid submissions.
Centering autistic youth as policy co-authors.

That’s our strategy. That’s our KPI for success.

🧠 Final Reflection

The UNESCO training emphasized that big visions need bold structure. And we’re here for it.