Embracing Neurodiversity in Pediatric Practice
by Dr. Kayleigh Hale
Reframing Neurodiversity
Pediatricians are often the first point of contact for families navigating developmental or behavioral differences. Embracing a neurodiversity-affirming perspective allows a clinician to better understand and support these children—not as broken or disordered, but as individuals with unique ways of experiencing the world. Neurodiversity reframes conditions like autism, ADHD, and learning differences as natural variations in the human brain. This lens emphasizes that many challenges these children face are not inherent flaws, but rather mismatches between their needs and their environments. By recognizing and valuing these differences, providers can help reduce stigma and foster self-acceptance in our patients.
Sensory Sensitivities
One area where this reframing is especially critical is sensory processing. Sensory processing differences—hypersensitivity or hyposensitivity to light, sound, touch, taste, smell—are common among neurodivergent children, and many neurodivergent children experience the world in heightened or muted ways: sounds may feel painfully loud, tags in clothing unbearably itchy, or bright lights overwhelming. These reactions aren’t misbehavior—they’re neurological.
When you observe your patients covering their ears in noisy hallways or learn that they avoid certain clothing or textures, or are overwhelmed by smells or lights, consider discussing sensory-inclusive strategies. Simple environmental adjustments can make spaces feel more welcoming.
Understanding and acknowledging sensory sensitivities can help you adapt your clinical environment to be more inclusive. For example, offering noise-reducing headphones, dimming overhead lights, or using non-fluorescent lighting in exam rooms can reduce distress and build trust with patients who have sensory processing differences.
The Power of Diagnosis
Receiving a diagnosis can be transformative. It helps families understand their child’s experience, secure targeted support, and build a sense of belonging. Diagnosis plays a powerful role in this context. While some worry about "labeling" children, an accurate diagnosis—delivered thoughtfully—can offer clarity, relief, and access to essential supports.
For many families, a neuropsychological evaluation provides not only an explanation for a child’s struggles but also a roadmap for how to help them succeed. Pediatricians are uniquely positioned to recommend these evaluations when children show persistent difficulties with learning, behavior, or regulation that cannot be fully explained by developmental stage or environmental stressors. You might also consider referring when school evaluations are inconclusive or when complex medical histories (e.g., prematurity, seizure disorders, or genetic conditions) warrant a deeper look into brain-behavior relationships. This can be done by framing it positively, such as stating, “This explains why some things are harder and other things you’re amazing at. It will help us get you the right help.”
Consider referring a child for a neuropsychological evaluation if they exhibit:
Persistent challenges in learning, attention, behavior/socialization, or emotional control
Sensory sensitivities that impact daily life
Regression or plateau in developmental milestones
History of neurological or medical conditions (e.g., epilepsy, TBI, genetic disorders)
When school-based evaluations don’t fully explain observed difficulties
Supportive Language for Neurodiverse Patients
Language matters, too. Small shifts in how we speak to neurodivergent children can go a long way in building trust and promoting resilience. Try phrases like, “Your brain just works a bit differently, and that’s okay,” or “Everyone has things they’re great at and things they need support with—we’re here to help you with both.” These messages normalize differences and highlight the child’s strengths, helping them feel seen and supported.
In Summary
Use a strengths-based neurodiversity lens to reduce stigma.
Recognize and address sensory sensitivities.
Validate diagnosis as a source of insight and empowerment.
Refer for neuropsychological evaluation when concerns are persistent, multidimensional, or school evaluations fall short.
Use affirming, supportive language that celebrates differences and helps young patients feel understood.
By adopting these approaches, clinicians can nurture neurodiverse children in a way that honors their identities—and truly helps them thrive!
Grounding Exercise for Sensory Overwhelm: The "5-4-3-2-1 Reset"
When a child is experiencing sensory overwhelm—whether from too much noise, bright lights, or general overstimulation—it can help to shift their focus to the present using a calming, structured sensory check-in. This version of the popular “5-4-3-2-1” technique is tailored for sensory-sensitive kids and can be adapted based on developmental level and sensory preferences.
This grounding exercise offers children a predictable script they can use at home, school, or in a clinical setting when feeling overwhelmed. It also emphasizes what is safe and present rather than trying to suppress distress—making it a great fit for neurodiverse individuals who benefit from validation and structured coping strategies.
Step-by-Step Guide:
5 – Name five things you can see - Encourage the child to look around and gently name five things in the room or nearby. “I see the window… a green crayon… a poster… a chair… and your sneakers.”
4 – Name four things you can feel - Invite the child to notice how different parts of their body feel. “I feel the floor under my feet… my shirt on my skin… the chair against my back… and my hands in my lap.”
3 – Name three things you can hear - Ask them to tune in to quiet sounds around them, like a ticking clock, birds outside, or soft background noise. Whispering can help reduce additional auditory input.
2 – Name two things you can smell - This step can be skipped or adapted if smells are aversive. Alternatively, offer something comforting like a scented lotion or essential oil the child finds soothing.
1 – Name one thing you can taste - A familiar snack, gum, or even a sip of water can work here. The goal is to connect gently to the mouth and body.
Optional add-on: Finish by encouraging slow, steady breathing—perhaps counting to four while inhaling, holding for two, and exhaling for four. This helps regulate both sensory input and emotional arousal.
Dr. Kayleigh Hale, PsyD
Director of Testing & Assessment
Licensed Clinical Psychologist | Neuropsychologist
Dr. Kayleigh Hale is a UCLA-trained neuropsychologist and licensed clinical psychologist with deep expertise in neuropsychological assessment and compassionate care. As the Director of Testing & Assessment at Hope+Wellness, she specializes in ADHD and autism evaluations across the lifespan, with particular skill in assessing intellectually gifted individuals and adults often overlooked in traditional diagnostic settings. She also provides therapy for women navigating perinatal mental health challenges, life transitions, anxiety, and chronic health conditions.
Dr. Hale is known for her strengths-based, neurodiversity-affirming approach, ensuring that clients feel understood, empowered, and supported throughout the process. She is certified as both an ADHD-Certified Clinical Services Provider (ADHD-CCSP) and an Autism Spectrum Disorder Clinical Specialist (ASDCS), and brings warmth, clarity, and deep clinical insight to every evaluation and therapeutic relationship.
