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ADHD in Children & Teens
Autism may affect how children read social cues, maintain conversations, cope with changes in routine, and prefer predictable environments. Sensory sensitivities, such as being overwhelmed by specific sounds, textures, or lights, are also common.
Psychologist Dr. Marilyn Monteiro, a specialist in Autism, organizes many of these traits into three main areas:
• Language and communication
• Social relationships and emotional responses
• Sensory experiences and interests
If your child or teen is Autistic, you may notice that their communication style looks different from their peers. Many Autistic young people feel most confident talking about topics they love.
LANGUAGE-COMMUNICATION
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Talking About Interests
A seven year old might happily explain every detail about dinosaurs, listing species and time periods, while struggling to answer a question like "How was school?" A teenager might light up discussing coding, anime, weather, or a favorite book series, yet feel uncomfortable with small talk such as "What’s up?" Conversations focused on shared interests or concrete topics often feel easier than open ended social questions.
Talking About Feelings
Talking about feelings, especially in the moment, can be much harder. During emotional or socially demanding situations, your child’s verbal skills may temporarily decrease. A child who usually speaks fluently might suddenly become quiet, struggle to find words, or need extra time to respond when overwhelmed.
Autistic brains often form powerful and passionate interests. These interests are more than hobbies. They can be central to your child’s sense of identity and joy. When talking about a favorite subject, you might see increased animation, eye contact, or verbal fluency. A child who struggles in other conversations may suddenly speak with clarity and excitement about trains, space, animals, art, or game design. These interests can also lead to impressive knowledge, creativity, and skill development.
SENSORY USE & INTERESTS
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Passionate Interests
Sensory Processing
Many Autistic children and teens experience differences in how they process sensory information. Bright lights, loud classrooms, scratchy clothing, strong smells, or crowded spaces can quickly become overwhelming. When sensory overload occurs, their ability to speak, think clearly, or regulate emotions may decrease. Children may rely more heavily on routines, repetition, or familiar activities because these provide a sense of safety and predictability.
Stimming and Routines
Repetitive behaviors, often called stimming, serve an important purpose. Rocking, hand flapping, pacing, humming, tapping, or repeating phrases are ways the body creates predictable sensory input. This controlled input can help block out overwhelming sensations and support nervous system regulation.
Similarly, routines and rituals are not simply rigid habits. They are tools your child uses to feel grounded in a world that can sometimes feel unpredictable and overstimulating.
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Understanding Neurodivergence
Autism is one way a person can be neurodivergent, but it is not the only way. Neurodivergent describes individuals whose brains process information and experiences differently from what is considered neurotypical.
Researchers estimate that about 15 to 20 percent of people are neurodivergent. In a typical classroom of twenty five students, four to five students are likely to think, learn, and experience the world differently from the majority.
These differences can appear in many areas of daily life. Neurodivergent individuals may notice details that others miss, experience sounds, textures, or lights more or less intensely, or have different patterns of motor coordination. They may also think and learn in unique ways, such as becoming deeply focused on topics that interest them while finding it harder to start or stay motivated on tasks that feel less engaging. Emotionally, many neurodivergent people experience feelings very deeply.
The purpose of the term neurodivergent is to promote a broader and more inclusive understanding of human differences in thinking, learning, and experiencing the world. Rather than viewing these differences only through a deficit based lens, the concept recognizes that there are many valid ways for brains to function.
Some neurodivergent individuals have specific clinical diagnoses such as Autism, Attention Deficit Hyperactivity Disorder, or learning differences like dyslexia or dysgraphia. These diagnoses can help explain patterns of strengths and challenges and may help individuals access supports and accommodations.
Not every neurodivergent person has or needs a formal diagnosis. Some people simply recognize that their ways of thinking, learning, sensing, or engaging with the world differ from the typical pattern. Even without a diagnostic label, these differences are real and meaningful and acknowledging them can help families, educators, and professionals support each individual’s unique profile.
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Parents often seek an evaluation when they notice patterns such as:
• Difficulty with back and forth conversations
• Strong interests that dominate conversation or play
• Sensory sensitivities to noise, clothing, or lights
• Emotional overwhelm or shutdown during stress
• Difficulty navigating peer relationships
• Preference for routines and predictability
Our comprehensive evaluations provide a snapshot of your child’s thinking skills, learning and memory abilities, executive functioning, motor coordination, emotional and behavioral health, and social language skills.
We take a strengths based approach to identify your child’s abilities, interests, and areas of resilience alongside areas where additional support may be helpful.
We use this information to determine which diagnoses best describe your child’s profile and create a personalized list of recommendations.
Recommendations may include interventions such as occupational therapy, talk therapy, or speech language services. We also provide guidance on requesting school supports such as Individualized Education Programs or 504 Plans. Families receive practical ideas for supporting their child at home and in the community.
To learn more about our assessment process, click HERE
When Families Consider
an Autism Evaluation
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Many Autistic youth face challenges in a world designed for neurotypical thinking and learning. Therapy also supports co-occurring concerns such as anxiety, depression, or school and social stress.
Because every child’s experience is unique, our treatment plans are highly individualized and built around their strengths, needs, and interests.
Therapy is most effective when it is engaging and meaningful. Our clinicians often incorporate a child’s passions into sessions. This might include Minecraft themed emotion charts, using Pokémon cards to explore relationships, or reading and watching media recommended by clients to better understand their inner world.
Creating a space that supports sensory needs is essential. Clinicians can provide weighted stuffies, soft blankets, dim lighting, or space to safely engage in movement or sensory seeking activities.
Each child comes to therapy with different goals. Some need support with emotion regulation, while others seek help navigating friendships, peer dynamics, or school related stress. Our goal is to support children’s wellbeing while honoring their neurodivergent identity.
Therapy for Autistic People
Adapted Cognitive Behavioral Therapy
Therapeutic Approaches
Zones of Regulation
Uses structure and visuals to help children recognize bodily and emotional signals and learn practical strategies such as movement, sensory regulation, and thinking skills.
Collaborative Problem Solving
Focuses on understanding why challenging moments happen. Children practice developing skills such as flexibility or frustration tolerance while solving problems with support.
Social Learning and Relationship Skills
Provides a safe space to practice social communication, build friendships, and explore interactions in a way that honors the child’s authentic personality.
Parent Coaching and Family Support
Therapists partner with parents to share strategies for emotion regulation, communication, and sensory needs at home and school while providing space to ask questions and problem solve.
We see therapy as a partnership with children and families. By working together to understand each child’s strengths, needs, and goals, we create a supportive environment where young people can develop skills, confidence, and a strong sense of self.
Autistic children and teens often prefer to start social interactions on their own terms. When someone unexpectedly approaches them at recess, in the hallway, or during a family gathering, it can feel intrusive or overstimulating. Small talk and unplanned interactions require quick processing of social and sensory information, which can be exhausting.
SOCIAL RELATIONSHIPS AND EMOTIONAL RESPONSES
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Initiating Interaction
Your child may feel more relaxed and engaged when they initiate social interaction themselves, invite a friend over for a specific activity, or interact within a structured setting such as a club or shared hobby.
Peer Relationships
Many Autistic children want friends but struggle with the fast pace and unwritten rules of peer groups. A child might gravitate toward adults, enjoy playing with younger children, or prefer one close friend instead of a large group. A teenager may crave deep and meaningful conversations but feel lost in group chats or noisy social gatherings.
Preferring a small social circle or significant time alone is not necessarily loneliness. Many Autistic young people have rich inner worlds and recharge through solitary activities connected to their interests.
Emotional Responses
Autistic children and teens often feel things very deeply, even if they struggle to identify or explain what they are feeling. They may not recognize anxiety, frustration, or anger until those emotions become intense. Routine changes, social misunderstandings, or sensory overload can trigger strong emotional responses that may seem sudden from the outside. What may look like overreacting is often a nervous system that has reached its limit.