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Understanding Object Permanence in Autism and ADHD

Object permanence is the understanding that objects continue to exist even when they are not visible or directly observed. This cognitive concept, typically developed during infancy, plays a crucial role in how individuals interact with their environment and maintain relationships. However, there is ongoing debate regarding how object permanence manifests in neurodivergent individuals. Psychological definitions of object permanence are based on theories developed through observing infants, but these do not necessarily account for the lived experiences of those with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). Unfortunately, there is no better term to describe the experiences neurodivergent individuals report, leading to unnecessary invalidation.

The term “object permanence” was first introduced by Jean Piaget in 1963 as part of his theory of cognitive development. Since then, it has been widely used in psychology to describe a milestone reached in infancy. While object permanence, by its strict psychological definition, may not apply to neurodivergent individuals, the experience itself is very real. As research on neurodiversity continues to expand, many individuals who were studied as children are now adults, offering new perspectives that may challenge traditional psychological assumptions. Some may describe their experiences differently, but the underlying cognitive struggles remain significant. When medical professionals assert that object permanence issues do not exist beyond infancy, it can lead to family members dismissing the struggles of their neurodivergent loved ones. A well-meaning parent or spouse may inadvertently invalidate their experience by suggesting they should simply “try harder” to remember, when in reality, the issue is rooted in cognitive processing differences.

While object permanence, by its strict psychological definition, may not apply to neurodivergent individuals, the experience itself is very real. As research on neurodiversity progresses, a more precise diagnostic term may emerge. Until then, it is crucial to acknowledge that what neurodivergent individuals experience is significant and has a real impact on their daily lives.

Object Permanence: A Cognitive Milestone

Originally identified by Jean Piaget in 1963, object permanence is a developmental milestone in the sensorimotor stage of cognitive development. Most children achieve this understanding by the age of two. However, individuals with ASD or ADHD might experience atypical development in this area, which can persist into adulthood. Piaget’s conclusions were based on observations of infants who could not verbalize their thoughts, making it an assumption rather than an absolute truth.

When applied to neurodivergent individuals, object permanence may be more nuanced than Piaget’s traditional definition. Instead of a complete inability to grasp that objects continue to exist, the difficulty often lies in consistently recalling objects, tasks, or even people when they are not immediately present.

Challenges in Autism

For individuals with autism, object permanence issues might mean that objects out of sight are out of mind. This can affect how they interact with their physical environment. For example, if a person with autism places a sandwich in the fridge and it gets moved behind other items, they might not remember or realize it is still there. This isn’t just about forgetting; the sandwich effectively ceases to exist in their cognitive map of the fridge.

This phenomenon may be more about irregular neural connectivity impacting memory encoding rather than a traditional lack of object permanence. In autistic individuals, sensory overload or intense focus on a singular task can prevent certain pieces of information from being properly stored for future recall.

Implications in ADHD

Individuals with ADHD may struggle with object permanence in a different way. Due to difficulties with attention and executive function, something as simple as a moved sandwich might be completely forgotten or overlooked. This is compounded by the tendency of those with ADHD to be easily distracted, which can shift their focus away from searching for the sandwich to entirely different activities.

Additionally, encoding and retrieval difficulties in ADHD brains may cause inconsistencies in memory recall. If the brain is prioritizing other tasks, emotions, or stimuli at the time an object, task, or person is encountered, that information may not be effectively encoded into memory. This can lead to moments of surprise when encountering an object later, as if it were entirely new, before eventually recalling its original context.

Extending to Personal Relationships

The concept of object permanence also extends to personal relationships. People with ASD or ADHD might not reach out to friends or family unless reminded of these individuals in some way. It’s not that they don’t care; rather, they might not have the person on their mental radar if they aren’t physically present or recently mentioned. This can lead to misunderstandings or feelings of neglect among loved ones who might interpret this behavior as indifference or forgetfulness.

Again, this is likely due to how neurodivergent brains process and retrieve information. It’s not an emotional deficit but rather a difference in cognitive function that can be addressed through supportive strategies.

A Coding Error: The Role of Irregular Neural Connectivity

Rather than viewing object permanence challenges as a flaw, it may be more useful to frame them as differences in cognitive processing. Many neurodivergent individuals experience what could be considered “coding errors”—a result of the brain’s prioritization of certain types of input over others, leading to gaps in recall.

Irregular connectivity in neurodivergent brains means that some pathways are more active while others are weaker, contributing to:

• Encoding Issues – The brain may fail to properly store certain information due to competing demands on attention or emotion.
• Retrieval Difficulties – Even when something is encoded, accessing that information later can be inconsistent, leading to moments of forgetfulness or delayed recognition.
• Surprise and Relearning – Objects, tasks, or even people can feel “new” when re-encountered after being forgotten, until further context triggers recognition.

Understanding this as a cognitive processing variation rather than a deficiency helps reframe the experience in a way that encourages self-compassion and effective coping strategies.

Practical Tips for Families

Families can adopt strategies to better manage these challenges:

• Clear organization – Keep the home organized in a way that minimizes the need to remember where things are. Labels, clear containers, and consistent placement help.
• Regular communication – Set up regular check-ins or reminders for family members to connect, helping bridge the gaps in object permanence.
• Visual aids – Use visual aids and cues to remind individuals with ASD or ADHD of tasks, events, and people. Photos, calendars, and apps can be effective tools.
• Memory triggers – Pairing new tasks or objects with familiar ones can help reinforce their presence in memory.

Conclusion

Understanding the nuances of object permanence in individuals with ASD and ADHD can significantly improve family dynamics and daily functioning. It’s important to recognize that challenges with object permanence are not intentional or malicious but are part of how their cognitive processes function. By adopting supportive strategies and maintaining open communication, families can ensure that both practical and emotional needs are met, fostering stronger, more understanding relationships.