Tag Archives: diagnosis

Masking in Autism & ADHD

Unveiling the Hidden Strain: The Complex World of Masking in Neurodevelopmental Conditions

Masking is a complex phenomenon often observed in individuals with neurodevelopmental conditions like autism and ADHD. It involves consciously or unconsciously altering one’s behavior, expressions, or reactions to conform to societal norms or to avoid negative attention. While masking can help individuals navigate social interactions more smoothly, it can also lead to significant cognitive and emotional strain.

Understanding Masking:

Masking involves adopting behaviours that are not instinctive to the individual to fit into a specific social context or hide characteristics that might be stigmatized or misunderstood. This can include suppressing natural tendencies, mimicking others’ social cues, or hiding interests that might be deemed atypical.

How Masking Becomes a Habit:

Over time, masking behaviours can become habitual, as individuals may continuously rely on them to navigate social situations. This habitual nature can make it difficult for individuals to discern their genuine behaviours from those they have adopted to mask their neurodivergent traits.

Cognitive Load of Masking:

  1. Increased Mental Effort: Masking requires constant monitoring and adjustment of one’s behaviors, which can be mentally exhausting. For a brain that is already processing a multitude of stimuli, as is often the case with ADHD and autism, this added layer of effort can lead to cognitive overload.
  2. Impact on Identity: Habitual masking can lead to a blurring of the individual’s understanding of their identity, as they may lose touch with their genuine preferences, feelings, and responses.
  3. Emotional Consequences: The effort to continuously mask can lead to feelings of isolation, anxiety, and depression, particularly if individuals feel they cannot be their true selves in social settings.

Examples of Masking in ADHD and Autism:

  1. Conscious Masking:
    • An autistic person might consciously avoid stimming (self-stimulatory behavior) in public due to fear of judgment, even though it’s a natural way for them to self-regulate.
    • An individual with ADHD might force themselves to sit still or not interrupt in a meeting, despite feeling an intense urge to move or speak out of turn.
  2. Unconscious Masking:
    • A person with autism might unconsciously mimic the expressions or mannerisms of others to appear more engaged or socially adept, without actively deciding to do so.
    • An individual with ADHD might subconsciously start organizing their workspace or adopting rigid schedules to counteract their natural propensity for disorganization, not fully realizing they’re compensating for their ADHD traits.

Real-Life Implications of Masking:

  • In the workplace, an individual with autism might mask by forcing themselves to participate in small talk or social gatherings, which can be draining for them.
  • At school, a student with ADHD might try to mask their difficulty focusing by pretending to take notes or nodding along, even when they’re struggling to pay attention.

Understanding the nuances of masking is crucial for providing appropriate support to individuals with ADHD and autism. Recognizing when someone is masking can lead to more empathetic and supportive interactions, helping to alleviate the additional cognitive and emotional burdens that masking may impose.

Video talking about Shame, Masking, and PTSD (mid-lecture part 11/60)

Warning: It may be triggering as it talks about parents who neglect, etc.

– YouTube

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

60 Characteristics of Complex Trauma – Part 11/60 – Wear Masks

ADHD Adult Diagnosis

ADHD, or Attention Deficit Hyperactivity Disorder, presents a range of symptoms that can significantly impact the daily lives of adults, with some variations between males and females. Moreover, ADHD can co-occur with other conditions, such as dyslexia, adding layers to the challenges individuals may face. Here’s an in-depth look at how ADHD manifests in adults, its impact on daily life, and the association with dyslexia:

ADHD in Adults:

  1. Inattention: Adults with ADHD may struggle with maintaining focus, organizing tasks, following detailed instructions, and completing tasks. This can manifest in daily life as missing deadlines, being forgetful about daily activities, or having difficulties managing responsibilities at home or work.
  2. Hyperactivity: While hyperactivity tends to be more noticeable in children, in adults, it can present as feelings of restlessness, difficulty sitting still for extended periods, or engaging in activities that are excessively energetic for the context.
  3. Impulsivity: This can include interrupting others during conversations, making quick decisions without fully considering the consequences, or engaging in risky behaviors.

Gender Differences in ADHD:

  • Males: ADHD tends to be diagnosed more frequently in males, often due to the more overt hyperactivity and impulsivity symptoms. However, this doesn’t necessarily mean ADHD is more common in males; it’s just more likely to be identified due to the nature of the symptoms.
  • Females: Females with ADHD might exhibit more inattentive symptoms, which can be less conspicuous and therefore, underdiagnosed. They may also develop coping mechanisms to mask their ADHD, making it less apparent to others.

Manifestation in Daily Life:

  • Workplace Challenges: Adults with ADHD might find it difficult to prioritize tasks, adhere to schedules, or maintain focus during meetings, leading to challenges in their professional lives.
  • Relationships: Difficulty with emotional regulation and impulsivity can strain personal relationships. Individuals might have intense emotional reactions or find it challenging to maintain consistency in their interactions.
  • Time Management: Many adults with ADHD experience ‘time blindness,’ a term that describes difficulty in perceiving and managing the passage of time. This can result in chronic lateness or underestimating the time required to complete tasks.
  • Hyperfocus: Contrary to the common perception of ADHD, individuals can experience hyperfocus, where they become intensely engrossed in activities they find stimulating or enjoyable, often at the expense of other responsibilities.
  • Physical Restlessness: The need for constant movement can manifest as fidgeting, an inability to sit still during meetings or while at work, or engaging in activities that relieve restlessness.

ADHD and Dyslexia:

  • Dyslexia is a learning disorder characterized by difficulties with reading, spelling, and decoding words. It often co-occurs with ADHD, which can complicate the diagnosis and management of both conditions.
  • Adults with both ADHD and dyslexia may find challenges in organizing thoughts, following written instructions, or completing tasks that involve reading and writing, impacting their academic and professional lives.

Emotional Regulation:

  • Emotional dysregulation in ADHD can lead to mood swings, frustration, and feeling overwhelmed. This can be exacerbated when the individual is tired, leading to increased difficulty in managing emotions.

Understanding the complexity of ADHD in adults, including the nuanced differences in how it presents in males and females and its interplay with conditions like dyslexia, is crucial for effective management and support. Recognizing these signs in daily life can lead to better strategies for coping and thriving despite the challenges ADHD may pose.

Videos

Recognizing ADHD in Adults | Heather Brannon | TEDxHeritageGreen

Many people feel badly about themselves and have no idea why. They just aren’t interested in opening their mail or picking up their clothes from the floor. They feel ashamed because they believe the people around them who say they’re lazy, have a serious character flaw, or-at best-are quirky.

Recognizing ADHD in Adults Ted Talk

Can adults have ADHD? A psychiatrist explains the symptoms

Think only kids have ADHD? Think again. One in 20 Canadian adults have ADHD and only one in 10 of those sufferers are ever diagnosed.

Can Adults Have ADHD? Global News

Women With ADHD: How A Diagnosis Changed Our Lives

Growing up, Cheyenne, Jnanee and Moonlake struggled with being distracted, careless, forgetful, disorganised and late, which led them to believe they were “stupid”, “dysfunctional” and “flawed”. They never knew that they had Attention Deficit Hyperactivity Disorder (ADHD).

Women with ADHD

Resources

Central Auditory Processing Disorder

What?

Central Auditory Processing Disorder (CAPD), often referred to as Auditory Processing Disorder (APD), is a hearing disorder in which the brain has difficulty processing the information contained in sound. This is not due to hearing impairment but rather to how the brain interprets, organises, or analyses auditory signals.

Difficulties and Challenges as an Adult:

Adults with CAPD may face challenges in environments where sound plays a key role. These can include:

  • Difficulty following conversations, especially in noisy settings.
  • Problems understanding speech over the phone or in group discussions.
  • Misunderstanding spoken directions or needing them repeated.
  • The feeling of being overwhelmed by loud or sustained noise.
  • Social withdrawal, due to difficulties interacting in typical auditory environments.

Symptoms Observed in Different Age Groups:

Having Both CAPD and Dyslexia:

For someone with both CAPD and dyslexia, like myself, the challenges can compound. Symptoms may present as:

  • Severe difficulties in phonetic decoding of words due to impaired auditory processing coupled with dyslexia’s effect on reading skills.
  • Extended time is needed to process and understand spoken and written language.
  • Increased academic challenges, especially in language-heavy subjects.

Managing Life with Both Disorders:

Despite these challenges, life with both CAPD and dyslexia can be managed effectively. Strategies might include:

  • Use of assistive technologies such as audiobooks, speech-to-text, and text-to-speech software.
  • Seeking environments with minimal auditory distractions for work and learning.
  • Employing visual aids to complement auditory information.

In conclusion, while having both CAPD and dyslexia can present significant challenges, it is essential to remember that with the right strategies and support, one can lead a successful and fulfilling life. As someone who navigates through these challenges daily, I find that being flexible, embracing assistive technologies, and maintaining a positive outlook is key. It’s all about going with the flow and accepting that “it is what it is.” Right now, there are so many tools to communicate and to help communicate, or we can stick to the tried and true method of closed captioning. Protip* Closed captioning is also used in cartoons; seeing the words over and over is crucial to memorization, significantly if the working memory is impaired, in addition to learning the skill of lip reading. The world is noisy, and sometimes we must hear the instructions the first time (the world can be an unforgiving place).

O’Connor, K. (2012). Auditory processing in autism spectrum disorder: a review. Neuroscience & Biobehavioral Reviews, 36(2), 836-854.

Schafer, E. C., Mathews, L., Gopal, K., Canale, E., Creech, A., Manning, J., & Kaiser, K. (2020). Behavioral auditory processing in children and young adults with autism spectrum disorder. Journal of the American Academy of Audiology, 31(09), 680-689.

Alcántara, J. I., Cope, T. E., Cope, W., & Weisblatt, E. J. (2012). Auditory temporal-envelope processing in high-functioning children with autism spectrum disorder. Neuropsychologia, 50(7), 1235-1251.

Ferguson, M. A., Hall, R. L., Riley, A., & Moore, D. R. (2011). Communication, listening, cognitive and speech perception skills in children with auditory processing disorder (APD) or specific language impairment (SLI).

Palmer, S. (2021). Central auditory processing disorder. Encyclopedia of Autism Spectrum Disorders, 849-852.

DeBonis, D. A. (2015). It is time to rethink central auditory processing disorder protocols for school-aged children. American journal of audiology, 24(2), 124-136.

Bellis, T. J., & Bellis, J. D. (2015). Central auditory processing disorders in children and adults. Handbook of clinical neurology, 129, 537-556.

Jolliffe, T., & Baron-Cohen, S. (1999). A test of central coherence theory: linguistic processing in high-functioning adults with autism or Asperger syndrome: is local coherence impaired?. Cognition, 71(2), 149-185.

Boddaert, N., Chabane, N., Belin, P., Bourgeois, M., Royer, V., Barthelemy, C., … & Zilbovicius, M. (2004). Perception of complex sounds in autism: abnormal auditory cortical processing in children. American Journal of Psychiatry, 161(11), 2117-2120.

Montgomery, J., Storey, K., Post, M., & Lemley, J. (2011). The use of auditory prompting systems for increasing independent performance of students with autism in employment training. International Journal of Rehabilitation Research, 34(4), 330-335.

DePape, A. M. R., Hall, G. B., Tillmann, B., & Trainor, L. J. (2012). Auditory processing in high-functioning adolescents with autism spectrum disorder.

Key, A. P., & D’Ambrose Slaboch, K. (2021). Speech processing in autism spectrum disorder: an integrative review of auditory neurophysiology findings. Journal of Speech, Language, and Hearing Research, 64(11), 4192-4212.

Heine, C., & Slone, M. (2019). Case studies of adults with central auditory processing disorder: Shifting the spotlight!. SAGE Open Medical Case Reports, 7, 2050313X18823461.