Autism and Sensory Processing Disorders
Autism Spectrum Disorder (ASD), often simply called autism, is a neurodevelopmental condition that affects how a person experiences, processes, and interacts with the world. Autism is not a disease, personality flaw, or mental illness. Rather, it reflects natural differences in communication, sensory processing, social interaction, information processing, attention, interests, and nervous system functioning.
Autism is a lifelong condition. While support needs and symptom presentation may change over time, autistic individuals do not "grow out of" autism. Many people develop strategies to navigate environments that were not designed with neurodivergent needs in mind, and these adaptations can sometimes make autism less visible to others.
Many adults who explore autism later in life do so after years of feeling different, misunderstood, chronically overwhelmed, exhausted by masking, or wondering why social situations, sensory experiences, relationships, work environments, and daily functioning seem more difficult than they appear for others. Some begin exploring autism after a child receives a diagnosis, while others recognize themselves in books, podcasts, social media content, or the experiences of autistic friends and family members.
Autism can present very differently from person to person. Some individuals have high support needs and require substantial assistance with daily activities, while others live independently, maintain successful careers, and may not be recognized as autistic until adulthood. Historically, autism has been underrecognized in women, LGBTQ+ individuals, people of color, and individuals who are highly skilled at masking or compensating for their differences.
Many autistic individuals experience strengths that may include deep focus, creativity, pattern recognition, attention to detail, honesty, strong values, intense interests, and unique ways of thinking and problem-solving. At the same time, autism may be associated with challenges related to sensory processing, social communication, executive functioning, emotional regulation, change and uncertainty, burnout, and navigating environments that are not neurodiversity-affirming.
Research increasingly shows that autism frequently overlaps with other conditions, including ADHD, anxiety, depression, trauma, sleep disorders, hypermobility, dysautonomia, chronic pain, migraine, and chronic illness. Understanding these overlaps can help guide more individualized and effective support.
Autism can be recognized in both children and adults. In children, signs may include differences in social communication, play, sensory processing, emotional regulation, flexibility, or developmental milestones. Early identification can sometimes improve access to supportive services and accommodations. While I routinely screen for autism, discuss concerns with families, and help guide referrals, comprehensive diagnostic evaluations in children are typically performed by specialists with additional training and standardized assessment tools such as the ADOS.
This section includes educational materials, diagnostic information, sensory processing resources, accommodations guidance, communication tools, books, podcasts, and practical supports frequently shared with patients in clinic.
When this button is available, it will take you to a separate (non-affiliated) website to take an assessment.
Definitions
What Is Autism?
Autism Spectrum Disorder (ASD), often simply called autism, is a neurodevelopmental condition that affects how a person experiences, processes, and interacts with the world.
Autism is not a disease, personality flaw, mental illness, or result of poor parenting. It reflects natural differences in communication, sensory processing, social interaction, attention, interests, emotional regulation, and information processing.
Autism is lifelong, though support needs and symptom presentation may change over time.
Could I Be Autistic?
Many adults begin exploring autism after years of feeling different, misunderstood, overwhelmed, or exhausted from trying to navigate environments that seem easier for others.
Common experiences include:
• Feeling like social interactions require conscious effort rather than coming naturally
• Needing significant recovery time after socializing
• Feeling exhausted by constantly monitoring your behavior or trying to "fit in"
• Strong sensory sensitivities to noise, light, textures, smells, foods, or crowded environments
• Preference for routine, predictability, and advance notice of changes
• Intense interests or hobbies that provide comfort, enjoyment, or deep expertise
• Feeling chronically misunderstood despite good intentions
• Experiencing burnout from maintaining work, school, family, or social expectations
• Relating strongly to the experiences of autistic people
Experiencing some of these traits does not necessarily mean someone is autistic. Many conditions can overlap with autism, including ADHD, anxiety, trauma, OCD, and sensory processing differences. A comprehensive evaluation looks at lifelong patterns rather than any single symptom.
How Autism Is Officially Defined
The DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) defines Autism Spectrum Disorder (ASD) using two broad domains:
A. Persistent Differences in Social Communication and Social Interaction
B. Restricted, Repetitive Patterns of Behavior, Interests, or Activities
To receive a diagnosis, these traits must:
• Have been present since early development (even if they were not recognized until adulthood)
• Cause meaningful challenges in daily functioning
• Not be better explained by another condition alone
Importantly, autism does not look the same in every person. Two autistic individuals may have very different strengths, challenges, personalities, interests, and support needs.
Domain A: Social Communication & Social Interaction
The DSM requires differences in all three of the following areas.
1. Social-Emotional Reciprocity: This refers to the back-and-forth nature of social interaction.
Examples may include:
• Difficulty knowing when to speak or when to listen
• Trouble starting or maintaining conversations
• Preferring conversations centered around shared interests rather than social small talk
• Difficulty knowing how much information to share
• Missing subtle social expectations
• Feeling as though social interaction requires conscious effort rather than happening automatically
Some autistic individuals appear highly social but describe social interaction as exhausting, confusing, or requiring extensive preparation and recovery.
2. Nonverbal Communication: This refers to the use and interpretation of nonverbal social information.
Examples may include:
• Differences in eye contact
• Difficulty interpreting facial expressions
• Difficulty recognizing tone of voice or body language
• Limited use of gestures
• Facial expressions that others misinterpret
• Feeling unsure how to match facial expressions or body language to social situations
It is important to note that many autistic people learn these skills consciously over time, particularly those diagnosed later in life.
3. Developing, Maintaining, and Understanding Relationships
Examples may include:
• Difficulty making or maintaining friendships
• Feeling out of sync with peers
• Difficulty understanding social hierarchies or group dynamics
• Preferring one-on-one interactions over large groups
• Challenges adapting communication style to different situations
• Difficulty understanding unspoken social rules
Many autistic adults describe feeling as though everyone else received a "social instruction manual" that they somehow missed.
Domain B: Restricted, Repetitive Patterns of Behavior, Interests, or Activities
The DSM requires at least two of the following categories.
1. Repetitive Movements, Behaviors, or Speech
Examples include:
• Hand movements
• Rocking
• Pacing
• Fidgeting
• Repeating words or phrases
• Echolalia (repeating language)
• Rewatching or rereading favorite content repeatedly
These behaviors often help regulate emotions, attention, or sensory experiences.
2. Preference for Sameness, Routine, or Predictability
Examples include:
• Strong preference for routines
• Distress when plans change unexpectedly
• Needing advance notice before transitions
• Eating the same foods repeatedly
• Following specific routines for comfort or efficiency
• Difficulty shifting attention between tasks
This is often less about rigidity and more about reducing uncertainty and cognitive load.
3. Highly Focused Interests
Examples include:
• Intense interests in specific topics
• Collecting information about favorite subjects
• Deep expertise in particular areas
• Spending significant time engaged with preferred interests
These interests often provide enjoyment, identity, stress relief, community, and emotional regulation.
4. Sensory Differences
Sensory differences are extremely common in autism.
Examples include:
• Sensitivity to noise, light, textures, smells, or temperature
• Strong reactions to certain foods or clothing
• Difficulty filtering background noise
• Becoming overwhelmed in crowded environments
• Seeking sensory experiences such as movement, pressure, textures, or sound
Sensory differences can significantly affect daily functioning and quality of life.
Autism Is More Than the DSM
The DSM is a diagnostic tool, not a complete description of autistic experience.
Many autistic people also describe:
• Masking and camouflaging
• Chronic burnout
• Sensory exhaustion
• Strong sense of justice
• Pattern recognition
• Deep empathy
• Intense interests and passions
• Difficulty identifying internal body signals (interoception)
• Differences in executive functioning
• Feeling fundamentally different from peers despite appearing successful
These experiences may not appear explicitly in diagnostic criteria but are commonly discussed within autistic communities and increasingly recognized in clinical practice.
Diagnosis/Evaluation
There is no blood test, brain scan, genetic test, or questionnaire that can definitively diagnose autism. Diagnosis is based on a comprehensive evaluation that looks at lifelong patterns of communication, social interaction, sensory processing, behavior, interests, strengths, challenges, and overall functioning.
Many people seeking evaluation wonder whether they are autistic, have ADHD, are experiencing the effects of trauma, anxiety, burnout, or some combination of these factors. My goal is not simply to assign a diagnosis, but to better understand how a person's brain works and identify supports that may improve quality of life.
Importantly, autism can look very different across individuals. Many autistic adults—particularly women, LGBTQ+ individuals, high achievers, healthcare workers, and people diagnosed later in life—have spent years masking their differences and may not fit traditional stereotypes of autism.
What My Autism Evaluation Includes
1. Detailed Clinical Interview
We discuss:
• Current symptoms and day-to-day functioning
• Childhood development and early social experiences
• School, work, and relationship history
• Sensory sensitivities and sensory-seeking behaviors
• Communication style and social interactions
• Routines, flexibility, and coping strategies
• Special interests and areas of intense focus
• Executive functioning challenges
• Burnout, masking, and recovery needs
• Mental health history
• Sleep, medical conditions, and other neurodevelopmental conditions
Many adults seeking autism evaluation have spent years feeling "different" without understanding why. Exploring lifelong patterns is often one of the most important parts of the assessment.
2. Standardized Questionnaires
I use validated screening tools to gather structured information about symptoms and related conditions.
These may include:
Autism-Specific Measures
• AQ-50 (Autism Spectrum Quotient)
• CAT-Q (Camouflaging Autistic Traits Questionnaire)
• RAADS-R (Ritvo Autism Asperger Diagnostic Scale-Revised)
• SRS-2 (Social Responsiveness Scale)
Screening for Related Conditions
• ASRS (ADHD)
• PHQ-9 (Depression)
• GAD-7 (Anxiety)
• PCL-5 (PTSD)
• MDQ (Bipolar Disorder)
• ISI / Epworth (Sleep)
• WHODAS / WSAS / FUNCAP-27 (Functional Impairment)
• ACEs (Adverse Childhood Experiences)
These questionnaires provide useful information but are not diagnostic by themselves.
3. Developmental History
Because autism is a neurodevelopmental condition, understanding childhood experiences is often an important part of the evaluation.
Topics may include:
• Early friendships and social interactions
• Communication development
• Play style and interests
• Sensory sensitivities
• Emotional regulation
• School experiences
• Routines and repetitive behaviors
• Family observations
Many adults are surprised to discover that experiences they viewed as "personality traits" may actually reflect lifelong autistic traits.
4. Collateral Information
Input from people who know you well can sometimes provide valuable context.
This may include:
• Parents
• Siblings
• Partners
• Close friends
• Teachers
• Therapists
• Other family members
For children, caregiver and teacher input is particularly important because autism should be present across multiple environments.
5. Functional Assessment
A diagnosis is not based solely on having autistic traits.
We also assess how symptoms affect areas such as:
• Relationships
• School performance
• Work functioning
• Communication
• Daily responsibilities
• Emotional regulation
• Sensory tolerance
• Independence and self-care
• Quality of life
Many autistic individuals appear highly successful from the outside while requiring tremendous effort to maintain that level of functioning.
6. Formal Diagnostic Testing
I routinely screen for autism, discuss concerns with patients and families, and help guide referrals when appropriate.
However, comprehensive autism evaluations often involve additional specialized testing that I do not perform, including instruments such as the Autism Diagnostic Observation Schedule (ADOS-2).
When a formal autism evaluation is needed, I may recommend referral to a psychologist, neuropsychologist, developmental pediatrician, or other clinician with specialized autism assessment training.
Formal testing may be particularly helpful for:
• Diagnostic uncertainty
• School accommodations
• Workplace accommodations
• Disability documentation
• Accessing services and supports
• Pediatric evaluations
Self-Screening Tools
While online questionnaires cannot diagnose autism, some people find them helpful as a starting point for self-reflection and discussion.
Potential resources:
• AQ-50
• CAT-Q
• RAADS-R
A high score does not automatically mean someone is autistic, and a low score does not necessarily rule autism out.
Key Takeaway
Autism diagnosis is not about checking boxes on a questionnaire. It involves understanding lifelong patterns of communication, sensory processing, behavior, relationships, and functioning within the broader context of a person's life.
The goal of evaluation is not simply to determine whether someone meets criteria for autism, but to better understand their strengths, challenges, support needs, and opportunities for improved quality of life.
Autism in Children
Autism can be recognized at any age, but many signs first emerge during early childhood. Some children show clear differences in communication, play, sensory processing, or social interaction from a young age, while others develop skills that initially mask these differences and are not identified until later in childhood, adolescence, or even adulthood.
Importantly, autism does not look the same in every child. Some children may have delayed language development, while others develop advanced vocabularies. Some seek out social interaction but struggle with social reciprocity, while others prefer solitary play. Some children have obvious sensory sensitivities, while others primarily experience difficulties with flexibility, transitions, or emotional regulation.
Possible Signs of Autism in Children
Social and communication differences may include:
• Difficulty making or maintaining peer relationships
• Preference for interacting with adults or younger children
• Limited interest in social games or group activities
• Difficulty understanding social rules or nonverbal communication
• Challenges with back-and-forth conversation
• Taking language very literally
• Difficulty understanding sarcasm, idioms, or implied meaning
Behavioral and sensory differences may include:
• Strong preference for routines or predictability
• Distress when plans change unexpectedly
• Intense interests in specific topics
• Repetitive movements or behaviors ("stimming")
• Sensitivity to sounds, lights, textures, smells, or food textures
• Difficulty with transitions
• Strong reactions to sensory overload
Additional signs may include:
• Emotional dysregulation or frequent meltdowns
• Difficulty identifying or communicating emotions
• Executive functioning challenges
• Sleep difficulties
• Anxiety
• Significant exhaustion after school or social activities
What About Girls?
Autism has historically been underrecognized in girls and individuals assigned female at birth.
Girls may be more likely to:
• Mask or camouflage autistic traits
• Mimic peers socially
• Have interests that appear socially typical but are unusually intense
• Internalize distress rather than acting outwardly
• Be misdiagnosed with anxiety, depression, ADHD, or perfectionism before autism is recognized
As a result, many autistic girls are identified later than boys.
When Should Families Seek Evaluation?
Consider discussing autism screening or evaluation if a child is experiencing persistent challenges with:
• Social communication
• Friendships and peer relationships
• Sensory sensitivities
• Emotional regulation
• Flexibility and transitions
• Repetitive behaviors or restricted interests
• School functioning
• Daily life skills
Early identification can help families better understand their child's needs and may improve access to supportive services, accommodations, therapies, and educational resources.
My Role
I routinely discuss autism concerns with families, screen for autism when appropriate, help identify co-occurring conditions such as ADHD, anxiety, learning differences, or sleep disorders, and assist families in navigating referrals and support services.
I do not perform comprehensive autism diagnostic evaluations using specialized instruments such as the ADOS-2. When a formal diagnosis is needed, I may recommend referral to a developmental pediatrician, psychologist, neuropsychologist, or other clinician with specialized autism assessment training.
A Note for Parents
Many autistic children grow into thriving autistic adults.
The goal of evaluation and support is not to make a child appear less autistic. Rather, it is to better understand how that child experiences the world, identify areas where support may be helpful, and help them develop the skills, accommodations, and self-understanding needed to thrive.
ADOS-Certified Providers in the SF Bay Area
School, Work & Accommodations
Autism can affect much more than social interaction. Many autistic individuals navigate challenges related to sensory processing, communication, executive functioning, transitions, uncertainty, emotional regulation, and navigating environments that were not designed with neurodivergent needs in mind.
Many autistic people spend years compensating through masking, perfectionism, over-preparation, people-pleasing, or constant self-monitoring. While these strategies can be effective in the short term, they often come at the cost of exhaustion, burnout, anxiety, and reduced quality of life.
Accommodations are not about lowering expectations. They are tools that help create environments where people can perform at their best while reducing unnecessary barriers.
Common Challenges
Autistic individuals may experience challenges with:
• Sensory overload in busy environments
• Unexpected changes in routine or expectations
• Social communication in workplace or school settings
• Group projects or large meetings
• Unclear instructions or ambiguous expectations
• Executive functioning and organization
• Task switching and interruptions
• Emotional regulation during periods of stress
• Navigating workplace politics or social dynamics
• Burnout from prolonged masking
Not every autistic person experiences all of these challenges, and support needs vary widely between individuals.
School Accommodations
Potential accommodations may include:
• Extended testing time
• Reduced-distraction testing environments
• Preferential seating
• Note-taking support
• Recorded lectures
• Written instructions
• Flexible attendance policies when medically appropriate
• Access to sensory tools or quiet spaces
• Modified workload when necessary
• Alternative formats for assignments or presentations
Depending on age and educational setting, accommodations may be provided through:
• 504 Plans
• Individualized Education Programs (IEPs)
• College Disability Support Services
The best accommodations are individualized and based on a student's specific strengths, challenges, and learning style.
Workplace Accommodations
Examples of workplace accommodations include:
• Written instructions rather than verbal-only communication
• Meeting agendas provided in advance
• Flexible scheduling
• Remote or hybrid work options
• Noise-canceling headphones
• Reduced-distraction workspaces
• Predictable routines and expectations
• Protected focus time
• Additional processing time for complex tasks
• Advance notice of schedule or workflow changes
• Alternative communication methods when appropriate
Many autistic employees perform exceptionally well when expectations are clear and environmental barriers are minimized.
Burnout & Recovery
Many autistic individuals spend years pushing through environments that require constant adaptation, masking, sensory tolerance, and social effort.
Signs of autistic burnout may include:
• Increased exhaustion
• Reduced tolerance for sensory input
• Greater difficulty with communication
• Executive functioning decline
• Increased need for routine
• Loss of previously manageable skills
• Increased anxiety or depression
Burnout is not a personal failure. It is often a sign that the demands being placed on someone exceed the resources available to meet them.
Accommodations, environmental modifications, and adequate recovery time can play an important role in preventing burnout and supporting long-term functioning.
Worksheet for Requesting Accommodations
Scripts for Communication
Managing obligations during burnout
Step-By-Step Burnout Survival Guide
General Communication Tips
Books, Podcasts & Resources
My Most Recommended Resources
If you're not sure where to start, these are the resources I recommend most often:
• Neuroclastic
• Neurodivergent Insights
• All Brains Belong
• Unmasking Autism by Devon Price
• Is This Autism? by Donna Henderson, Sarah Wayland, and Jamell White
• Self-Care for Autistic People by Dr. Megan Anna Neff
• Divergent Conversations Podcast
Educational Websites
• Neuroclastic
• Neurodivergent Insights
• All Brains Belong
• Embrace Autism
• Matt Lowry Blog
• Autism Self Advocacy Network (ASAN)
• Autistic Women & Nonbinary Network (AWN)
• Monotropism.org
• AASPIRE Healthcare Toolkit
Understanding Autism in Adults
• Neuroclastic
• Neurodivergent Insights
• Unmasking Autism
•
Is This Autism?
These resources are particularly helpful for adults who are exploring autism for the first time, were diagnosed later in life, or have spent years masking.
Autism-Led Organizations & Advocacy
Many autistic adults find it helpful to learn from autistic people directly, particularly when exploring identity, self-understanding, accommodations, and quality of life.
• Autism Self Advocacy Network (ASAN)
• Autistic Women & Nonbinary Network (AWN)
• Neuroclastic
• All Brains Belong
Therapist Directories
• ND Therapists
• Directory of PDA-Affirming Providers
• ND Partner Institute (neurodivergent-affirming couples therapists)
Sensory Processing & Daily Life
Many autistic individuals experience differences in sensory processing, including sound, light, touch, smell, temperature, food textures, and internal body signals.
Helpful tools may include:
• Noise-canceling headphones
• Sunglasses or migraine glasses
• Fidget tools
• Weighted blankets
• Sensory-friendly clothing
• Visual schedules
• Environmental modifications
• Scheduled recovery time after sensory overload
Attention, Monotropism & Deep Interests
Many autistic individuals describe their attention style as different from both neurotypical attention and ADHD. The theory of monotropism suggests that autistic attention may naturally focus deeply on a smaller number of interests, tasks, or areas of importance at a given time.
Resources:
• Monotropism.org
• Neurodivergent Insights
Topics:
• Deep focus
• Special interests
• Task switching
• Cognitive overload
• Flow states
• Burnout from competing demands
Masking, Burnout & Self-Acceptance
Many autistic people spend years masking or camouflaging autistic traits in order to fit in socially, avoid bullying, maintain employment, or meet expectations.
Resources:
• Unmasking Autism
• Is This Autism?
• Self-Care for Autistic People
• Looking After Your Autistic Self
• Neuroclastic articles on masking and burnout
• Neurodivergent Insights resources on autistic burnout
Topics:
• Masking and camouflaging
• Autistic burnout
• Identity and self-understanding
• Self-compassion
• Accommodations and support needs
• Reducing chronic exhaustion
Communication & Relationships
Resources that many autistic individuals find helpful:
• Nonviolent Communication
• Divergent Conversations Podcast
• Neurodivergent Insights relationship resources
• ND Partner Institute
Topics may include:
• Boundaries
• Communication differences
• Conflict resolution
• Friendship
• Dating
• Neurodivergent relationships
• Non-monogamy and relationship structures
Healthcare Navigation
Many autistic individuals report negative healthcare experiences related to sensory overload, communication differences, medical trauma, difficulty navigating healthcare systems, or providers who are unfamiliar with autism in adults.
Resources:
• AASPIRE Healthcare Toolkit
• All Brains Belong
• Norbella Patient Advocacy group
• Neurodivergent Insights
Topics:
• Preparing for appointments
• Self-advocacy
• Communication strategies
• Accommodations in healthcare settings
• Managing sensory needs during medical visits
Autism in Children
Educational Resources
• The Awesome Autistic Go-To Guide
• The Awesome Autistic Guide to Feelings and Emotions
• The Awesome Autistic Guide to Other Humans
• The Awesome Autistic Guide to Being Proud
For Parents
• Neuroclastic
• All Brains Belong
• Neurodivergent Insights
• Low-demand parenting resources
SFUSD Special Education Resources
Families interested in requesting evaluation for an IEP or other school-based services may contact:
Special Education Services
Phone: (415) 759-2222
Early Childhood Special Education (Ages 3-5)
Phone: (415) 401-2525 ext. 1101
Email: ecreferrals@sfusd.edu
A Final Thought
Autism is not a problem to be fixed. For many people, understanding their autistic traits provides a framework for understanding lifelong experiences, reducing self-blame, and building a life that is more sustainable, authentic, and aligned with their needs.
The goal is not to become less autistic. The goal is to better understand yourself and access the tools, supports, accommodations, and community that help you thrive.
References
Diagnostic Criteria and Overview
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American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Text Revision. Washington, DC: APA; 2022.
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Hirota T, King BH. Autism spectrum disorder: a review. JAMA. 2023;329(2):157-168.
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Lord C, Elsabbagh M, Baird G, Veenstra-Vanderweele J. Autism spectrum disorder. Lancet. 2018;392(10146):508-520.
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Constantino JN, Charman T. Diagnosis of autism spectrum disorder: reconciling the syndrome, its diverse origins, and variation in expression. Lancet Neurol. 2016;15(3):279-291.
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Westby A, Coburn-Pierce M. Autism spectrum disorder in primary care. Am Fam Physician. 2025;112(3).
Epidemiology
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Grosvenor LP, Croen LA, Lynch FL, et al. Autism diagnosis among US children and adults, 2011-2022. JAMA Netw Open. 2024;7(10):e2438959.
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Loomes R, Hull L, Mandy WPL. What is the male-to-female ratio in autism spectrum disorder? A systematic review and meta-analysis. J Am Acad Child Adolesc Psychiatry. 2017;56(6):466-474.
Sex/Gender Differences and Underdiagnosis
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Calderoni S. Sex/gender differences in children with autism spectrum disorder: a brief overview on epidemiology, symptom profile, and neuroanatomy. J Neurosci Res. 2023;101(5):739-750.
Camouflaging and Masking
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Zhuang S, Tan DW, Reddrop S, et al. Psychosocial factors associated with camouflaging in autistic people and its relationship with mental health and well-being: a mixed methods systematic review. Clin Psychol Rev. 2023;105:102335.
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Khudiakova V, Alexandrovsky M, Ai W, Lai MC. What we know and do not know about camouflaging, impression management, and mental health and wellbeing in autistic people. Autism Res. 2025;18(2).
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Moore HL, Cassidy S, Rodgers J. Exploring the mediating effect of camouflaging and the moderating effect of autistic identity on the relationship between autistic traits and mental wellbeing. Autism Res. 2024;17(7).
Autistic Burnout
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Ali D, Bougoure M, Cooper B, et al. Burnout as experienced by autistic people: a systematic review. Clin Psychol Rev. 2025;115:102517.
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Clarey MM, Ireland MJ, Abel S, Brownlow C. Beyond exhaustion: shame, identity disruption, and functional collapse in autistic burnout. Autism. 2026;30(6).
Co-occurring Conditions
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Micai M, Fatta LM, Gila L, et al. Prevalence of co-occurring conditions in children and adults with autism spectrum disorder: a systematic review and meta-analysis. Neurosci Biobehav Rev. 2023;155:105436.
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Mutluer T, Aslan Genç H, Özcan Morey A, et al. Population-based psychiatric comorbidity in children and adolescents with autism spectrum disorder: a meta-analysis. Front Psychiatry. 2022;13:856208.
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Lai MC, Anagnostou E, Wiznitzer M, Allison C, Baron-Cohen S. Evidence-based support for autistic people across the lifespan. Lancet Neurol. 2020;19(5):434-451.
Autism and Hypermobility/Dysautonomia
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Glans MR, Thelin N, Humble MB, Elwin M, Bejerot S. The relationship between generalised joint hypermobility and autism spectrum disorder in adults. Front Psychiatry. 2021;12:803334.
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Kindgren E, Quiñones Perez A, Knez R. Prevalence of ADHD and autism spectrum disorder in children with hypermobility spectrum disorders or hypermobile Ehlers-Danlos syndrome. Neuropsychiatr Dis Treat. 2021;17:379-388.
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Hakim A. Hypermobile Ehlers-Danlos syndrome. In: Adam MP, et al., eds. GeneReviews. Seattle: University of Washington; 2024.
Autism and Gender Diversity
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Warrier V, Greenberg DM, Weir E, et al. Elevated rates of autism, other neurodevelopmental and psychiatric diagnoses, and autistic traits in transgender and gender-diverse individuals. Nat Commun. 2020;11(1):3959.
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Hainey KJ, Connolly DJ, Thomson R, et al. Mental health outcomes in transgender and nonbinary people: an umbrella review. JAMA Psychiatry. 2025;82(11).
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Özel F, White RA, Clark KD, et al. Associations between autism, gender dysphoria and gender incongruence: insights from the Swedish Gender Dysphoria Study. Psychiatry Res. 2025;348:116476.
Sensory Processing
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Green SA, Hernandez L, Tottenham N, et al. Neurobiology of sensory overresponsivity in youth with autism spectrum disorders. JAMA Psychiatry. 2015;72(8):778-786.
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Tavassoli T, Marco EJ, Puts N. Sensory reactivity in autism: integrating behavioural, affective, physiological, and neural dimensions. Curr Psychiatry Rep. 2026;28.
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Baum SH, Stevenson RA, Wallace MT. Behavioral, perceptual, and neural alterations in sensory and multisensory function in autism spectrum disorder. Prog Neurobiol. 2015;134:140-160.
Diagnostic Instruments
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Barbaresi W, Cacia J, Friedman S, et al. Clinician diagnostic certainty and the role of the Autism Diagnostic Observation Schedule in autism spectrum disorder diagnosis in young children. JAMA Pediatr. 2022;176(12):1233-1241.
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Brignell A, Chan K, Chellew T, et al. Diagnostic tests for autism spectrum disorder (ASD) in preschool children. Cochrane Database Syst Rev. 2026;1:CD009044.
Disclaimer
Medical knowledge evolves over time. This page is intended for educational purposes only and should not replace individualized medical advice, diagnosis, or treatment. Recommendations that are appropriate for one person may not be appropriate for another.