What is AuDHD?
What is this colloquial term employed within neurodivergent circles?
AuDHD is a colloquial term employed within neurodiverse circles to describe individuals who are both autistic and possess Attention Deficit Hyperactivity Disorder (ADHD). Autism spectrum disorder (ASD) and ADHD were historically viewed as non-overlapping and discrete conditions, yet emerging literature and anecdotal evidence suggest that these conditions commonly co-exist, especially in those assigned female at birth (AFAB) (Antshel et al., 2016; Leitner, 2014).
In both clinical practice and in research, co-diagnosis of both autism and ADHD was previously forbidden based on earlier diagnostic criteria, especially under the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), which excluded a dual diagnosis. Following the introduction of DSM-5, which eliminated the ban, increasing numbers of people have been diagnosed with both conditions (American Psychiatric Association, 2013). This shift has facilitated greater understanding of the common traits and challenges of those who carry both diagnoses, colloquially referred to as "AuDHDers" within the neurodivergent community.
Individuals with AuDHD tend to merge a mix of traits from both autism and ADHD. For example, they may exhibit both sensory sensitivity, as is common in autism, as well as sensory-seeking behavior, as is more common in ADHD. This paradoxical experience disrupts the capacity for controlling responses to environmental stimuli, generating impairments in daily functioning and self-regulation (Wigham et al., 2015).
Another common experience for AuDHDers is difficulty with transitions and understanding time. Time blindness, or a reduced ability to perceive and move through time, is a frequent complaint in ADHD individuals and is exacerbated in autism individuals based on a preference for predictability and routine (Brown, 2005; Silani et al., 2008). This results in heightened anxiety and executive dysfunction, rendering even the most simple tasks overwhelming.
AuDHDers also typically describe experiencing both hyperfocus and executive paralysis. Hyperfocus, a trait more commonly associated with ADHD, is a focus so intense on a given task that nothing else is given any thought. While it may sometimes deliver productivity, it also leads other major tasks to be neglected. Executive paralysis, however, is the inability to initiate or complete a task even when aware of its importance, an issue that reflects executive functioning impairments common to autism and ADHD (Demetriou et al., 2018).
Embracing AuDHD through research and lived experience highlights the complexity and heterogeneity of neurodevelopmental profiles. Because these intersecting attributes are not always amenable to traditional diagnostic systems, numerous AuDHDers have faced barriers to diagnosis, support, and appropriate accommodations. Acknowledgment and respect for these experiences are essential to creating inclusive care and education systems that honor the entire continuum of neurodiversity.
(References below)
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References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). [https://doi.org/10.1176/appi.books.9780890425596](https://doi.org/10.1176/appi.books.9780890425596)
Antshel, K. M., Zhang-James, Y., Wagner, K. E., Ledesma, A., & Faraone, S. V. (2016). An update on the comorbidity of ADHD and ASD: A focus on clinical management. Expert Review of Neurotherapeutics, 16 (3), 279–293. [https://doi.org/10.1586/14737175.2016.1146591](https://doi.org/10.1586/14737175.2016.1146591)
Brown, T. E. (2005). Attention deficit disorder: The unfocused mind in children and adults. Yale University Press.
Demetriou, E. A., Lampit, A., Quintana, D. S., Naismith, S. L., Song, Y. J., Pye, J. E., Hickie, I. B., & Guastella, A. J. (2018). Autism spectrum disorders: A meta-analysis of executive function. Molecular Psychiatry, 23(5), 1198–1204. [https://doi.org/10.1038/mp.2017.75](https://doi.org/10.1038/mp.2017.75)
Leitner, Y. (2014). The co-occurrence of autism and attention deficit hyperactivity disorder in children – What do we know? Frontiers in Human Neuroscience, 8, 268. [https://doi.org/10.3389/fnhum.2014.00268](https://doi.org/10.3389/fnhum.2014.00268).
Silani, G., Bird, G., Brindley, R., Singer, T., Frith, C., & Frith, U. (2008). Levels of emotional awareness and autism: An fMRI study. Social Neuroscience, 3 (2), 97–112. [https://doi.org/10.1080/17470910701577020](https://doi.org/10.1080/17470910701577020)
Wigham, S., Rodgers, J., South, M., McConachie, H., & Freeston, M. (2015). The interplay between sensory processing abnormalities, intolerance of uncertainty, anxiety and restricted and repetitive behaviours in autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(4), 943–952. [https://doi.org/10.1007/s10803-014-2248-x](https://doi.org/10.1007/s10803-014-2248-x)