About this course

Learning Objectives

• Differentiate and apply the neurodiversity paradigm to contrast the medical/deficit model with a strengths-based, affirming approach in professional practice.
• Identify and support the specific sensory processing differences common to both autistic and ADHD individuals, and learn to create inclusive, sensory-aware environments.
• Develop effective, neuro-affirming communication strategies to build rapport and facilitate authentic interactions with autistic, ADHD, and AuDHD individuals.
• Implement practical and evidence-based scaffolding techniques to support the diverse executive function challenges associated with both autism and ADHD, such as task initiation, time management, and emotional regulation.
• Recognize the unique signs and triggers of neurodivergent burnout and apply effective strategies to help individuals manage energy, prevent overwhelm, and promote well-being.
• Analyze and address the unique intersectional challenges of AuDHD, including how autistic and ADHD traits can mask or amplify one another, leading to diagnostic complexities and internal conflict.
• Leverage a strengths-based approach to identify and harness the unique skills and interests (e.g., monotropism, hyperfocus, divergent thinking) of autistic, ADHD, and AuDHD individuals in educational and professional settings.
• Equip individuals with self-advocacy skills to help them understand their own neurotype, communicate their needs, and cultivate self-compassion and pride.
• Adapt therapeutic and educational interventions (e.g., ACT, DBT, mindfulness) to be affirming and effective for neurodivergent individuals, recognizing that one-size-fits-all approaches are often ineffective.
• Champion systemic change and inclusion by understanding the societal barriers and biases faced by neurodivergent individuals and advocating for inclusive practices in schools, workplaces, and communities.

Learning Levels

• All Levels

Course Instructor(s)

• 

  George Sachs PsyD

  Psychologist

  Dr. George Sachs is a child and adult psychologist with expertise in the diagnosis and treatment of ADHD and Autism in children, teens, and adults. Dr. Sachs did his clinical training at Mt. Sinai Hospital, John Stroger Hospital in Chicago, and at the Children's Institute in Los Angeles.

  Dr. Sachs is the founder of the Sachs Center and the co-founder of Inflow, the first ADHD app for adults. Dr. Sachs is the author of The Adult ADD Solution, Helping Your Husband with ADHD, The Mad, Sad, Happy Book, and Helping Traumatized Children Workbook. Dr. Sachs believes in a world where neurodiverse children and adults are accepted and appreciated for their unique gifts.

References

• Panagiotidi, M., Overton, P. G., & Stafford, T. (2019). The co-occurrence of ASD and ADHD traits in an adult population. Journal of Attention Disorders, 23(12), 1407–1415.
• Murray, F., Lesser, M., & Lawson, W. (2005). Attention, monotropism and the diagnostic criteria for autism. Autism, 9(2), 139–156.
• Driscoll, E. (2025). Study: AuDHD Children Face Elevated Risk for Cognitive Disengagement Syndrome. ADDitude Magazine.
• Hull, L., Petrides, K. V., Allison, C., Smith, P., Baron-Cohen, S., Lai, M. C., & Mandy, W. (2017). "Putting on My Best Normal": Social Camouflaging in Adults with Autism Spectrum Conditions. Journal of Autism and Developmental Disorders, 47(8), 2519–2534.
• Panagiotidi, M., Overton, P. G., & Stafford, T. (2019). The co-occurrence of ASD and ADHD traits in an adult population. Journal of Attention Disorders, 23(12), 1407–1415.
• Rommelse, N. N. J., Geurts, H. M., Franke, B., Buitelaar, J. K., & Hartman, C. A. (2017). Shared heritability of attention-deficit/hyperactivity disorder and autism spectrum disorder. European Child & Adolescent Psychiatry, 26(1), 77–90.